SkidmoreCollege

Catalogue

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Contents

College Calendar ......................................................... 3

History of Skidmore College ....................................... 4

Skidmore College Today ............................................. 6

Academic Environment ............................................. 10

Academic and Cocurricular Facilities ........................ 19

Cocurricular Environment ......................................... 22

Admission ................................................................ 29

Fees and Expenses ..................................................... 34

Financial Aid ............................................................. 38

Academic Requirements and Regulations .................. 47

Academic Standards and Review ............................... 51

Degree Programs ....................................................... 57

Courses of Study

American Studies ............................................. 58

Anthropology ................................................... 61

Art (Studio) ...................................................... 63

Art History ....................................................... 66

Asian Studies .................................................... 69

Biology ............................................................. 71

Business.............................................................74

Chemistry ......................................................... 77

Classics ............................................................. 79

Computer Science ............................................ 80

Dance ............................................................... 82

Economics ........................................................ 83

Education ......................................................... 85

English ............................................................. 88

Environmental Studies ..................................... 92

Exercise Science ................................................ 93

Foreign Languages and Literatures .................. 96

Geology .......................................................... 103

Government ................................................... 105

History............................................................ 108

Honors............................................................ 112

Interdisciplinary .............................................. 112

International Affairs ....................................... 113

Law and Society ............................................. 114

Liberal Studies ................................................ 115

Mathematics ................................................... 123

Music .............................................................. 125

Philosophy ...................................................... 128

Physics ............................................................ 130

Psychology ...................................................... 131

Religious Studies ............................................ 133

Social Work .................................................... 135

Sociology ........................................................ 136

Theater ........................................................... 139

Women’s Studies ............................................ 141

Interdepartmental Majors ............................... 143

Self-Determined Major .................................. 146

Preparation for Professions and Affiliated ............Programs ........................................................ 146

Study Abroad Programs ................................. 149

Higher Education Opportunity Program/ ............Economic Opportunity Program .................... 149

Enrollment Statistics ................................................ 150

Board of Trustees ..................................................... 151

Faculty .............................................................. 152

Administration ......................................................... 161

Alumni Association.................................................. 161

Map of the Campus ................................................. 162

Directory of Offices and Academic Departments .... 164

Statements of Policies and Procedures ..................... 165

Index .............................................................. 167

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SUMMER SESSIONS 2000

May 30-June 30 ..................................................................................................................... Session I

July 3-August 3 ..................................................................................................................... Session II

FALL SEMESTER 2000

September 3 ..................................................... Sunday ...................................... New Students Arrive

September 4 .................................................... Monday .............................. Returning students arrive

September 6 ..................................................Wednesday .............................................. Classes begin

October 9 ........................................................ Monday ............................... Yom Kippur (no classes)

October 13-15 ........................................... Friday-Sunday ...................................... Family Weekend

October 20 ........................................................ Friday ...................................................... Study Day

November 22-26 .................................... Wednesday-Sunday ............................. Thanksgiving Break

December 13 ................................................Wednesday ................................................. Classes end

December 14-17 ...................................... Thursday-Sunday ............................................ Study Days

December 18-21 ..................................... Monday-Thursday ......................................... Final Exams

December 22 .................................................... Friday ..........................................Fall Semester ends

SPRING SEMESTER 2001

January 18 ...................................................... Thursday ...................................... New students arrive

January 20 ....................................................... Saturday.............................. Returning students arrive

January 22 ....................................................... Monday ................................................. Classes begin

March 10-18 ............................................ Saturday-Sunday ...................................... Spring Vacation

May 1 .............................................................. Tuesday .................................................... Classes end

May 2-6 ................................................. Wednesday-Sunday ........................................... Study Days

May 7-11 .................................................. Monday-Friday ............................................ Final Exams

May 12 ............................................................ Saturday.................................... Spring Semester ends

May 12-18 ................................................ Saturday-Friday............................................ Senior Week

May 19 ............................................................ Saturday............................................ Commencement

SUMMER SESSIONS 2001

May 29-June 29 ..................................................................................................................... Session I

July 2-August 2 ..................................................................................................................... Session II

College Calendar 2000-2001

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Henry T. Moore, Skidmore’s second president, arrivedin 1925 from the chairmanship of the DartmouthCollege psychology department, ready to take on thechallenge of developing the young college bothacademically and physically. His thirty-two-yearpresidency brought the College to a position ofleadership in women’s education. Under his tenure,academic programs were developed and refined, and anexcellent faculty recruited. A library, infirmary, residencehalls, and dining halls were built, and further propertyacquisitions allowed for enrollment growth, as oldhomes became student dormitories, and carriage housesbecame classrooms, studios, and laboratories. Even moresignificant than his administrative and financial abilitieswas his influence on a generation of Skidmore studentswhom he inspired to intellectual and creative achieve-ment. The young college had grown to an enrollment ofmore than 1,100 by his retirement in 1957.

Val H. Wilson, formerly of Colorado Women’s College,became Skidmore’s third president that year, bringingwith him buoyant enthusiasm, boundless energy, and aninformal style that further personalized the Skidmorecommunity. He concentrated on strengthening thefaculty and academic programs, initiated inroads in thecreation of interdepartmental offerings, and encouragedmore and more students to enter graduate school.

Under Dr. Wilson, Skidmore’s growth strained itscampus at the seams. Enrollment had risen to 1,300,and many of the turn-of-the-century buildings weregrowing obsolete, requiring increased maintenance andrenovation. The adequacy of the physical plant also wasthreatened by the loss of fifty acres of athletic fields to anew superhighway as Interstate 87 worked its waynorthward.

It was at this critical time in Skidmore’s history that agenerous gift brought about a courageous decision bythe Skidmore College Board of Trustees. Board memberJ. Erik Jonsson and his wife, Margaret, offered analternative to the difficulties of maintaining andrestoring the campus. The Jonssons donated sufficientfunds to purchase a 650-acre tract on the outskirts of thecity — a tract Mrs. Scribner had sought fifty yearsearlier — and challenged the board to begin theconstruction of a completely new campus for theCollege. In a historic move many now believe was theonly hope for Skidmore’s continued health and survival,the board voted October 28, 1961, to purchase the landand begin the construction of what is now known as theJonsson Campus.

History of Skidmore College

An independent, liberal-arts institution with anenrollment of approximately 2,100 men and women,Skidmore was founded by Lucy Skidmore Scribner.

In 1903 Mrs. Scribner, responding to what she saw as anabsence of practical educational opportunity for womenin Saratoga Springs, opened the Young Women’sIndustrial Club of Saratoga. With a few teachers and ahandful of promising students, she initiated classes inthe fine and practical arts, which were designed to giveyoung women the means to make a living while learningto appreciate the more aesthetic experiences in life.

Mrs. Scribner, who had been widowed only four yearsafter her 1875 marriage to J. Blair Scribner (the eldestson of Charles Scribner, founder of the publishingcompany bearing his name), had arrived in Saratoga in1900 from New York City hoping to improve her failinghealth through the famous spa’s invigorating air andmedicinal waters. The treatment was apparently effec-tive, and she joined the city as a permanent resident.

Her inherent concern for others soon brought about theestablishment of the industrial club, which rapidlydeveloped into a thriving enterprise, chartered in 1911by the New York Board of Regents as the SkidmoreSchool of Arts. The school was named for Mrs.Scribner’s father, Joseph Russell Skidmore, the elder sonof Jeremiah Skidmore, a New York City coal merchant.

Sensing the promise of the young institution, Mrs.Scribner sought a new president with the educationalvision and prominence to direct its development. Withthe help of Columbia University President NicholasMurray Butler, she recruited Charles Henry Keyes, awell-known educator from Teachers College, asSkidmore’s first president. His vision and energy provedas effective as Mrs. Scribner had hoped, giving theschool the momentum it needed. In 1922 Dr. Keyesfulfilled his avowed ambition of having the schoolchartered as Skidmore College, a four-year degree-granting institution.

In addition to developing a liberal arts curriculum thatbecame the basis for Skidmore’s present curriculum, Dr.Keyes pioneered the formation of a baccalaureatenursing program and began the more active shaping of acampus. By the time of his death in 1925, Dr. Keyes hadplayed a key role in acquiring several of the Victorianmansions overlooking Congress Park, which began togive the College a more precise physical identity.

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By the time his tenure was cut short by his sudden deathin 1964, Dr. Wilson saw construction begin on the LucyScribner Library and on the first residential and diningcomplex.

Joseph C. Palamountain Jr., Skidmore’s fourthpresident, took office in July 1965. A political scientistwith a doctorate from Harvard, Dr. Palamountain cameto Skidmore from Wesleyan University, where he wasprovost. He guided Skidmore through a period ofdynamic growth and change. Under his leadership, thedevelopment of the College’s new physical plantprogressed rapidly. Currently, the Jonsson Campus has atotal of forty-nine buildings.

Dr. Palamountain’s twenty-two-year presidency wascharacterized by impressive growth in the academic andfinancial areas of the College. Skidmore experienced thedoubling of the student body and major increases inapplications, the near doubling of the faculty, thetransition from a women’s college to a coeducationalinstitution, and the creation of the first external degreeprogram in New York State (University Without Walls).During his presidency there were two innovativecurriculum changes and the chartering of a Phi BetaKappa chapter. The financial health of Skidmore wasbolstered by growth in the endowment and in theCollege’s net worth, due in part to the launching of the$25-million Celebration Campaign in 1985.

David H. Porter, the College’s fifth president, came toSkidmore in 1987 from Carleton College, where hetaught classics and music. Early in his presidency, Dr.Porter established the Commission on the ’90s to helpchart Skidmore’s course to the twenty-first century. Thecommission recommended new institutional priorities,with an emphasis on enhancing the academic tone oncampus, ensuring long-term financial stability, andpromoting greater diversity within the campuscommunity and curriculum.

During the Porter presidency Skidmore launched anHonors Forum and a program of scholarships in scienceand mathematics. The campus landscape changeddramatically, as Skidmore renovated and expandedScribner Library, constructed an outdoor athleticcomplex, upgraded computer and telecommunicationscapabilities, built an addition to the Sports andRecreation Center, and expanded Dana Science Center.In addition, Dr. Porter helped lead the largest fund-raising effort in Skidmore’s history, the SkidmoreJourney: A Campaign for Our Second Century,launched in 1993. The five-year campaign raised

$86.5 million, enabling the College to substantiallyincrease its endowment and providing funds for theTang Teaching Museum and Art Gallery.

Skidmore’s sixth president, Jamienne S. Studley, tookoffice in June 1999. A graduate of Barnard College andHarvard Law School, she was associate dean of YaleLaw School for five years. She came to the College fromthe United States Department of Education, where asdeputy and then general counsel from 1993-99 she wasinvolved in elementary, secondary, and postsecondarypolicy and legal issues (including student financial aidand access to college and civil rights) and initiatives toenhance public participation and departmentalmanagement.

During her first year at the College, President Studleyhas focused much of her energy on the advancement ofthe student learning-living experience, including thepartnership of students and faculty, the balance ofacademic and cocurricular pursuits, the quality ofstudent life, and the importance of social responsibilityand communication. To explore these and other campusisssues, she has initiated a wide range of campusdiscussions and open forums.

There has been a continuity of purpose underlying thechange and growth at Skidmore. The College hasconsistently espoused the goal of liberal education as thebest means of preparing for a life of continuing personalgrowth and of responsible and significant service to thecommunity. The College’s programs, both those in thetraditional liberal arts and those of a professional nature,represent liberal education in their common pursuit ofacademic excellence and their concern with sensibilities,values, and qualities that distinguish educated persons.

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Mission

The principal mission of Skidmore College is theeducation of predominantly full-time undergraduates, adiverse population of talented students who are eager toengage actively in the learning process. The Collegeseeks to prepare liberally educated graduates to continuetheir quest for knowledge and to make the choicesrequired of informed, responsible citizens. Skidmorefaculty and staff create a challenging yet supportiveenvironment that cultivates students’ intellectual andpersonal excellence, encouraging them to expand theirexpectations of themselves while they enrich theiracademic understanding.

In keeping with the College’s founding principle oflinking theoretical with applied learning, the Skidmorecurriculum balances a commitment to the liberal artsand sciences with preparation for professions, careers,and community leadership. Education in the classroom,laboratory, and studio is enhanced by cocurricular andfield experience opportunities of broad scope.

Underpinning the entire enterprise are the faculty’sscholarly and creative interests, which inform theirteaching and contribute, in the largest sense, to theadvancement of learning.

As a result of a commitment to the principles affirmedin the Mission Statement cited above, faculty andstudents are engaged in a variety of initiatives focused oncollecting information about both teaching and studentlearning. Student work is periodically collected and usedanonymously for assessment purposes. Informationgathered from reviews of student work helps facultymembers determine if their pedagogical methods areeffective, if students are learning what is expected, andwhat improvements might be considered in futureclasses. Data gathered are aggregated and used,therefore, to improve the Skidmore experience for bothstudents and faculty.

The College also embraces its responsibility as aneducational and cultural resource for alumni and for ahost of nontraditional student populations, and forproviding educational leadership in the Capital Districtand beyond.

Skidmore College Today

The Setting

A lively city combining historical charm with modernculture and a cosmopolitan atmosphere, SaratogaSprings is a popular place among Skidmore studentsyear round.

Ceded to the Dutch by the Indians in 1694, the citytakes its name from the Indian “Saraghtoga” (place ofswift water). Its reputation as one of the world’s leadingspas grew steadily through the nineteenth century, as itincreasingly became known as the home of the nation’soldest thoroughbred racetrack and social center for elitesociety.

Today Saratoga is best known as a resort, cultural,convention, and entertainment center revolving aroundhorse racing, outdoor recreation, classical and popularmusic, dance, and theater. The city is well known for itsrestored Victorian mansions, which attract studentsof art and architecture. The Saratoga Spa State Park,with its springs and mineral waters, is of more thanrecreational interest to biology students, and the wealthof rock formations in the region brings geologists fromaround the world. The city’s convention facility bringsconferences and exhibitions from across the stateand nation.

With the growth over the past two decades of theSaratoga Performing Arts Center, the city has greatlyincreased its offerings as an important cultural center.Located in the state park, SPAC is the summer homeof the New York City Ballet and the PhiladelphiaOrchestra, as well the venue for top rock and jazzmusicians. Distinguished theater companies andchamber music groups perform in SPAC’s LittleTheater.

Saratoga Springs is also known for the variety of itsrevitalized downtown area, a collection of shops,restaurants, galleries, and coffeehouses with an appeal topeople of virtually all interests. In 1996, the city washonored with a “Great American Main Street Award”by the National Trust for Historic Preservation.

The area’s historical tradition includes the SaratogaBattlefield, scene of the pivotal 1777 clash between theColonial and British armies that led directly to the endof the American Revolution. Dozens of landmarkscelebrate the area’s role in American history.

The Saratoga Historical Society and Walworthmuseums, housed in the Canfield Casino in CongressPark, feature exhibits and period rooms highlighting thecity’s fascinating past.

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The Campus

Set in what was at the turn of the century a beautifulpark of summer residences, Skidmore’s campusencompasses more than 850 acres of wooded land at thenorthwest edge of Saratoga Springs. Land for thecampus — now named the Jonsson Campus — wasgiven to the College by Trustee J. Erik Jonsson and hiswife, Margaret, in the early 1960s, when it becameapparent that Skidmore was outgrowing its originalScribner Campus in downtown Saratoga Springs. Since1964, when ground was broken for the first newstructure on the Jonsson Campus, forty-nine buildingshave been constructed on this site. While strikinglycontemporary in architectural style, the campusbuildings honor human scale and reflect Skidmore’sVictorian heritage in numerous aesthetic details.

Among the College’s more recent construction projectsare the 1995 renovation and expansion of ScribnerLibrary and the 1996 Dana Science Center addition.The Tang Teaching Museum and Art Gallery wasslated to open in fall 2000.

Carefully planned to preserve the natural beauty of thesetting, the campus was designed to provide for bothstudents and teachers a feeling of freedom and widehorizon. From the covered walkways uniting theresidential, academic, and social centers on campus, theprevailing views are to the mountains, woods, and fields,and into the center campus “green.”

The Jonsson Campus maintains the advantages of asmall college where students and teachers meet oftenand informally and where academic resources are readilyat hand.

The Faculty

Skidmore’s size and its student-faculty ratio are two ofthe keys to creating an academic environment thatfosters close associations and the exchange of ideasamong faculty and students. About 2,100 full-timestudents bring an unusually wide range of academic andcultural experiences to the campus, and a student-facultyratio of 11:1 assures each student the chance for theclose faculty attention that enhances the liberal artsexperience.

Teaching, at Skidmore, is not merely the imparting ofknowledge. It is the key to helping students developtheir abilities, talents, and values; to enriching them ashuman beings; to integrating scholarship with career

goals; and to preparing them for lives of productivecontribution to society and of continuous study andinquiry. The abilities to think and analyze clearly, toexpress oneself effectively through speaking and writing,to discern and value excellence, and to serve society arethe hallmarks of a Skidmore education.

The members of the Skidmore faculty are well knownfor the range of education, research, and experience theybring to the classroom. Though they are prolific in theirwriting, productive in their research, and outstanding intheir artistic endeavors, their emphasis is always onteaching, on translating that excellence of experienceinto meaningful learning for their students.

Numbering 182 full-time, Skidmore’s teaching facultyrepresent some of the top graduate schools in the nationand the world. Over 95 percent of the Skidmore facultyhold the Ph.D. or the highest degree in their field.

Beyond their academic interests, the Skidmore facultyare known for taking a personal interest in theirstudents, offering the added word of encouragement, theextra time outside the classroom, or the open mind forquestions — all of which contribute to the extraincentive a student needs. These attitudes have helpedcreate a campus known for its warmth and sense ofcommunity.

The Academic Program

Like other small, highly selective liberal arts colleges,Skidmore is firmly committed to providing men andwomen with a superior education in the humanities,sciences, and social sciences. What sets Skidmore apartis its integration of the liberal arts with opportunities forintensive study in more career-specific fields such as thefine and performing arts, business, education, and socialwork. This distinctive blend of the theoretical and thepractical makes Skidmore uniquely responsive to bothstudent needs and those of the increasingly interdepen-dent world we live in.

Skidmore offers more than sixty degree programs,including majors in both traditional liberal artsdisciplines and preprofessional areas. The curriculum’sflexibility allows students to major in one field andminor in another (an English major with a businessminor, for example), pursue an interdepartmental majorcombining two disciplines, or design self-determinedmajors.

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A Message to Skidmore Students from thePresident

You are holding an invitation to adventure. This volumecontains the raw material from which you will craft youreducation and prepare for the decades and challengesahead of you.

This catalogue reflects Skidmore College’s educationalphilosophy. Skidmore has a distinctive commitment toembracing education through what our founder, LucySkidmore Scribner, called “the mind and the hand.”The dual strands of theory and practice are evidentthroughout both our history and this catalogue.Skidmore strives to prepare our students for creative,effective, personal and public lives of continuedexploration. To achieve that goal you can find here theingredients for a strong foundation in the liberal arts,innovative study of interdisciplinary connections, andthoughtful preparation for the professions.

The changes of our era demand that both the Collegeand its students be imaginative, resilient, and well-prepared. The College has adapted enthusiastically andcreatively to change. Milestones in Skidmore’s history ofbold choices include the 1960 decision to move fromdowntown Saratoga to a new campus and the 1971decision to become coeducational. The College has alsobeen immensely strengthened by the imaginative LiberalStudies curriculum developed in the 1980s andsignificant enhancements to the library, Dana ScienceCenter, athletic facilities, and endowment in the 1990s.This year we will dedicate the spectacular TangTeaching Museum and Art Gallery, the latest of ourbold steps to enrich the learning experience and shareSkidmore’s resources with the widest possible audience.

Your personal challenge is to construct an educationfor a lifetime of change. The course offerings in thiscatalogue are your building blocks. Rich and exciting,they include formats that bring together students andour remarkable teachers in creative ways to takeadvantage of the best of technology, collaborativeresearch opportunities, practical experience, andindependent work.

Moreover, many of the lessons and rewards of your timeat Skidmore will come from your engagement in cocur-ricular activities, residential life, athletics, and volunteerwork. Thanks to student imagination and energy, theseorganizations and projects are thriving. From studentgovernment to the performing arts, from comedy andsinging groups to social action and athletics, Skidmore’s

Facility with contemporary digital technologies and withthe retrieval and interpretation of information is fosteredthrough a series of courses that incorporate computerresources in the learning process and through specialworkshops.

The internship program complements this flexibilitythrough “exploratory” and “professional” learningopportunities off campus. Students are encouraged totest their skills through internships in government,industry, communications, and nonprofit organizationsat the local, state, and national levels. Many studentsintern with alumni, who are generous with their timeand support of the internship program.

Beyond the Skidmore campus, students may takeadvantage of courses offered at other Capital Districtcolleges through the Hudson-Mohawk Association ofColleges and Universities, which includes suchinstitutions as Rensselaer Polytechnic Institute, UnionCollege, and SUNY’s University at Albany. Cooperativeprograms include one in engineering with the ThayerSchool at Dartmouth College; a Washington Semestercoordinated through American University; a semester atthe Marine Biological Laboratory in Woods Hole;M.B.A. programs with Clarkson University andRensselaer Polytechnic Institute; and an M.A.T.affiliation with Union College.

The Office of International Programs organizes a widerange of opportunities abroad for students and faculty.The office provides administrative oversight forSkidmore’s Paris, London, and Madrid programs andprovides support to other Skidmore programs abroadand Skidmore affiliations in many regions of the world.

The College operates under a semester calendar withfifteen-week fall and spring semesters. Skidmore’ssummer program includes two five-week academicsessions and other study options.

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vibrant and diverse activities contribute significantly toCollege life and learning.

The more independence, energy, and engagement youbring to your educational journey, the more you will getfrom your years here. At the same time, many membersof the Skidmore community are eager to help you chartyour course. Your teachers and faculty advisors want tochallenge and guide you, to engage and encourage you,and ultimately to help you take responsibility for youreducation and your future. Department chairs, studentservices staff, and peer tutors can help you use theCollege’s rich resources to achieve your goals.

I am eager to get to know you and hear about yourdreams, interests, concerns, and suggestions. I lookforward to collaborating with you and the rest of theSkidmore community to make this the most successfulpossible environment in which to learn, live, and work.

— Jamienne S. Studley

A Message to New Students from theDean of the Faculty

If you are a new student about to begin your Skidmorecareer, let me take this opportunity to welcome you towhat should be a college experience of great excitementand pleasure, serious reflection and self-reflection, anddetermined inquiry. Everyone at Skidmore is eager toprovide the most conducive environment in which youmay learn and grow. While, in the final analysis, youalone can insure the quality of the education you receive,we are all prepared to offer you both warm support andprovocative challenges.

You will find here a faculty committed to sharing withyou the knowledge and methods of their disciplines, toproviding you the opportunity for applying interdisci-plinary perspectives to a host of issues, as well as tohelping you understand how knowledge is acquired andhow it can be tested. Moreover, you will be able toemploy the latest information technologies to yoursearches for answers — and for new questions. Do nothesitate to question and seek assistance from the facultyin class or conference.

You are particularly fortunate to be in college at atime when received assumptions and categories arethemselves under scrutiny, a time when our ideas aboutnature, culture, and, in fact, education in the liberal arts

and sciences are being debated and reshaped. Thefaculty at Skidmore are engaged in such conversationsamong themselves and hope to share the excitement andchallenges of contemporary discussions with you.

We do not believe that you are here only to demonstratewhat you already know; rather, the aim of educationmight better be expressed as the acquisition of the abilityto question all that you have thought and believed tothis point, all that you will discover at Skidmore,and indeed all that you will encounter in the future.Thus, you will be challenged within and outside yourclassrooms — not so much to rehearse old informationand skills, as to learn to comprehend and evaluate thenew; to understand things in their local and globalcontexts; and to recognize the interdependency ofsubject, object, and context. Beginning with coursesin Liberal Studies, your faculty will help provideyou with a sense of those contexts and with anunderstanding of the varying perspectives afforded bymulti- and interdisciplinary study. Liberal Studiescourses are specifically aimed at demonstrating thecross-disciplinary habits of mind you will need toacquire in order better to appreciate your major field ofstudy and to create coherence of your disparateexperiences in college and beyond — in other words, inorder to understand the human experience in all itsrichness and complexity.

Together with your cocurricular life, the more formallearning environment of classroom, studio, laboratory,or rehearsal hall will set you challenges and createconfusions, will produce failures and successes alike,all of which constitute a full college education. Yourfaculty and advisors look forward to fostering yourproductive confusion and uncertainty as well as toapplauding your increased confidence and ultimatesuccess. I wish you the most rewarding of experiencesduring your years at Skidmore.

— Phyllis A. Roth

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Liberal Studies 1: The Human Experience. This courseinitiates all first-year students into the most significantquestions we raise about ourselves: what is the originand nature of the universe, and where did human beingscome from? what purpose do we have? what is thenature of our minds, of the social world we have created,of our creative processes? In LS1, faculty from thehumanities, social sciences, sciences, arts, andpreprofessional disciplines address these questions withfirst-year students through a set of common texts andlectures and through small seminar discussions.

In addition to LS1 in the first year, students must completeby the end of the sophomore year one additional LS2 course.

Liberal Studies 2: Integrative Topics. These coursesmake explicit connections to LS1 and are interdisci-plinary in nature. Topics vary but all courses emphasizethe continued development of cognitive skills.

Liberal Studies Capstone: A senior-year opportunityencouraged (but not required) as a logical extension ofinterdisciplinary work, capstone courses round out thestudent’s intellectual growth with a major academic orcreative project.

EXPLORATION

Exploration courses, built upon foundation andintegration requirements, lead students into a broaderacademic and creative community. Discipline-centeredstudies complement the interdisciplinary emphasis in theLiberal Studies courses. Other courses in the explorationcategory move students toward an understanding of anon-Western culture and the acquisition of intermediatecompetence in a foreign language.

BREADTH

Students choose two courses each in the fields of nature,society, and the arts from the list of approved offerings.

Nature. Course options explore the construction of thephysical world and principles that inform its operations.Students take two courses, at least one of which includesa laboratory experience (B), in areas such as biology,chemistry, computer science, exercise science, geology,mathematics, physics, and psychology.

Society. Course options focus on patterns of humanbehavior and the social structures that human beingshave created. Students choose two courses, one from agroup (A) including economics, sociology, anthropology,and government, and one course from a group (B)including American studies, history, philosophy, andreligion.

Academic Environment

The Curriculum

FOUNDATION

As the foundation of their college experience, Skidmorestudents strengthen their writing proficiency anddemonstrate competence in quantitative reasoning. Theability to read critically, to write clearly and precisely,and to reason quantitatively lie at the heart of a liberalarts education. Skidmore students thus acquire, duringtheir first years of study, the indispensable tools ofintellectual discourse and discovery.

Expository Writing. Students are required to completesuccessfully one designated expository writing course bythe end of the sophomore year. Students placed inEN103, “Writing Seminar I,” must complete this pre-requisite course by the end of the first year. Designatedwriting courses offered by the English Departmentand in various disciplines can be taken to fulfill theexpository writing requirement. Skidmore’s writingprogram includes tutorial help at the Writing Center.

Quantitative Reasoning. Quantitative skills are notonly promoted through a wide range of mathematics,computer, economics, and statistics courses, but also arereinforced by peer and professional support servicesdirected by the Department of Mathematics and Com-puter Science. All students will demonstrate competencein basic mathematical and computational principles bythe end of the sophomore year. This may be demon-strated by attaining a sufficiently high score on theMSAT I exam (630) or any mathematics SAT II exam(570), by passing the College’s quantitative reasoningexamination or by successfully completing MA100. Bythe end of the junior year, all students must successfullycomplete a designated course in mathematics, statistics,or other numerical operations in various academic dis-ciplines, or in the use of computers for the manipulationof mathematical, social scientific, or scientific data.

INTEGRATION

A distinctive feature of intellectual activity at Skidmoreis our attention to integrative learning. The ability tointegrate ideas from several different disciplines lendscoherence to the student’s entire college education andmay be applied to many areas of life. Liberal Studiescourses of a unique nature make up the integrationcomponent of the curriculum. (See course descriptionsfor LS2 course options.)

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and promoting our common interests as an academiccommunity, and invites the participation of all highlymotivated Skidmore students.

Special sections of regular course offerings and coursesdeveloped especially for the Honors Forum expect ahigh degree of involvement from participants, employmore sophisticated materials and pose more complexquestions, and provide an unusually challengingacademic experience. In a typical semester, HonorsForum courses might be offered in art history, chemis-try, economics, geology, literature, and mathematics.

INTERNSHIPS

Skidmore’s long experience in combining liberal artseducation with career preparation has established strongconnections between the life of the mind and the life ofpracticality and action. This twofold understanding ofhigher education is brought to focus through internshipsoffered for academic credit.

Internships can be particularly rewarding to students asan application of their academic work to other lifesituations, as an exercise of their liberal arts skills andperspectives, and as a bridge between college and career.In recent years Skidmore students have earned valuableexperience and academic credit in government agencies,retail and industrial organizations, publishing houses,banks, law firms, radio and television networks, and art,music, and theater organizations. Internship affiliationscan be arranged by students themselves or be madeavailable through alumni and friends of the College.

The Office of the Dean of Studies organizes the intern-ship guidelines and application criteria at Skidmore.An electronic library of internship opportunities ismaintained by the Office of Career Services. Qualifiedstudents may apply for internship experience, andacademic credit, during any semester of the academicyear, including both summer sessions.

The course IN100: Exploration Internship is available asan introductory experience to qualified students in anyacademic discipline and at any stage in their collegestudies. IN100 applications are reviewed by the CollegeCurriculum Committee.

Many departments at Skidmore offer “professional”internships at the 299 or 399 level. These opportunitiesare centered on a specific academic discipline, areoffered at a more advanced level than IN100, and oftencarry prerequisites. Grading may be on a satisfactory/unsatisfactory basis. Consult the course descriptions inthe departmental listings for details.

The Arts. Course options consider the arts as modes ofcreativity, expression, and discovery. Students take twocourses, one of which (A) engages students actively inthe creation or presentation of an artistic work (studioart, dance, music, theater or creative writing), and theother of which (B) analyzes and interprets an art form(art history, dance history, literary studies, music theoryand history, or theater history).

WORLD CULTURES

Foreign Language. Students explore a foreign languagethrough the intermediate level of competence, asmeasured by test scores or by performance in a varietyof course options. Depending on their languagebackgrounds and their choice of a foreign language,students may need up to four courses in this area. Whileone or two courses beyond the high-school experienceis the common pattern, a number of students satisfy therequirement with the results of their foreign languagecompetency exam.

Non-Western Culture. Choosing one from among adiverse range of courses, students are introduced to away of life and a set of cultural assumptionssignificantly different from Western perspectives.

THE MAJOR: FOCUS AND DEPTH

The core curriculum described so far provides thefoundation that students need to choose a majorappropriate to their academic and career interests.This choice usually occurs at the end of the sophomoreyear, allowing time for students to explore a variety ofmajor and minor options. Skidmore offers the bachelorof arts and bachelors of science degrees in more thansixty areas, including traditional liberal arts disciplines,paraprofessional fields, interdepartmental combinations,and interdisciplinary programs. Qualified students maydefine a self-determined major when their educationalinterests lie outside Skidmore’s established majors. Allareas of concentration at Skidmore, including thosemost oriented toward careers and professions, thrivewithin a liberal arts and humanistic environment.Students electing two majors must plan course selectionsvery carefully and should seek assistance from a facultyadvisor as early as possible.

HONORS FORUM CURRICULUM

The Honors Forum offers a supportive intellectualcommunity for all highly motivated Skidmore students,and especially encourages the academic aspirations offirst-year and second-year students. The “forum,” as thename suggests, is intended as a structure for organizing

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ACADEMIC GUIDANCE

The Office of the Dean of Studies assigns each enteringstudent to a member of the faculty who can advise thestudent about course scheduling, about the College’sgeneral academic requirements, and about the student’sparticular field of interest. Students may seek furtheradvice on these and other issues from the office. Questionsabout leaves of absence, academic standing, choice ofmajor, study abroad, internships, peer tutoring, studyskills, learning disabilities, academic integrity, honors andprizes, graduate fellowships, and other academic oppor-tunities and difficulties may be referred to this office.

Information Resources

SCRIBNER LIBRARY

Scribner Library houses nearly 400,000 volumes and1,700 journals and periodicals, augmented by electronicaccess to online digital collections. In addition, thelibrary houses the College archives, collections of rarebooks, sound recordings, videotapes, and art repro-ductions and slides. Scribner Library is a United Statesand New York State government-documents depository.

If students need materials not available in the collection,they have access to collections in other libraries throughSkidmore’s interlibrary loan arrangements, which allowus to borrow from academic and research librarycollections both regionally and throughout the UnitedStates.

The library is continuing to expand its electronic library,which is available through computers that are connectedto the campus network. While students and faculty canuse these resources on any of the seventy workstations inthe library, most of the resources can be accessed fromdorm rooms and offices. In addition to “Lucy2,” theonline catalogue, Scribner Library provides access tomajor bibliographic databases for all subject areasthrough its Web pages and through its CD-ROMnetwork. The library also subscribes to over 1,000 onlinejournals including Project Muse, JSTOR, and AcademicPress’s IDEAL library. These collections significantlyenhance the library’s paper and microform holdings.

The librarians, who are subject specialists, teach researchtechniques and are available for consultation about anindividual’s research.

CENTER FOR INFORMATION TECHNOLOGY SERVICES

Information technologies are an active part of academiclife at Skidmore. The Center for Information Technol-ogies (CITS), with its offices in Harder Hall, supportsservices that include the World Wide Web, electronicmail, newsgroups, educational software, voice and datanetwork support, printing and faxing services, andadministrative information databases.

While Skidmore encourages computing across thecurriculum — the appropriate use of computers inall academic disciplines — CITS focuses on makinginformation technologies accessible to all students,including those who may not be comfortable withtraditional computing environments. While CITS doesnot teach any credit courses, it employs student assistantsto help novices utilize computers more effectively,conducts workshops, and distributes user guides andother training materials.

General purpose microcomputer rooms are available inseveral locations across campus, some of which are opentwenty-four hours a day during the semesters. Allfacilities are open to any interested students, faculty,and staff including areas with either Windows andMacintosh computers. Student assistants are on duty inseveral locations to assist with user problems. Most ofthe public microcomputer rooms are equipped with highquality laser printers. Students are welcome to use theseprinters, provided they refrain from printing multiplecopies or otherwise wasting paper.

Electronic mail has become a popular communicationmedium for students and faculty. Skidmore College is amember of the Internet for electronic mail and datacommunication with colleges and universities worldwide. All electronic mail is handled by the Unix systems.Before participating, a student must obtain a usernameand password from CITS. These are free and remainvalid as long as the student is enrolled at the College.

CITS operates a multimedia development center inPalamountain Hall. This facility provides public accessto advanced tools for both analog and digital mediaproduction. Typical resources include audio and videoediting facilities as well as scanners, CD-ROM writers,and computers optimized for image editing.

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Affiliated Programs

VISITING STUDENT PROGRAMS AT AMERICAN COLLEGES

While students do the majority of their work atSkidmore, the College offers the opportunity to take asemester or full-year program at another school in theUnited States. Many colleges in the state of New Yorkand in other states have visiting student programs, andstudents should write to the registrar of the college inwhich they are interested to get information aboutprograms and deadline dates. Prospective visitingstudents should then apply for an official academic leaveof absence. Applicants should have reasonably strongacademic records, though grade averages below 3.0 maybe accepted by the Committee on Academic Standing.

HUDSON-MOHAWK ASSOCIATION OF COLLEGES ANDUNIVERSITIES

To extend and enrich their collective educationalresources, the following institutions have participated inthe Hudson-Mohawk Association of Colleges andUniversities: Adirondack Community College, AlbanyCollege of Pharmacy, Albany Law School, AlbanyMedical College, College of Saint Rose, Columbia-Greene Community College, Empire State College,Fulton-Montgomery Community College, HartwickCollege, Hudson Valley Community College, MariaCollege, Massachusetts College of Liberal Arts,Rensselaer Polytechnic Institute, the Sage Colleges,Schenectady County Community College, SienaCollege, Skidmore College, SUNY-Cobleskill, UnionCollege, and the University at Albany (SUNY).Students may choose individual courses at any of themember institutions through a cross-registrationagreement by consulting their respective registrars.

WASHINGTON SEMESTER

Skidmore, along with more than seventy other collegesand universities, participates in the Washington Semes-ter Program for juniors and seniors. This program offersintensive experience through course work, seminars,research projects, and internships with committees,agencies, and interest groups in Washington, D.C.,where students live at American University. Applica-tions are made through the departments of Governmentand American Studies. Credits earned at AmericanUniversity are denoted as transfer credit, and gradesearned do not affect the Skidmore GPA. Courses at the300 or 400 level qualify for maturity level credits.

SEMESTER IN ENVIRONMENTAL SCIENCE

Skidmore College is one of ten liberal-arts collegesthat participate in a program for undergraduates offeredby the Marine Biological Laboratory in Woods Hole,Mass. Held for fourteen weeks each fall at MBL’sEcosystems Center on Cape Cod, the Semester inEnvironmental Science program emphasizes measuringand understanding biogeochemical cycles and processesin terrestrial, fresh water, and marine ecosystems.Skidmore nominates students, usually biology-chemistrymajors in their junior year, for this collaborative researchprogram. Applications are made through the Office ofthe Dean of Studies.

RESERVE OFFICER TRAINING CORPS

Skidmore students interested in participating in ReserveOfficer Training Corps programs may do so throughthe Hudson-Mohawk consortium. With the permissionof the Committee on Academic Standing, a limitedamount of credit (typically, six or fewer hours) may becounted toward the degree for academic courses takenin the ROTC program.

Students pursuing an ROTC program through cross-registration must plan their courses and their academicmajor with care due to the time requirements of theROTC program and the commuting time (thirty toforty minutes) involved. Because of the schedulingrequirements of some majors, full participation in anROTC program may not be possible. Acceptedcandidates are advised to discuss their plans both withthe ROTC program of interest and the Office of theRegistrar at Skidmore before enrolling at Skidmore.All cross-registering students must provide their owntransportation.

For information on ROTC programs and/orscholarships, interested students should contact theproper ROTC program. Rensselaer PolytechnicInstitute, (Troy, N.Y. 12181) has Air Force, Army, andMarine Corps programs. Siena College (Loudonville,N.Y. 12211) has an Army ROTC office.

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SEMESTER IN LONDON

Skidmore offers a variety of study programs in the heartof London each spring semester. Students may electprograms from the following institutions: Regent’sCollege, Westminster University (a broad range ofhumanities, social science, and business courses),University College and King’s College (a broad range ofdisciplines). The program is accompanied by Skidmorefaculty.

Applicants must have strong Skidmore facultyreferences and normally an achievement record of 3.0or higher. Courses in the London program arepreapproved for transfer credit. Total cost is equivalentto tuition, room, and board in Saratoga Springs andincludes partial airfare to London. Skidmore studentson financial aid may apply their loans and scholarshipawards to the program. Information and applicationforms are available from the Office of InternationalPrograms.

SEMESTER IN INDIA

Through consortial arrangements with Bard, Hartwick,St. Lawrence, and Hobart and William Smith colleges,Skidmore offers a one-semester academic program inIndia every fall. The program is designed to utilize fieldsettings and important sites to introduce students toIndia in its varied manifestations — the richness of itshistory, philosophy, and culture; the diversity of itspeoples and languages; the complexity of its economic,social, and political processes. Skidmore students withstrong academic records and personal qualities, andwith appropriate academic preparation, may apply tothe program. For specific information, consult ProfessorRobert Linrothe, Director of the Asian StudiesProgram.

SHAKESPEARE PROGRAMME

This fall-semester program affords students theopportunity to study theater, literature, andShakespeare in England, where they study withinternationally respected British faculty members andprofessional theater artists. The program is affiliatedwith the British American Dramatic Academy and theBirmingham University Shakespeare Institute.

For twelve weeks, students live and study in theBloomsbury section of London, where the academicprogram includes courses in theater history, Englishliterature, playwriting, dramatic criticism, directing, andacting. Master classes and weekly trips to the theater areincluded in the program. The final week is spent at

Study Abroad

Skidmore offers academically qualified students a widerange of opportunities to further their global education.Students must have 3.0 (sometimes higher) cumulativeaverages, appropriate course background and class-yearstanding, and the endorsement of Skidmore College inorder to participate in programs abroad. Resources areorganized by the Office of International Programs inpartnership with the Dean of Studies Office.

SKIDMORE PROGRAMS IN PARIS AND MADRID

Any Skidmore sophomore with at least a B average andthe required language skills is eligible to apply for theSkidmore programs in Paris or Madrid through theOffice of International Programs. Applications must befiled no later than March 1 for full-year or fall-semesterprograms and by October 1 for the spring-semesterprogram. Admission to the program may be limitedby space availability. Each program has a residentdirector, who is concerned with housing, classes, andadministering the program.

The total cost of the Skidmore in Paris and Skidmore inMadrid programs is that of tuition, board, and room atthe apartment rate in Saratoga Springs, plus air fare tothe host country. Skidmore students on financial aidmay continue to receive their scholarship awards whilein the program. They must apply for scholarships, loans,grant aid, and work awards in advance at the Office ofStudent Aid and Family Finance.

Skidmore has two programs in Paris, one for the entireyear (for advanced French students) and another for fallor spring semester for those whose knowledge of Frenchis limited. Applicants must demonstrate appropriateproficiency in the language. Both programs in Parisbegin with a required intensive preliminary session toenable students to become familiar with French life andthe French educational system.

The program in Madrid is a full-year or spring-semesterprogram of academic study at the Universidad Auto-noma. Because all work in the program is offered inSpanish, students must have demonstrated competencein the language at the advanced level and some under-standing of the literature and culture prior to thebeginning of the program, normally by the successfulcompletion of Spanish 208, 211, and 212 or theirequivalent.

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Stratford-upon-Avon, where students attend RoyalShakespeare Company productions, study with RSCartists, and attend classes arranged by the ShakespeareInstitute and the Shakespeare Birthplace Trust.

Admission to the program is highly selective. Studentsmust have a cumulative GPA of 3.0 and at least 3.2 intheir major. For additional information, consultProfessor Lary Opitz, Theater Department. A samplelisting of courses is on page 149.

INSTITUTE FOR THE INTERNATIONAL EDUCATION OFSTUDENTS (IES)

Skidmore’s affiliation with IES provides opportunitiesfor Skidmore students to participate in high qualityacademic programs at twenty-one sites throughout theworld. Students with strong academic records, andappropriate academic background, may apply toprograms at the Courtauld Institute, the Slade Schoolof Fine Art, the School of Oriental and African Studies,and to other programs centered in Beijing, Berlin,Dublin, Freiburg, La Plata, London, Milan, Nagoya,Nantes, Tokyo, Vienna, and Australia.

While preparation in a foreign language is usuallyrequired for the European and Asian programs, a few ofthem are presented in English. Program standards arerigorous. Students must normally have a cumulativeGPA of 3.0 or higher and must obtain academicendorsement from Skidmore. Information is availablefrom the Office of the Dean of Studies and the Officeof International Programs.

THE INTERCOLLEGIATE CENTER FOR CLASSICALSTUDIES IN ROME

The ICCS, a consortium of sixty-three colleges anduniversities, is administered through Duke University.Through affiliation with the center, qualified Skidmorestudents can study ancient history and archaeology,Greek and Latin literature, and ancient art for asemester or year in Rome. The program is thusparticularly appropriate for students majoring inclassics, art, or art history.

The normal semester load is four courses, including abroadly integrative course on “The Ancient City” whichcounts for half the normal schedule. Remaining courseselections might include Latin and Greek Literature,Renaissance and Baroque Art History, ElementaryItalian, or an independent study. Application should bemade through Leslie Mechem, Department of Classics.

ADVANCED STUDIES IN ENGLAND

This humanities program is centered for twelve weeks inBath, with an additional week at University College,Oxford, and a concluding week in Stratford. The diverseofferings in British literature, history, philosophy,classical studies, art history, politics, and women’sstudies are taught primarily by faculty from OxfordUniversity. Additional courses are offered in a five-weeksummer session from June to July. For specificinformation, consult the Dean of Studies Office.

MIDDLEBURY COLLEGE PROGRAMS IN RUSSIA

This affiliation allows qualified Skidmore students tospend a semester or year at three university sites inRussia: Moscow State, Voronezh State, and YaroslavlState University. For more information, contact theOffice of International Programs.

OTHER STUDY ABROAD PROGRAMS

Through a host of other formal and informal affiliations,and the leave of absence process, Skidmore studentsstudy at many British and Irish institutions, as well asin Australia, African countries, Germany, Italy, Greece,Israel, and in other locations throughout the world. Alibrary of such opportunities and informed counsel areavailable in the Office of International Programs and inthe Office of the Dean of Studies, both located inStarbuck Center.

Note: All affiliated and nonaffiliated study-abroad programs hold tocompetitive academic standards. Skidmore approval for study abroad— approval that must precede acceptance into any study program —requires an academic record of 3.0 or higher.

Higher Education Opportunity Program/Academic Opportunity Program

The Higher Education Opportunity Program (HEOP)recruits and admits talented and motivated students fromNew York State who otherwise, owing to academic andfinancial circumstances, would be unable to attendSkidmore. The Academic Opportunity Program (AOP)recruits and admits students who are HEOP-like in theiracademic and economic profiles, yet are not eligible forsupport from the program because they reside in statesother than New York or have income levels slightly abovethe HEOP economic eligiblity guidelines. Holistic inapproach to student development, both programs providedevelopmental, tutorial, financial, and counselingservices, beginning with a required, pre-freshman, on-campus summer session. The Summer AcademicInstitute strengthens students’ academic and study skillsand prepares them for an academically and personallysuccessful college experience.

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Community Education Program

Skidmore College demonstrates its accessibility tothe surrounding localities through the CommunityEducation Program. Offering a variety of noncreditcourses, seminars, and workshops that meet eveningsand weekends throughout the academic year, programsfocus on topics of current concern and interest to thecommunity. In addition, continuing education programsfor local corporations, small businesses, and nonprofitorganizations are individually designed in response toa growing demand for professional and personaldevelopment. Certificates awarding continuingeducation units may be earned in the program.

Skidmore College Computer Career Institute

Located in Queens, Brooklyn, and White Plains, N.Y.,the Computer Career Institute offers programsdesigned to provide a solid foundation for continuouscareer growth and advancement in the field of computertechnology. Currently, seven noncredit certificateprograms are offered: Client/Server Programming andWeb Development, Computer Graphics and WebDesign, development, LAN Administration CNETraining, Microsoft Office Specialist, MicrosoftWindows NT Administration, Oracle CertifiedDatabase Administrator, and PC Service and SupportSpecialist with A+Certification. Programs typically runsix to ten weeks on a full-time basis, and four to sixmonths for part-time, evening classes. Course materialsare continuously revised to reflect changes in the field.

External Master’s Program in Liberal Studies

The Master of Arts in Liberal Studies program is anexternal, nonresidential program designed for adultlearners. The M.A.L.S. emphasizes a broad range ofdisciplines, allowing students to integrate knowledgein the arts, humanities, natural sciences, and socialsciences. Students develop individualized programs ofstudy — a combination of courses, independent study,internships, and a final project. Near the beginning oftheir program, students attend a one-week seminaron the Skidmore campus in which they study multi-disciplinary approaches, research methods, andcomputer applications. The program leads to a masterof arts degree.

University Without Walls

UWW is Skidmore’s undergraduate degree programfor adult students. Founded in 1971, UWW is a pioneerin adult education. The program currently serves over275 students who use UWW’s flexible framework todevelop individually tailored undergraduate degreeprograms.

UWW shapes undergraduate programs to fit thelearning options available to people residing throughoutthe country and overseas. UWW students are able to:

• transfer past credits from accredited colleges• earn credit for prior experience• pass competency exams for credit• arrange independent studies with Skidmore faculty• enroll in UWW courses offered at the Skidmore

campus• enroll in UWW online Web-based courses• take classes at nearby colleges and universities• enroll in courses offered at a distance by major

universities• participate in internships.

From its beginning, Skidmore has sustained a dualcommitment to the liberal arts and the professions.Working closely with advisors, students developprograms appropriate to their backgrounds and goals.Students’ individualized studies may focus on liberalarts areas such as English, history, psychology, andbiology, preprofessional areas such as business, orinterdisciplinary combinations. Some examples ofinterdisciplinary fields are human behavior, religionand culture, arts management, organizational behavior,and public administration.

Students earn a B.A. or B.S. degree from SkidmoreCollege. The program is registered with the State ofNew York and, as a division of Skidmore, is accreditedby the Middle States Association of Colleges andSecondary Schools.

First Year Enrollment Fee .................................... $3,600Subsequent Annual Enrollment Fee ..................... $3,000

For further information, contact:

University Without WallsSkidmore CollegeSaratoga Springs, New York 12866-1632Phone: 518-580-5450Fax: 518-580-5449E-mail address: uww@skidmore.edu

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UNIVERSITY WITHOUT WALLS STAFF

KIRSTEN E. MISHKINAcademic AdvisorA.B., Harvard University(Classics);Cambridge University (Anglo-Saxon Studies);J.D., Yale Law School

MARY P. MONIGANAdministrative AssistantB.A., SUNY Buffalo

MARY K. MOOREAssistant for Student Services

AIMEE K. PAQUINFinancial Aid Officer;Budget ManagerB.S., Skidmore UWW

SARAH STEBBINSAcademic AdvisorB.A., M.A., Ph.D., Universityof California, Berkeley (Philoso-phy)

CHRISTOPHER A. WHANNAcademic AdvisorB.A., University of Delaware(International Relations);M.A., University of Delaware(Political Science);Ph.D., University of Wisconsin,Madison (Political Science)

CORNEL J. REINHARTDirectorB.A., Parsons College;M.A., University of SouthDakota;Ph.D., University ofOklahoma (History)

MARY E. COGANAssistant to the Director;Coordinator of AcademicRecordsB.S., Skidmore College

ELLEN ELDREDGEStaff Assistant

KENNETH KLOTZAcademic AdvisorB.A., Yale University(Russian Studies);M. Phil., Ph.D., YaleUniversity (ComparativeLiterature)

DEBORAH MEYERSAcademic AdvisorA.B., Harvard University(History);M.A., New York University(Psychology)

SUMMER SIX ART PROGRAM

The Summer Six art program runs concurrently with thetwo summer academic sessions. Since its beginning in1968, Summer Six has been distinguished as anintensive learning experience that provides specialopportunities for students to explore and further developtheir artistic talents. The two five-week sessions featurenationally known visiting artists and lecturers whoprovide critiques, workshops, and seminars. Courseofferings include: drawing, painting, printmaking,lithography, ceramics, fiber arts, jewelry, photography,sculpture, two- and three-dimensional design, graphicdesign, watercolor, and art history.

Classes are small and individualized, and students haveround-the-clock access to large, well-lit studios.Graduate credit may be earned in cooperation with theOffice of General Studies and Summer Sessions at theUniversity at Albany, State University of New York.

In addition, noncredit workshops are offered in a varietyof media. These intensive workshops include: paintingand drawing, ceramics, raku and sagger firing, fiber arts,videography, computer imaging, and monotypes.

SUMMER WRITERS INSTITUTE

The New York State Writers Institute, sponsored bySkidmore and the University at Albany, State Universityof New York, offers an annual summer program forwriters. The four-week program features workshopcourses in creative writing and editing taught by anextraordinary staff of professional writers, includingwinners of the Pulitzer Prize and the National BookAward. Courses are offered for undergraduate andgraduate credit, and a small number of noncreditstudents may be enrolled.

AP/ART (ACCELERATION PROGRAM IN ART)

AP/Art is a program designed for mature and skilledhigh-school students who have completed their fresh-man year. Presented in conjunction with the SummerSIX art program, AP/Art offers students an opportunityto work in a college art department for credit as well asnoncredit options. Students may also cross register inliberal arts courses offered through the Pre-CollegeProgram for High School Students. Each studentenrolls in two courses during the five-week session.Scholarships may be awarded on the basis of artisticmerit and need. In addition, AP/Art students takeadvantage of the rich and varied cultural activitiesavailable both on campus and in the community ofSaratoga Springs.

Summer Programs

Through the Office of the Dean of Special Programs,Skidmore’s summer programs draw thousands of peopleof different ages and backgrounds to the campus forcredit and noncredit courses, seminars, workshops, andother events, many of which incorporate the city’scultural activities into their offerings. The SkidmoreCollege Summer Term Catalogue, issued in January,provides further details on all programs.

SUMMER ACADEMIC SESSIONS

There are two five-week summer sessions at Skidmoreduring which students may register for up to eightsemester hours in each session. The first session is ideal forthose who wish to combine study with summer work ortravel. Students wishing to fulfill all-College requirementsor accelerate their college programs can earn additionalcredits by attending either or both sessions. Introductoryand advanced courses in the humanities, the natural andsocial sciences, and business are offered. Skidmore alsooffers summer programs in foreign countries.

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PRE-COLLEGE PROGRAM FOR HIGH SCHOOL STUDENTS

This program offers college-level courses for credit tohigh school students with strong academic records.Enrollment is open to those who have completed theirsophomore year in high school. Students take twocourses chosen from among those offered during thesecond summer session in the humanities, naturalsciences, and social sciences. Students may also crossregister in courses or workshops offered throughAP/Art. In addition, Pre-College Program students takeadvantage of a variety of cultural and recreationalactivities that are unique to Skidmore College’s summercampus and the Saratoga Springs area.

SUMMER LIFE SCIENCE INSTITUTE FOR GIRLS

Two week-long residential programs for seventh, eighth,and ninth grade girls are offered in an effort to exposethem to the fascinating world of the life sciences.Students study the basic concepts of modern biology andalso actively participate in modern biotechnology andthe use of advanced equipment. Special field trips enablestudents to explore first hand a wildlife population/recapture and nighttime tracking program and will visita veterinary hospital to observe surgeries.

CAMP $TART-UP

Skidmore College has partnered with IndependentMeans Inc. to offer a two-week experience to teenwomen during late August. The program helps teenwomen achieve economic self-reliance by introducingthem to the fundamentals and vocabulary of businessand entrepreneurship, as well as builds leadership skillsas the students work in small groups to construct a fullbusiness plan. The skills taught at Camp $tart-Up helpempower girls to take charge of their lives, both inschool and throughout their professional lives.

INTERNATIONAL WOMEN’S WRITING GUILD CONFERENCE

The IWWG hosts a week-long conference at Skidmorefor women writers of all levels of experience. Throughdozens of workshops, women refine their skills and learnmore about a variety of writing genres, includingnonfiction, fiction, romance, mystery, poetry, film,television scripts, and journals. Word processing and thebusiness aspects of writing, such as dealing with literaryagents, are also covered. Several guild members’ workshave been published as a result of the annual conference.

JAZZ INSTITUTE

This is a two-week residential institute for jazzmusicians — including high school and college students,music educators, and professional musicians — focusingon theory and improvisation. Master classes are taughtby top jazz artists. The program coincides with Frei-hofer’s Jazz Festival at the Saratoga Performing ArtsCenter. This program may be taken for academic credit.

CENTER FOR TALENTED YOUTH

The Johns Hopkins University Center for TalentedYouth offers qualified adolescents specially developedcourses in the sciences, mathematics, and humanities onthe Skidmore campus. A talent search is conducted byJHU/CTY in conjunction with school systems acrossthe country.

JUDAIC STUDIES PROGRAM

Skidmore College offers a series of three one-weekresidential seminars for serious adults who wish toexplore issues in Jewish history, literature, and ideas.The seminars feature lectures by well-known scholars,challenging class discussions, many opportunities forinformal personal exchange among teachers andstudents, and other experiences intended to deepenstudents’ understanding and knowledge of Jewish textsand concepts.

SUMMER DANCE WORKSHOPS

Skidmore College hosts modern dance companiesduring the summer months and offers serious dancestudents the opportunity for intensive study withacademic credit. Over the past years, the José LimonCompany, Twyla Tharp Dance Foundation, DanWagoner and Dancers, Trisha Brown Company, Bill T.Jones/Arnie Zane Dance Company, Mark MorrisDance Group, Lar Lubovitch Dance Company, MarthaGraham Dance Company, and Garth Fagan Dance havebeen in residence. In addition, public dance events pre-sented by the companies provide added cultural attrac-tions for members of the surrounding communities.

SUMMER THEATER WORKSHOP

Led by Anne Bogart and company members of theSaratoga International Theater Institute (SITI), anintensive four-week training program is offered toactors, directors, designers, dancers, and choreographers.Training in the Suzuki method of acting, Bogart’sViewpoints, and an interdisciplinary approach tocomposition are the features of the program. Theprogram may be taken for academic credit.

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Academic and CocurricularFacilities

DANA SCIENCE CENTER

Charles A. Dana Science Center houses thedepartments of Biology, Chemistry and Physics, andGeology. The facility offers classrooms, teaching labs,individual research labs and preparation rooms, andplant and animal tissue culture, microbiological,radiation biology, and radiation chemistry units.

Equipment available for student use includes a JEOL1010 transmission electron microscope, Reichert Ultra-cut ultramicrotomes, Balzer’s freeze jet, Olympus BX-60light microscope, LKB ultracentrifuge, high-pressureliquid chromatography equipment, and specialtyequipment for PCR and DNA sequencing. Alsoavailable are a 200 MHz high-field nuclear magneticresonance spectrometer (NMR), computer interfacedx-ray fluorescence spectrometer, Fourier transforminfrared spectrometer (FTIR), inductively coupledplasma spectrometer (ICP), and PC-based multi-channel analyzer with nuclear spectroscopy equipment.

On the top floor of the building are a greenhouse, aplant-cell culture lab, and an ornithology lab.

To keep pace with the growing demand for study in thesciences, Skidmore built a 30,000 square-foot additionto the science center in 1996. The new wing connectsDana to nearby Harder Hall and significantly increaseslab and teaching space in the sciences. The addition’sglass-fronted three-story atrium provides lounge areasfor students and faculty on each floor.

BOLTON HALL

Bolton Hall, a classroom building honoring Skidmoreprofessors Joseph and Dorothy Bolton, houses elevenclassrooms and the Foreign Language Resource Center,which offers a variety of audiovisual and electronicresources to students and faculty of foreign languages.

PALAMOUNTAIN HALL

Named in honor of Skidmore’s fourth president,Joseph C. Palamountain Jr., this building features threelecture halls, the largest of which, Gannett Auditorium,seats 300. Located in the center of the building, thelecture halls are ringed by smaller, hexagonally shapedclassrooms that reflect the building contours andaccommodate thirty-five students each in a seminar-likeatmosphere. The departments of English, ForeignLanguages and Literatures, Management and Business,and Education are located here. Palamountain Hall alsohouses the Skidmore Early Childhood Center.Administrative offices are on the fourth floor.

Academic Facilities

SCRIBNER LIBRARY

Skidmore’s renovated and expanded library opened tothe public at the start of the 1995-96 academic year.The current library is some 75,000 net square feet. Itbrings together both traditional library spaces and theinfrastructure to support increasingly sophisticatedtechnology. The building contains more than 600 seatsin spaces designed to take advantage of natural light,twenty-two individual study rooms, and eighteengroup-study rooms. There are over seventy computersdistributed throughout the library and in a large clusteron the fourth floor. Students can also bring in laptopsand connect to the campus network at carrels and studyrooms located on each floor.

Named for Lucy Skidmore Scribner, the College’sfounder, Scribner Library houses nearly 400,000volumes and 1,700 journals and periodicals, augmentedby electronic access to online digital collections. Inaddition, the library houses the College archives,collections of rare books, sound recordings, video tapes,and art reproductions and slides. Scribner Library is aUnited States and New York State government-documents depository.

Both teaching and library faculty teach in the SchafferBibliographic Instruction Room, an electronic classroomequipped to allow students to learn research methodsincorporating both print and online sources.

The visual resources area on the second floor is devotedto the library’s extensive art book and visual resourcescollections, including more than 100,000 slides anddigital images. One wall is devoted to the display andstudy of art reproductions. An arts librarian is availableto assist with questions regarding art, music, film,theater, and dance. The offices of the Art HistoryProgram faculty are also located on the second floor.

On the third floor, students will find the PohndorffRoom, which serves as the reading room for specialcollections and as a reception room for lectures andreadings.

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SAISSELIN ART BUILDING

Saisselin Art Building links the academic buildings oncampus with those of the fine and performing arts.Constructed on three levels, Saisselin houses paintingand drawing studios on its third level, all with skylightsto allow natural light into the studios. On the secondfloor are the photographic studios and the jewelry andmetalsmithing studio. On the first level are studios forsculpture, ceramics, weaving, textile design, serigraphy,printmaking, graphic design, and computer imaging.

Schick Art Gallery is located at the main entrance to thebuilding. In addition to special and faculty exhibits, artstudents hold an annual exhibition of their works as doSummer Six students.

TANG TEACHING MUSEUM AND ART GALLERY

Opened in fall 2000 and named in honor of FrancesYoung Tang ’61, the 39,000-square foot museum-gallery is designed to facilitate cross-disciplinarycommunication between all areas of study through thevisual arts. The experimental nature of the Tang’sprogramming integrates multiple mediums anddisciplines to explore a common theme — as seen in itsinaugural exhibition, S.O.S./Scenes of Sound, and thecomplementary exhibit titled Scenes of Science.

The building houses a 150-seat interdisciplinary space;classrooms for lectures, receptions, events, and filmscreenings; flexible galleries accommodating severaltemporary exhibitions at the same time; and storage forSkidmore’s permanent collection of over 7,000 works.

BERNHARD THEATER

Janet Kinghorn Bernhard Theater includes a mainauditorium seating 345 people, two rehearsal rooms, adesign studio, a large studio theater, a scene shop, paintshop, construction and repair shop, and all otherfacilities appropriate to a modern college theaterprogram.

FILENE MUSIC BUILDING

A center for musical activities during the academic year,the Therese W. Filene Music Building hosts groups ofyoung performing artists during the summer season.A distinctive feature of Filene is a fan-shaped lecture-recital hall seating approximately 240 people. Thebuilding also houses faculty offices and studios, class-rooms, a music library, practice and listening rooms,and an electronic studio.

TISCH LEARNING CENTER

Tisch Learning Center provides space for classes,faculty, and programs. The building houses six seminarrooms; ten classrooms; laboratories for psychology andanthropology; the departments of Psychology, History,American Studies, Sociology, Anthropology, and SocialWork; and thirty-four faculty and departmental offices.

LADD HALL

Three-story Ladd Alumni Hall, which adjoins CaseCenter, contains faculty offices, classrooms, and anauditorium for lectures and film showings. The officesof Skidmore’s University Without Walls and Master ofArts in Liberal Studies program are located on the firstfloor of Ladd. It also houses the departments of Classics,Government, and Philosophy and Religion.

HARDER HALL

F. William Harder Hall contains classrooms, facultyoffices, the departments of Economics and Mathematicsand Computer Science, and the Center for InformationTechnology Services.

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Cocurricular Facilities

CASE CENTER

Josephine Young Case College Center connects theacademic and residential areas on campus. It includes abook store, a central information desk, the Office of theDean of Student Affairs, mail facilities, a large loungeand exhibit area, and a snack bar. Case Gallery, astudent-directed gallery of student-created art works,provides opportunities for students to sell their worksand to gain experience in gallery management. TheSkidmore Shop sells textbooks, general and referencebooks, gifts, clothing, and sundries.

WILSON CHAPEL

Val H. Wilson Memorial Chapel honors Skidmore’sthird president and is intended primarily for meditation,though it is at times used for various religiousceremonies and events at the College. Set in a woodedarea, it purposely lacks religious symbolism in thearchitecture or decor, emphasizing that it is for use byall members of the community, regardless of faith.

STARBUCK CENTER

Named for Kathryn Starbuck, this building houses theoffices of the College that provide nearly all of theadministrative services for students, including the officesof the Registrar, Dean of Studies, InternationalPrograms, Student Aid and Family Finance, StudentAccounts, Career Services, Residential Life, and theHigher Education Opportunity Program.

JONSSON TOWER

This twelve-story building houses students on its topseven floors. A lounge on the top floor is used for socialfunctions. Health and Counseling Services, theChaplain’s Office, Security, the Skidmore News, andWSPN radio can be found on the lower floors.

AIKINS AND MURRAY DINING HALLS

Facing Case Green, these adjacent dining halls servenineteen cafeteria-style meals a week (brunch and dinneronly on Saturdays and Sundays) to students living in theresidence halls on the Jonsson Campus.

FALSTAFF’S

Opened in 1986, this one-story facility contains smallalcoves for eating and relaxation and a large open areafor dancing and entertainment. A committee ofstudents, faculty and administrators sets policy forFalstaff’s and sponsors a variety of cocurricularactivities.

SPORTS AND RECREATION CENTER

The Sports and Recreation Center adjoins playingfields and the Dance Center. The facility accommodatesa comprehensive program of sports and physicaleducation. The center includes two gymnasiums, acompetition swimming and diving pool, racquetball/handball courts, squash courts, weight-training andconditioning rooms, and an athletic training room. Thefacility also houses classrooms and a human performancelaboratory for the study of human movement and sport.A recent addition serves as home to an intramuralgymnasium, varsity team rooms, a weight room, and anaerobic equipment area.

In 1994 Skidmore opened its outdoor athletic complexfeaturing a lighted, artificial-turf field; an all-weathertrack; and a grandstand.

Other sports facilities include practice and playing fieldsfor hockey, baseball, lacrosse, soccer and other fieldsports; cross country ski trails; and nine outdoor tenniscourts.

VAN LENNEP RIDING CENTER

The Van Lennep Riding Center offers excellent facilitiesfor riding, a stable of horses for student use, and spacefor students to board their own horses. In addition to alarge heated indoor riding ring, there is an outdoor ring,paddocks for turnouts, and an outdoor hunt course. Theheated stable accommodates sixty-eight stalls, ten by tenfeet each, tack rooms, feed storage, a blacksmith shop, alounge, and a classroom.

DANCE CENTER

The Dance Center adjoins the Sports and RecreationCenter. It consists of three units including two spaciousdance studios; a large dance, sport, and recreational area;and the fully equipped Dance Theater with adjoiningdressing rooms. This is the center for dance activitiesduring the academic year. The Dance Theater hostsprofessional dance companies throughout the year.

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Cocurricular Environment

International Programs

The Office of International Programs works closely withthe Dean of Studies Office to organize a wide range ofopportunities abroad for students and faculty. The officemaintains a study-abroad library, advises students onprogram choices and applications procedures, helpsorient students to the cultural and personal challengesthey will encounter abroad, and helps reintegratestudents into the life of the College when they returnfrom study abroad. The office provides administrativeoversight for Skidmore’s Paris and Madrid programsand provides support to other Skidmore programsabroad and Skidmore affiliations.

Multicultural Students

The Multicultural Students Office has primaryresponsibility for providing the support services neededto enhance the curricular and cocurricular experiences ofAfrican American, Latino, Asian American, and NativeAmerican (ALANA) students, and for coordinating thedevelopment of programs that address the needs andinterests of a culturally diverse population.

The Multicultural Students Office assigns each newALANA student to an upperclass ALANA mentor,who assists them in their first-year assignment.

Under the auspices of the dean of student affairs, thisoffice maintains an especially close working relationshipwith the Offices of Admissions, Affirmative Action,Alumni Affairs, Calendar, the Dean for First-yearStudents, the Dean of Studies, Career Services,Counseling, Health Services, the Higher EducationOpportunity Program, Residential Life, StudentActivities, and those academic departments and facultycommittees with special interest in interracial and cross-cultural concerns.

This office advises the ALANA culture-focused studentorganizations and coordinates programs such as theEducational Leadership Corps, Mia McCoy MentorProject, and the ALANA preorientation program.

Students choose their life experience outside theclassroom just as they do their courses, major, andacademic schedule. Many Skidmore men and womenjoin clubs and organizations that serve their interests andadd dimension to their academic interests.

Skidmore recognizes that students’ experiences outsidethe classroom are as challenging and educational asthose within. Thus the College offers many services tohelp students make the best use of their cocurriculartime. The Office of the Dean of Student Affairs isresponsible for coordinating these services, whichinclude student academic affairs, international programs,counseling, multicultural student affairs, health services,Higher Education Opportunity Program, residentiallife, religious life, career planning, student activities, andvolunteer services. Members of the student affairs staffwork together to provide effective student-life programsfor the College community.

STUDENT SERVICES

Academic Advising and Programs

The Office of the Dean of Studies, in cooperation withthe faculty and the student affairs staff, providesacademic guidance to students, contributes to academicpolicy and curricular decisions, and coordinates a widerange of academic programs. The Dean of StudiesOffice assigns each first-year and entering advanced-standing student to a member of the faculty who canadvise the student about course scheduling, about theCollege’s general academic requirements, and about thestudent’s particular field of interest. Students may seekfurther advice on these and other issues from the office.Questions about leaves of absence, academic standing,choice of major, study abroad, internships, peer tutoring,study skills, disabilities, academic integrity, honors andprizes, graduate fellowships, international studentactivities, and other academic opportunities anddifficulties may be referred to this office. The Dean ofStudies Office also publishes the yearly New StudentGuide to Program Planning and the Academic InformationGuide, booklets that survey all academic programs andpolicies at the College.

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Residential Life

Skidmore is committed to a cocurricular environmentthat enhances and enriches the academic program whileproviding students with opportunities for personal andsocial growth, self-discovery, and an appreciation ofone’s responsibilities to others. To those ends, Skidmoresees residential living as an integral part of the student’seducation. At its best, residential living fosters a sense ofcommunity; facilitates the integration of the individualinto campus activities and organizations; exposesstudents in a direct and personal way to a pluralisticcommunity of people with divergent points of view,values, lifestyles, and background experiences;encourages an atmosphere of free and wide-rangingexpression of ideas; and develops in each personcapacities for self-direction and deep concern for others.

Clearly, residential living does not always meet theideals outlined above. Residential life is not alwayscomfortable, supportive, or secure. Interpersonaltensions, serious value conflicts, and discomfort causedby living in close proximity with large numbers ofstudents are not unusual. Learning to respond maturely,responsibly, and creatively to adversity are importantelements in self-growth. Skidmore provides resourcesthrough its residence-hall staff, Counseling Center,Chaplain’s Office, and other student affairs staff, to helpstudents adjust to residential life.

Ultimately, Skidmore regards its students as maturingindividuals and expects them to accept a large measureof responsibility for their personal and social lives.Skidmore’s room-change and off-campus living policiesreflect the belief that students often learn more aboutthemselves and others by working through difficultsituations rather than escaping them.

All continuing full-time students and students returningfrom leaves of absence are required to participate in theroom selection process, held each spring semester(Moore Hall is considered “on campus”). Roomselection is a random-drawing procedure givingpreference to class (seniors choose first, juniors choosesecond, etc.). The procedure provides students with awide range of living options including College-supervised residence apartments. All freshmen studentsare required to live in College-supervised housing,except those living at home with a parent or guardian atthe start of their freshman year. All students living inthe residence-hall system sign a room and boardagreement that outlines their rights and responsibilities.

The residence halls, central to life on campus, offer adiversity of programs and are supervised by a network oftrained upperclass students. Hall councils, comprisingboth residence hall staff members and elected studentrepresentatives, develop a variety of events and programsfor the halls.

MOORE AND KEYES QUADRANGLES

Moore Quad consists of Kimball, Penfield, Wilmarth,and McClellan residence halls. Each hall housesapproximately 140 students on three floors in single,double, or triple rooms. In addition, each of the halls hasa large living room. There are kitchenette facilities, astudy room, and a small lounge on each floor.

Keyes Quad has comparable facilities. Howe, Rounds,and Wait residence halls accommodate 340 students,while Jonsson Tower houses another 280. The latter, atwelve-story building, is the tallest on campus. AtopJonsson Tower is the Penthouse, with lounge andkitchen facilities for hall use and other College activities.

MOORE HALL

Moore Hall is a residence hall and dining facility locatedon Union Avenue in Saratoga Springs, approximatelytwo miles from campus. This structure accommodates160 students on five floors. There are the traditional“double-loaded corridors,” lavatory facilities, and loungeareas on each floor. A glass-enclosed, circular diningroom serves the residents of the building. A Skidmorebus provides transportation to the campus for residentsof Moore Hall.

SKIDMORE HALL

This facility, located just south of McClellan andPenfield, accommodates 128 students on three floors ofsingle and double rooms. By design, the building’sflexible arrangement provides opportunities for bothprivacy and social interaction. The seminar area on thefirst floor is designed to integrate academic andresidential life.

SCRIBNER VILLAGE APARTMENTS

Intended for upperclass men and women, ScribnerVillage houses 283 students. There are fifteen housescontaining fifty-six units that accommodate four, five,six, or seven students. Each apartment is fully furnishedand has an appropriately equipped kitchen. Studentsliving in Scribner Village may elect to join the meal planor to prepare their own food in the apartment kitchen.

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OFF CAMPUS

In consideration of Skidmore’s commitment to aneducational philosophy that supports the importance ofliving in campus housing and in consideration of itsfinancial obligations, all freshman full-time studentsmust live in College-supervised housing. However, for alimited number of upperclassmen, the option of livingoff campus is available through the room selectionprocess. (See the Room Section Guide for specificoptions and requirements.) Preference is first given toseniors, and then to juniors. Exceptions to this policymay be made in the following situations: student livingwith a parent and/or guardian and commuting daily,student who turns twenty-two years old before the startof the academic year, married students, and studentwith child(ren).

Religious Life

The College is respectful of and responsive to those inthe community who practice the religion of their choice,providing, as often as possible, options to the Skidmorecommunity that are inclusive both in tone and content.Skidmore welcomes student religious groups whosepurposes are in harmony with the educational goals ofthe College and whose activities are open to the Collegecommunity. Indeed, Skidmore embraces religiouspluralism in its desire to be a vitally diverse community,though its practices and policies are secular in nature andits imperative is to ensure that students can meet theacademic requirements of the New York StateDepartment of Education.

Throughout the academic year there are services ofvarious denominations on campus; the ChristianFellowship, the Jewish Student Union, the CatholicNewman Club, and SEEK (a multi-faith group) arevibrant and active student organizations. The Office ofthe Chaplain includes chaplains for both the NewmanClub and the Jewish Student Union and a full-timeinterfaith chaplain. All chaplains work with campus andlocal religious groups and offer counseling on bothreligious and nonreligious concerns. Saratoga Springscommunities of faith welcome students as well.

Faculty and administrators exercise the fullest measureof good faith to insure that students will be able to fulfilltheir religious obligations and practices withoutsuffering any loss of grade or programmatic access.Absences for religious observances will not be countedamong the number of “allowed absences” per course.Faculty members have the responsibility to makeavailable to each student who is absent from class

because of religious obligations the opportunity tomake up any missed coursework, exams, or courserequirements. Because College calendar policy prohibitsscheduling activities during study and exam periods,student clubs and organizations desiring to schedulereligious observances during these periods may do soonly by notifying the dean of the faculty in writing andby following the scheduling procedures of the Office ofLeadership Activities.

Health Services

The Skidmore Health and Wellness Center recognizesthat physical, mental, emotional, social, and spiritualhealth significantly influence the ability of a student tofunction optimally in a college community. It is thephilosophy of the College’s Health and Wellness Centerto care for the whole person by providing a wide rangeof clinical services, as well as education that focuses onincreasing health awareness, health maintenance, andillness prevention. All visits are confidential; noinformation is shared without a student’s written orverbal permission.

Many clinical services are provided at no charge toSkidmore students; however, a nominal fee is chargedfor some services, e.g., immunizations, oral contra-ceptives, or laboratory testing. A complete listing ofservices with fees and non-fee services can be obtainedfrom the center.

All students are required by New York State law tocomplete a health form and immunization record inorder to register for classes. Proof of medical insurance ismandatory. Insurance, which covers students while “outof network” (away from home), may be purchasedthrough the College at a nominal fee.

The Health and Wellness Center staff includes areceptionist, a licensed practical nurse, registered nurses,nurse practitioners (certified in the areas of adolescent/adult health, women’s health, and health education), anda substance-abuse prevention educator. The consultingphysician sees students by appointment only.

The center is located in Jonsson Tower and operatesweekdays from 8 a.m. to 8 p.m. and weekends from 10a.m. to 5 p.m. during the academic year. In case ofillness or injury that requires immediate evaluationduring the hours the center is closed, members of theresidence hall or security staff will obtain assistance asneeded, and may consult with the nurse practitioner,who is “on call” when the College is in session and theHealth Center is closed.

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Counseling

The Counseling Center provides consultation,assessment, and short-term therapy on an individualand group basis without charge. Provisions forsubstance-abuse assessment, treatment, education, andreferral can be arranged through this office. Studentsrequiring long-term counseling may be referred toprivate community resources when appropriate andfeasible. The office is staffed by mental healthprofessionals from several disciplines (clinical socialwork, psychology, and psychiatry). All consultationsare fully confidential.

Career Services

The Office of Career Services offers a wide array ofservices that help all students and alumni clarify theircareer goals and pursue career or graduate schoolopportunities. The following services are available toSkidmore students and alumni.

Career counseling and career assessment are provided inindividual appointments during which a professionalcareer counselor facilitates exploration of personalvalues, interests, skills, aspirations — the building blocksof satisfying work-related decisions. Advising regardingthe relationship between graduate/professional schooland careers is available. Trained paraprofessionals calledCareer Services Assistants get people started and insurethat they take full advantage of all appropriate resourcesand services.

An extensive collection of printed resources such asbooks, directories, periodicals, and resource files areavailable in the Career Services library to support anindividual’s research efforts.

A World Wide Web site on the campus computernetwork (www.skidmore.edu/administration/career/)has been established to post internships, jobs, andrecruiting opportunities to students and alumni. Adatabase of over 20,000 internship opportunities hasbeen developed through internship-sharing initiativeswith other colleges. Links to additional job/internshipleads, employment databases, and graduate school linksare found on our page.

In addition to subscribing to numerous job listingresources, the office regularly publishes several of its ownnewsletters to keep the entire student body aware ofpertinent opportunities and their deadlines. Studentswho register with the office will also receive targetedmailings regarding job/internship opportunities that fallwithin their specific areas of interest.

Our Alumni/Parent Career Advisor Network has over2,300 volunteers prepared to help people explore theworld of work and identify appropriate job andinternship leads. Many career advisors volunteer tosponsor students who participate in our annual JobShadowing Program. Students can spend up to one fullday on the job, shadowing a sponsor with whom theyhave been matched.

Networking programs in regions like New York Cityand on-campus events like the "Real World" programlink students with alumni. These events are useful forboth gathering information about potential career fieldsand identifying job and internship leads.

Our recruiting program for seniors includes on- and off-campus interview opportunities and recruiting events,such as the Boston and New York City career days.Virtual Career fairs, sponsored in cooperation withgroups of colleges, exposed Skidmore students toopportunities at more than 200 employers during thepast year.

Services and programs for underclass students includethe internship registration e-mail service, job shadowingprogram, advising regarding choice of majors/career, andspecial promotional programs to introduce students tothe office. The staff are happy to talk with all studentsand encourage early involvement with the office. It iswise to initiate contact during a student’s first year.

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COCURRICULAR ACTIVITIES

Student Government Association

Students may participate in the governance of theCollege through active involvement in the StudentGovernment Association. This organization, whichincludes all members of the student body, is dedicatedto the principles of democratic self-government andresponsible citizenship. SGA operates under authoritygranted by the College’s board of trustees.

The SGA Senate is made up of students elected fromthe residential units and the student body at large. It isthe major legislative body for the students. The InterhallBoard, also elected from the residences, reviews Collegepolicies relevant to campus services and student lifeissues, and deals with functions of residence hallgovernance and cocurricular programming. The AllCollege Council, made up of students, faculty, andadministrators, and chaired by the president of theCollege, studies and acts upon recommendations forpolicy reform that affect campus life and the Collegecommunity at large. Academic Council is comprised oftwo student representatives from every academicdepartment who serve as liaisons between the majors/minors and the faculty of the various departments; thecouncil initiates proposals and reviews policies related toacademic life.

In addition to these major bodies, students serve asrepresentatives to faculty committees, administrativecommittees, and College task forces. There are also all-student SGA committees concerned with traditionalevents, student elections, SGA budget, and publicrelations.

Disciplinary concerns are handled through the Collegetripartite judicial committees: the Social Integrity Board,the Academic Integrity Board, and the Board of Review.The Student Handbook outlines student and campusservices, College policies, and the Skidmore Honor Code.

In addition, SGA sponsors more than eighty-fivestudent clubs and organizations representing a broadand diverse range of interests.

Falstaff’s, the Skidmore social pavilion on campus, ismanaged and funded by the SGA. This facility, separ-ately incorporated as a not-for-profit organization, isdirected by a board of students, faculty, and staff. Eventssuch as Lively Lucy’s Coffeehouse, DJ nights, bandjamborees, hall dinners, special luncheons, receptions,and leadership retreats are frequently held at Falstaff’s.

Student Organizations

Many special or regularly scheduled events areconducted by organizations sponsored through SGA.The Student Entertainment Company is responsible forconcerts, parties, and other all-College social activities.Swing Fever provides ballroom-dance instruction, whilePure Energy offers dancing to techno as an alternative.The Student Speakers Bureau brings to campusstimulating lecturers, columnists, entertainers, artists,and authors. The four classes that comprise InterclassCouncil organize four major weekends throughout theyear: Oktoberfest, Ring Weekend, Winter Carnival, andSpring Fling.

In addition, many special-interest groups representativeof such areas as multicultural diversity, health andwellness, the environment, voluntary community service,and the visual and performing arts contribute to a richvariety of programs and to the college experience.

Many academic departments are affiliated with a studentacademic club, which sponsors a variety of activitiesrelevant to the academic discipline. In addition, SGAsupports a number of athletic and recreation clubs suchas the Outing Club, as well as the Aerobics, Cycling,Kung Fu, Men’s Volleyball, Sailing, Skiing, Women’sIce Hockey, Ultimate Frisbee, and Polo clubs.

Media Opportunities

Student media opportunities include the studentnewspaper, the Skidmore News, the College’s FM stereoradio station, WSPN, and closed-circuit TV station,TV-3. The yearbook, Eromdiks, long regarded as thesenior’s chronicle of events, is published by students.Folio, an arts and literary journal, and Politeia, a journalof opinion in the social sciences and philosophy, arepublished annually. Skoop on Skidmore, a guide for newstudents, is produced by the Orientation Committee.

Performing Opportunities

MUSIC

Skidmore’s musical organizations accommodate a varietyof musical preferences. They are open to all interestedstudents, regardless of major, and faculty by audition.

The fifty-voice Skidmore Chorus performs a repertoireof works from the Middle Ages to the present. TheVocal Chamber Ensemble, a small select subgroup ofthe chorus, performs a wide variety of a cappella andaccompanied music. The Skidmore Opera/Musical

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DANCE

Dance at Skidmore has a long and distinguishedtradition. Offering academic as well as technical study,it encompasses a variety of interests including ballet,modern/contemporary dance, ethnic dance, jazz,improvisation and choreography, history and repertoryof dance, dance production, independent study,seminars, and special dance forms of both the Westernand Eastern worlds (such as pointe, character, dance forthe child, music for dancers, yoga, Bharata Natyam, andAfrican). There is also an active student dance club,Terpsichore.

The Dance Program invites visiting artists to offerworkshops, master classes, performances, and lecturesthroughout the year.

Collegiate Athletics

MISSION STATEMENT

The mission of the Skidmore College intercollegiateathletic program is to offer a competitive athleticexperience as an integral part of a liberal arts education.Maintaining equity of treatment for all intercollegiateprograms, Skidmore College believes that an inter-collegiate athletic program is an important part of a totaleducational program and subscribes to the NationalCollegiate Athletic Association Division III philosophyand the concept of student-athlete. Consequently, theathletic program is grounded in an educationalphilosophy that emphasizes the importance of physicalactivity as a medium for individual growth anddevelopment, and the program seeks to create achallenging, yet supportive competitive environmentwhich cultivates intellectual, personal, and athleticexcellence. Consonant with the College's commitmentto the process of active learning, the intercollegiateathletic program offers students the opportunity toparticipate on a wide range of athletic teams recognizingthat participation promotes goals that are compatiblewith academic pursuits and community life, includingteamwork, health, fitness, camaraderie, and competition.

Based on the principle that athletics can bring pride insuccess, the intercollegiate program also provides avaluable community experience by promoting schoolspirit and by unifying the campus. The athletic programrepresents Skidmore across the state, region, andcountry, enhancing the College's reputation and prestigein the eyes of prospective students, alumni, and thecommunity in general. In the end, the goals of the

Theater Workshop presents scenes and complete worksfrom classical through modern operatic repertoire andfrom American musical theater.

The Skidmore Orchestra, a seventy-member orchestraof Skidmore’s best instrumentalists supplemented byprofessional musicians, performs major symphonicrepertoire from the Baroque period to the present.Skidmore chamber ensembles, which are comprised ofpianists, brass, woodwind, and string players, arecoached weekly by faculty. Each group performs at theend of the semester.

The Skidmore Jazz Ensemble, a big band, and severalsmall jazz ensembles rehearse weekly and perform onand off campus. The Guitar Ensemble and the FluteEnsemble perform in midday and evening concerts. Inaddition, string and wind chamber ensembles performevery semester.

The West African Drum Ensemble is devoted to theperformance of the traditional music of Ghana, focusingon hand-drumming techniques. Students play on drumsand bells imported from Africa in a select ensemble ofaround eighteen members.

Four a cappella singing groups, the Sonneteers, theAccents, the Bandersnatchers, and the Dynamics arestudent-directed SGA organizations specializing inbarbershop, jazz, and popular songs from the 1920s tothe present. The Sonneteers and the Accents are all-women groups, the Bandersnatchers is a men’s group,and the Dynamics is a coed group.

THEATER

Members of the Skidmore campus community,including faculty, theater majors, and interestednontheater majors have numerous opportunities to gainexperience in design, production, and acting. TheTheater Department’s production activity includes fullymounted productions in the large thrust theater as wellas in the more flexible studio theater of BernhardTheater. Throughout the year many workshops arepresented in the two rehearsal studios. On occasion, thedepartment hosts visiting professional productions andvarious training workshops in areas that are of concernto our students.

Student-directed SGA organizations include the Ad-Liberal Artists, a group of eight to ten students, whowrite, improvise, and perform their own comedymaterial, and the Cabaret Troupe, which producesmusical-theater works.

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CLUBS

Students who share similar enthusiasms also jointogether to form activity clubs. Clubs in the recent pasthave focused on aerobics, cycling, indoor soccer, polo,kung fu, ultimate frisbee, and women’s ice hockey.

INFORMAL AND INDIVIDUAL ACTIVITIES

The Sports and Recreation Center is open from 7 a.m.to 10 p.m. for students to pursue informal activities suchas jogging, swimming, weight training, racquetball,squash, basketball, volleyball, indoor soccer, and aerobics.

Complementing the facilities especially designed forsports — the sports center, tennis courts, playing fields,the outdoor athletic complex, and the Van LennepRiding Center — are the natural recreation groundsof the campus itself. Set among woods and hills andopen fields, the campus is alive at all seasons withunstructured sports activity, as hikers, joggers, and cross-country skiers set their courses along the trails that windthrough the wooded campus. Backpacking, rockclimbing, and wilderness weekends are popular, with theOuting Club organizing trips and providing campingequipment.

THE SURROUNDING AREA

The city of Saratoga Springs offers additional opportu-nities for golf, bowling, racquet sports, and ice skating.Nearby areas offer a wide range of recreational activity.Located in the foothills of the Adirondack Mountains,Skidmore is only one hour from major ski resorts, whileLake George and Saratoga Lake are available for sailingand water sports. State parks with trails for cross-country skiing, biking, and hiking are readily accessible.

intercollegiate athletic program are to assist the student-athlete to meet challenge with determination andinspiration, hard work and dedication, to understandthat it is the quality and consistency of effort thatdefines the outcome, and to learn that the quality ofcommunal life is dependent on individual contributions.

INTERCOLLEGIATE TEAMS

Skidmore College is affiliated with the NCAA, ECAC,UCAA, and NYSWCAA. Intercollegiate athletic teamscompete against Northeast area colleges in appropriatelychallenging schedules, as well as encountering teamsfrom across the country on regional tours. Skidmore is amember of the Upstate Collegiate Athletic Association,which provides conference play among the nine memberinstitutions.

Skidmore fields intercollegiate men’s teams in baseball,basketball, crew, golf, ice hockey, lacrosse, soccer,swimming and diving, and tennis; and women’s teams inbasketball, crew, field hockey, lacrosse, riding, soccer,softball, swimming and diving, tennis, and volleyball.Consult page 160 for the names of head coaches andathletics personnel.

In compliance with the Equity on Athletics DisclosureAct, Skidmore College publishes an annual report thatincludes participation rates, financial support, and otherinformation on men’s and women’s intercollegiateathletic programs. The report is available upon request.

Intramurals, Clubs, and Recreation

Like intercollegiate athletics, intramural and recreationalactivities are an important part of the Skidmoreexperience. Faculty, students, and administrators havejoined in a cooperative effort to provide a program thatserves the needs of students of all levels of skills andabilities. On campus and beyond, recreationalopportunities abound for the individual enthusiast aswell as for the student seeking group activities inintramural or club sports.

INTRAMURALS

A thriving intramural program provides a wide varietyof coeducational sports activities at a nonvarsity level.Among the current intramural sports are flag football,golf, racquetball, running, softball, and volleyball.

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Admission

Required supplementary forms and instructions areincluded with the application materials sent to thecandidate from the Admissions Office. Students filingthe Common Application must submit a recommend-ation from their guidance counselor, assessments fromtwo teachers, and the Skidmore supplement to theCommon Application. All supplementary forms shouldbe returned to the Admissions Office by January 15.

Skidmore College encourages applications fromeconomically and academically disadvantaged students.Those who are eligible New York State residents will bereferred to the Higher Education Opportunity Program(HEOP) for consideration. Those who are ineligible forHEOP will be referred to the Academic OpportunityProgram (AOP) for consideration. To obtaininformation about HEOP/AOP, contact:

Director, HEOP/AOPSkidmore College815 North BroadwaySaratoga Springs, New York 12866-1632518-580-5770

Early Decision

Skidmore’s Early Decision (ED) Plans are designed forqualified high school seniors who have examined theircollege preferences thoroughly and have decided thatSkidmore College is their first choice. Althoughcandidates for Early Decision at Skidmore may initiateapplications to other colleges, it is understood that theywill immediately withdraw them and enroll at Skidmoreif accepted under an Early Decision Plan.

Skidmore offers both a Round I and a Round II EarlyDecision Plan. Applications for the Round I EarlyDecision Plan may be submitted any time up toDecember 1, with notification by January 1. The RoundII application deadline is January 15, with notificationby February 15.

Most Early Decision candidates who are not admittedunder an ED plan will be deferred for reconsiderationwithout prejudice during the “regular” admissionsprocess. ED applicants who clearly would be inadmis-sible in the spring are given a final negative decision atthe time of Early Decision.

Early Decision candidates who are applying for financialaid should carefully follow the filing instructions givenon page 33.

For further information on Early Decision, contact theAdmissions Office.

Skidmore seeks students who demonstrate strongacademic ability, intellectual curiosity, open-mindedness, and an energetic commitment to learning.Since students learn not only from the faculty but fromeach other, Skidmore also seeks diversity in its studentbody, looking for a wide geographical distribution and avariety of talents, interests, and backgrounds.

Because the number of qualified students applying foradmission exceeds the limited size of each entering class,it is not possible to admit all candidates who could beexpected to succeed at Skidmore. The AdmissionsCommittee strives to admit those students whoseabilities, interests, character, and background give themthe greatest promise of profiting from and contributingto Skidmore College.

The committee’s primary emphasis is on the strength ofa student’s academic record, as evidenced by quality ofsecondary school courses, classroom achievement, andstandardized test scores. Personal qualities, accomplish-ments, interests, and capacity for growth are alsostrongly considered, so careful attention is paid torecommendations, the student’s personal statement,and, where applicable, the interview.

Application Guidelines

The admissions staff welcomes communication withprospective candidates, their parents, and schooladvisors. Correspondence should be addressed to:Director of Admissions, Skidmore College, SaratogaSprings, NY 12866-1632, or via e-mail atadmissions@skidmore.edu

Students apply for admission by completing theapplication and returning it to the Admissions Officeaccompanied by the application fee of $50. Noapplication can be processed until this fee is received.The fee is a service charge and is not refundable, nor isit credited on any subsequent bill. In cases of economichardship and on the recommendation of the high schoolprincipal or guidance counselor, the application fee maybe waived. Requests for a fee waiver should be sent tothe director of admissions.

Skidmore College participates in the CommonApplication in use by more than 200 colleges anduniversities in the United States. Applicants maysubmit the Skidmore application obtained directly fromthe Admissions Office or the Common Applicationavailable at most secondary schools across the country.The Admissions Committee does not give preferenceto one form over the other.

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Requirements for Admission

Candidates for admission are expected to complete asecondary school program with a minimum of fouracademic subjects each year, or the equivalent of sixteencollege-preparatory credits. Qualified juniors may beconsidered for early admission. For further information,see Early Admission.

Preparation for Skidmore should include four years ofEnglish, three or more years of mathematics, three ormore years of social science, two or more years oflaboratory science, and three or more years of a foreignlanguage.

The Admissions Committee, recognizing that schoolcurricula vary, is always willing to consider theapplication of an able student whose preparation, whilediffering from the plan suggested, nevertheless givesevidence of continuity in the study of fundamentalsubjects and readiness for college.

Applications should be submitted as early as possible inthe senior year but no later than January 15. Highschool transcripts and teacher recommendations shouldalso be on file in the Admissions Office by January 15.

An informational brochure and instruction sheet onfinancial aid are included with the application packet.For details in this catalogue, see Financial Aid.

Students seriously interested in art, music, dance,theater, or creative writing may want to submit briefrepresentations of their work or supplementaryrecommendations. Prospective studio art majors are notrequired to submit a portfolio. However, students witha serious interest in studio art are welcome to send tento twenty 35mm slides of their work to the AdmissionsOffice no later than January 15. Slides should be encasedin 9-by-11-inch plastic slide sheets and clearly labelledwith name, medium, size, date, and “top” of work.Applicants who wish their slides, tapes, video, orwriting to be returned should include a stamped, self-addressed envelope.

Although a decision on each application is given bythe Committee in late March, all offers of admissionare contingent upon the satisfactory completion ofthe senior year at an academic and personal levelcomparable to that on which the acceptance was based.The Admissions Committee reserves the right torescind an offer of admission if subsequent evidenceis presented that a candidate has misrepresentedhimself or herself, has purposely violated applicationprocedures, or has failed to complete his or her senioryear in a satisfactory manner.

Admissions Interviews and Campus Visits

Although an interview is not mandatory, a personalinterview allows the Admissions Committee to learnmore about the candidate as an individual and enablesthe candidate to learn more about Skidmore. For thosereasons, prospective candidates are urged to visitSkidmore for an interview by February 1 of their senioryear. Interviews are typically preceded or followed by atour of the campus with a student guide. Interviews andtours are offered weekdays from 9 a.m. to 3:30 p.m. andon Saturday mornings from September through February1 Summer interviews are available on weekdays for risingseniors from May 1 to August 31. Appointments shouldbe made well in advance by contacting the AdmissionsOffice at 1-800-867-6007 or 518-580-5570. If a campusvisit is impossible, the Admissions Office can helpcandidates arrange to be interviewed by an alumniadmissions representative in their area. Candidates canalso visit Skidmore on the World Wide Web at:www.skidmore.edu.

While students and parents are welcome to visitacademic departments when the College is in session,they are asked to remember that the faculty have primarycommitments to teaching, advising, and scholarship.Accordingly, if a meeting with a faculty member in aparticular department is desired, prospective candidatesare requested to make arrangements through theAdmissions Office well in advance of the intended visit.

Information for Students with Disabilities

Applicants who identify themselves as having a disabilityduring the admissions process are considered foradmission on the same competitive basis as otherapplicants. The Office of the Dean of Studies is glad toreview available services with and provide advice tostudents with disabilities. Although no formal programexists at the College, Skidmore does employ a part-timedisabilities specialist who acts as a resource for studentsin need of modification and accommodations on campusand in the classroom. If a student anticipates requestingservices from the disabilities specialist, he/she should beprepared to provide the following information at thetime of enrollment:

1. Documentation and diagnosis of a specifichandicapping condition that is not older than threeyears. The evaluation should be completed by a specialistin the area of the handicapping condition (e.g.,educational psychologist, certified school psychologist,psychiatrist).

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2. Specific recommendations from the professionalconducting the evaluation, which list reasonableaccommodations and modifications that would benefitthe student on a college campus.

All enrolled students receive an application foraccommodation for students with disabilities. Studentswith a documented disability should complete theapplication and return it with the required document-ation to the disabilities specialist in the Dean of StudiesOffice. Using the information from the application andthe diagnostic materials provided, the disabilitiesspecialist will assist the student in developing anindividualized system of support that is specific tothe student’s needs. After their arrival at Skidmore,students will then meet with the disabilities specialist.

Among the most commonly requested accommodationsare extended time on tests, alternate testing locations,permission to use tape recorders and laptop computersin class, peer tutors, and assistance with skills such astime management and organization.

Skidmore also provides an excellent range of academicsupport services for the general student population,services that may also be of help to students withdisabilities. These academic supports include a writingcenter, a math and computer science laboratory, aforeign language laboratory, peer tutoring for mostcourses offered by the College, and a counseling center.

Applicants should bear in mind that all students mustfulfill foreign language, expository writing, mathe-matics, laboratory science, and other requirements of theSkidmore curriculum. Since the curriculum representsSkidmore’s definition of a sound liberal arts education,requirements are never waived. However, under a fewexceptional circumstances, the College may considersubstituting a course or courses for a curriculumrequirement. In such instances, students must submitdiagnostic documentation that confirms the presence ofa specific disability that would prohibit them fromachieving the goals of this requirement.

For more information, contact the disabilities specialistin the Office of the Dean of Studies: 518-580-5727.

Standardized Testing

While the Admissions Committee considers a student’sclassroom performance in a rigorous academic programto be the best indicator of potential for success atSkidmore, standardized test scores may also provideuseful measures of academic promise. Skidmore requires

either the College Board Scholastic Assessment Test(SAT I) or the ACT examination of the AmericanTesting Service, and strongly recommends (but does notrequire) three SAT II: Subject Tests, including Writing.A foreign language subject test is recommended forplacement purposes. If a student does not take a foreignlanguage subject test, he or she will be asked to take asimilar placement examination during first-year studentorientation. Students for whom English is not their firstlanguage should submit the results of the Test of Englishas a Foreign Language (TOEFL) in addition to eitherthe SAT I or ACT. All testing should be completed byDecember of the applicant’s final year of high school.

SAT I, ACT, SAT II: Subject Tests, and TOEFLregistration forms are available in high school guidanceoffices. The College Entrance Examination Board andthe American College Testing Service will also send freeof charge to any school or applicant a copy of itsbulletin, which contains all information on test fees andexamination centers. The CEEB booklet may beobtained by writing to the College Board, ATP, Box592, Princeton, New Jersey 08541. The ACT booklet isavailable at P.O. Box 414, Iowa City, Iowa 52243.

For credit granted by Skidmore for Advanced PlacementTests administered by CEEB, see page 50.

The Admissions Office requests that the results of allstandardized testing be sent directly to the College fromthe appropriate testing service.

Midyear Admission

Skidmore welcomes applications on a space availablebasis for midyear admission from students who will bebeginning their college careers in the spring semesterand from transfer students who have at least one fullsemester of transferable credit from another college.Students interested in midyear admission should submittheir applications by November 15.

Early Admission

The Admissions Committee will consider applicationsfor fall admission from candidates who wish to entercollege prior to the normal completion of a secondaryschool program of study, i.e., at the end of the junioryear of high school. In such a case, the committee givesspecial consideration to the reasons for the candidate’sdesiring such admission, the recommendation ofsecondary school guidance officials, and the candidate’smaturity and potential for dealing with both the

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At least sixty semester hours of the 120 semester hoursrequired for graduation from Skidmore must be earnedthrough enrollment in Skidmore College courses.

Admission of International Students*

Applications from international students and U.S.citizens studying abroad are welcomed and receivespecial attention throughout the evaluation process.

International students must submit transcripts of allsecondary- and university-level work undertaken as wellas records of all official university matriculation exami-nations taken in their own country. Those taking theGeneral Certificate of Examination must successfullycomplete “O” Level Examinations in at least five subjectareas, including English language. (For further informa-tion regarding transfer of credit for university level studyand examinations, see page 50.) They must also takeeither the SAT I or the ACT examination. Those forwhom English is not their first language must alsosubmit the results of the Test of English as a ForeignLanguage (TOEFL). Arrangements for theseexaminations should be made at least two months inadvance of the test date.

English is the language of instruction at Skidmore, andit is necessary that all students be proficient in reading,writing, and speaking English. (Generally, a score of240 on the computer administered, or 590 on the paperadministered TOEFL examination is regarded as anindicator of minimal proficiency for study at theCollege.) Skidmore does not offer English as a SecondLanguage or other special courses for students who arenot proficient in English.

Skidmore is not able to offer financial assistanceto students who are not United States citizens orpermanent residents of the United States. Certificationthat financial obligations can be met will be required bySkidmore and also by the United States agency issuing avisa. The United States Immigration Form I-20 will beissued after the enrollment deposit has been paid.

The academic year at Skidmore is made up of twosemesters, one running from the beginning ofSeptember to late December, and the second from mid-January to the beginning of May. Summer recess runsfrom May through August and may be utilized for travelor study. During this period, students must pay theirown expenses. Housing is not available during breaksbetween semesters, and students taking summer courseswill be charged additional tuition, room, and board fees.

*Skidmore College is authorized under federal law to enroll nonimmigrant alien students.

academic and social demands of college life. Aninterview with a member of the admissions staff isstrongly recommended for all candidates seekingadmission under the Early Admission Plan.

Transferring to Skidmore

Each year the College admits students who wish totransfer from other accredited colleges or universities.Such students should have maintained a strong record ofachievement in liberal arts courses taken at collegespreviously attended. Transfer applicants should havetaken the SAT I or the ACT, but SAT IIs are notrequired.

A candidate for admission with advanced standingshould complete and return the application,accompanied by a fee of $50, to the Office ofAdmissions by November 15 for admission in Januaryor by April 1 for admission in September.

An official transcript (or transcripts) of all college-levelwork done through the most recently completedsemester must be submitted. A midterm report ofcollege work currently in progress is required and atranscript of such work should be sent as soon as one isavailable in the event that the Admissions Committeefeels it is necessary to review final grades for thosecourses before rendering a decision. Applicants shouldalso submit a high school transcript, two recommend-ations from professors who have taught the applicant inacademic courses, and the Dean’s Report included in theapplication packet.

Transfer candidates will be notified of the AdmissionsCommittee’s decision as soon after the pertinentdeadline as possible. The committee expects that finalrecords will be consistent with the record available at thetime an offer of admission is made.

A limited number of financial aid packages are availableto transfer students applying for September admission.Students are required to file the Free Application forFederal Student Aid (FAFSA) and the PROFILE formof the College Scholarship Service (CSS) no later thanApril 1.

A tentative evaluation of transfer credit will be availableupon request at the time of an acceptance; the definitiveevaluation is done by the Office of the Registrar and isnot available until after the student has enrolled atSkidmore. Only courses in which a student has receiveda grade of “C” or better are transferable. (See page 50,Transfer of Credit.)

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Application Deadlines

APPLICATIONS

First-year student applications should be filed byjanuary 15 for regular decision and by December 1(Round I) or January 15 (Round II) for early decision.Transfer applications should be filed by April 1.Midyear applications should be filed by November 15.All applications must be accompanied by a $50 fee.

SCHOOL TRANSCRIPTS

The Secondary School Report form should besubmitted to the Admissions Office by the appropriateapplication deadline and midyear grades as soon as theyare available. The appropriate forms are included in theapplication packet.

TEACHER RECOMMENDATIONS

Two teacher evaluation forms are included with theapplication and should be submitted as early as possible,but no later than the appropriate application deadline.

STANDARDIZED TESTING

The SAT I or ACT must be taken no later thanDecember of the senior year. The SAT I or ACT isrequired; three SAT II: Subject Tests, includingWriting and one in a foreign language, are stronglyrecommended but not required. Students for whomEnglish is not their first language should submit resultsof the Test of English as a Foreign Language(TOEFL). The Admissions Committee requires thatthe official score reports be sent directly from theappropriate testing service. Skidmore’s CEEB code is2815, the ACT code is 2906.

FINANCIAL AID

A Free Application for Federal Student Aid (FAFSA),and the PROFILE form of the College ScholarshipService must be submitted no later than February 1.New applicants obtain the FAFSA and the registrationfor the PROFILE form from their high schoolguidance office. Financial aid applicants who areapplying for admission under either Early DecisionPlan must file the PROFILE form of the CollegeScholarship Service by the appropriate early decisionapplication deadline. Transfer applicants should file thePROFILE and FAFSA forms by April 1. Skidmore’sFAFSA code is 002814, the PROFILE code is 2815.

Only those accepted candidates whose financial aidapplications are complete will be considered for financial

aid awards. Candidates accepting awards must submit acopy of their latest IRS tax returns. To qualify forfinancial aid consideration, applicants must be U.S.citizens or hold permanent resident status in the U.S.

First-year students who elect to enroll at Skidmorewithout financial assistance from the College mayapply for consideration for aid beginning with the firstsemester of their junior year. Transfer students whoenroll without grant assistance from the College areeligible to apply for grant assistance after two semestersof matriculated enrollment at Skidmore or when theybecome juniors, whichever comes later.

NOTIFICATION

Early Decision candidates are notified in accordancewith the timetable outlined under “Early Decision.”Regular decision candidates hear from the College inlate March. Notification of financial aid eligibility/awards is mailed simultaneously with notification ofadmission.

KEY DATES FOR CANDIDATES TO REMEMBER

November 15 Application deadline for midyearadmission.

December 1 Application deadline for Round IEarly Decision Plan.

January 1 Mailing of Round I Early Decisionnotifications.

January 15 Application deadline for regularadmission; deadline for financial aidapplication.

January 15 Application deadline for Round IIEarly Decision Plan.

February 15 Mailing of Round II Early Decisionnotifications.

Late March Mailing of admission and financial aiddecisions to regular decisioncandidates.

April 1 Application deadline for fall transferadmission.

May 1 Deadline for receipt of enrollmentdeposits from accepted first-yearcandidates. (This is the uniformCandidates’ Reply Date.)

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Nonmatriculated Students

VISITING STUDENTS

Students from other institutions may spend a year or asemester at Skidmore College as visiting students whileconcurrently maintaining enrollment at their owncolleges. For information write to the registrar atSkidmore College.

SPECIAL STUDENTS

Special students are not matriculated at Skidmore butmay take a partial or full load of courses each semester,up to a maximum total of ten courses. Special studentsregister on a space-available basis through the Registrar’sOffice and pay a fee for each semester hour of credit. Anapplication form may be obtained from the Office of theRegistrar. A $25 application fee is charged annually.

CONTINUATION STANDARDS FOR NON-MATRICULATEDSTUDENTS

All students enrolling on a non-matriculated basis areexpected to complete their academic work in a satis-factory manner according to the chart below. Failure tomeet these standards will result in a review by theCommittee on Academic Standing and possiblewithdrawal from the institution.

After course number: Cumulative GPA required:

1 ....................................... 1.50

2 ....................................... 1.67

3 ....................................... 1.85

4 - 10 ............................... 2.00

After 10............................ must matriculate or withdraw

Students who fall below these standards may apply fora one-time nonrenewable waiver in order to continueenrollment. Petitions will be reviewed by the Committeeon Academic Standing, and the decision of the commit-tee will be based on academic evidence indicating thestudent’s potential for success.

Employees taking course but not interested in obtaininga degree may petition the Committee on AcademicStanding for a waiver of the ten course limit.

Fees and Expenses

Fees for the academic year 2000-01 are stated below.Checks for fees should be made payable to SkidmoreCollege.

Annual fees (which include health care as outlined on afollowing page) are as follows:

Tuition ............................................................. $ 25,190Residence Hall Room ........................................ $ 4,060

(College Apartment........................$ 4,800)Board ................................................................. $ 3,200

Schedule of Payments

BALANCE OF PAYMENTS

Payments are due to the College in accord with thefollowing schedule:

Tuition, Room, and Board Fee*August 1, 2000Returning students who have paida $400 returning deposit pay ........................ $15,825(Entering students who have paidan enrollment deposit pay $16,125)December 15, 2000 ......................................... $16,225

Tuition and Apartment FeeAugust 1, 2000Returning students who have paida $400 returning deposit pay ........................ $14,595(Entering students who have paid anenrollment deposit pay $14,895)December 15, 2000 ......................................... $14,995

Tuition FeeAugust 1, 2000Returning students who have paida $400 returning deposit pay ........................ $12,195enrollment deposit pay $12,495December 15, 2000 ......................................... $12,595

* Students residing in triple rooms will receive a reducedschedule of payments as will students who choose a fourteen-meal plan.

Students living in Scribner Village apartments or off campusmay elect a board plan or purchase meals individually in thedining halls or the Spa (the College-operated lunch and snackfacility).

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LATE PAYMENTS

Fees are payable at the Bursar’s Office on the datesindicated above. Incidental charges and miscellaneousfees (i.e., extra course fees) are due upon receipt of bills.Students must pay their fees on schedule or makedefinite arrangements with the Bursar’s Office for latepayment, before being permitted to attend class oroccupy a room in a subsequent term. Special paymentarrangements are made on a case-by-case basis and maybe extended to families experiencing an unexpectedmedical or financial hardship or other extenuatingcircumstances. Any special arrangements must be agreedupon in writing between the Bursar’s Office and thestudent at least one week before the payment is due.

When an account is in arrears, registration for asubsequent semester will be denied and transcript anddiploma will be withheld. Delinquent accounts will beassessed a late fee each month equal to 1.5 percent of thepast due balance.

MONTHLY PAYMENT PLAN

The College offers a monthly payment plan wherebystudents may pay all or part of their anticipated 2000-01annual charges (tuition, room, board, and fees lessfinancial aid and deposits) in up to ten equal monthlyinstallments. Payments are due the 15th of each month,with final payment due February 15, 2001 There are noincome requirements or credit qualifications toparticipate, and there are no finance charges. The onlycost of participation is a nonrefundable application feewhich ranges from $50 to $75 depending on when onejoins the plan. Detailed information on the SkidmoreCollege Installment Plan (SCIP) is sent to all studentsin April.

TUITION PREPAYMENT (TUITION STABILIZATION PLAN)

A student may prepay tuition charges, thus guaranteeingagainst future increases for two, three, or four years offull-time academic study. The amount will be at theprevailing tuition charge for the following semestertimes the number of semesters being prepaid. Details ofthis plan are sent to all students in June. Please contactthe Bursar's Office for more information.

Fees

OVERLOADS/UNDERLOADS

The standard course load for a full-time student isfifteen credit hours each semester. An overload isdefined as any program registration over eighteen hours.There is an additional fee assessed for programs overeighteen semester hours.

Full-time students must be enrolled in programs with aminimum of twelve credit hours each semester. There isno refund for those students who are carrying at leasttwelve but less than the standard load of fifteen hours.

Matriculated students who wish to take fewer thantwelve credit hours (an underload) must request part-time status. Part-time students pay for each credit hourand an application fee.

Credit hour fee ...................................................... $ 840Application fee ........................................................ $ 25

GENERAL DEPOSIT..................................................$ 200Deducted from $300 nonrefundable enrollment depositpaid at time of acceptance. Refund of general depositwill be made to students withdrawing or followinggraduation. The College will deduct from the depositany charges not previously paid.

REQUIRED FEES

Application for Admission.................................... $ 50Payable by entering students at the time of application,nonrefundable

Student Activity Fee (estimate) ............................ $ 275Determined each spring by the Student GovernmentAssociation and used to cover costs for studentpublications, speakers, organizations, and otheractivities for the following year. Payable August 1.

SPECIAL FEES

Off-Campus Study Fee ...................................... $ 800There is a per-semester fee for study abroad and forcertain other designated off-campus programs. Thesefees support the Office of International Programs(consult with the Dean of Studies Office for details onfee structure and financial aid).

Practicum Fee. ................................................... $ 100Payable by students enrolled in student teaching andalso by students in social work field practicum ascontribution toward expenses for travel of supervisorsand cooperating teachers or agency heads.

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Special Art, Music, and Physical Activity FeesListed under respective departments.

Special Art, Music, and Physical Activity FeesListed under respective departments.

Room Change Fee ............................................... $ 15

Summer SchoolFees available from the Office of Special Programs.

Transcript of Academic RecordOne copy ................................................................... $ 5Credential FileEach set ..................................................................... $ 3

Students and alumni have the option of paying a flat feeof $75 to cover mailing of transcripts and credentialfiles. Students who elect to pay this one-time fee willnot be subject to the per copy fees assessed each time atranscript or file is requested. Additional informationcan be obtained from the Registrar’s Office (transcript)or the Career Services Office (credential file).

SPECIAL STUDENTS

Special students are not matriculated at the College, butmay take a partial or full load of courses each semesterup to a maximum total of ten courses while holdingspecial student status. They pay an application fee and afee for each semester hour of credit.

Application Fee .................................................... $ 25Payable once every academic year by non-matriculatedor part-time matriculated students at the time of initialregistration for one or more courses taken for credit oraudit.

Credit Hour FeeCredit hour fee ...................................................... $ 840Payable at the time of course registration.

Audit FeeOne course ............................................................ $ 125One course in studio art, dance, or theater............ $ 310Payable at the time of course registration for courses forwhich no credit will be received.

Senior Citizen Audit FeeOne course in studio art. ........................................ $265

Student Activity FeeThe amount equal to approximately one-half the fullstudent activity fee payable when registering for twelveor more credit hours per semester.

Other Expenses

Tuition Insurance (Optional)A tuition insurance refund plan is offered by the Collegethrough A.W.G. Dewar Inc. to insure that 100 percentof a semester’s tuition and room fees are returned to astudent when the student has to withdraw from schoolfor a medical reason. The cost of the insurance isapproximately 1 percent of tuition and room fees.Details of this plan are sent to all students in May.Arrangements to participate in the plan should bemade directly with A.W.G. Dewar Inc.

Health InsuranceEstimate ......................................................... $ 475/yearAll students must be covered by medical insurance. TheCollege offers a plan that must be subscribed to unlessalternate coverage is in place. Details of this plan will besent to all students in June. Payment is due in August.

Linen Rental Service (Optional)Estimate .......................................................... $ 75/yearThis service, offered by a linen supply company, sendsapplication forms to students in late summer. Paymentis made directly to the company. The service provides,each week the College is in session, two sheets, apillowcase, and three towels. Pickup and delivery madeto residences.

Books and Supplies (estimate).................$ 650-750/yearThese items may be purchased with cash, VISA orMasterCard at the Skidmore Shop.

HOUSING

All residence hall rooms carry the same charge, exceptwhen students reside in triple accommodations. Eachstudent is furnished with a bed, desk, chair, and chest ofdrawers. Bed linens, blankets, and towels must besupplied by the individual. Students are responsible forthe care and cleaning of their rooms.

The student rooms in the Scribner Village apartmentsare similarly furnished. Students have the responsibilityfor the care and cleaning of their rooms and thecommonly shared areas of their apartments.

Skidmore requires that students accept responsibility fordamage done to College property, whether caused byindividuals or by groups. Information on financialresponsibility for damages may be found in the StudentHandbook in the “Student Life” section.

The College does not carry fire, theft, or otherinsurances to cover personal possessions. Such coveragemay be included in policies carried by parents.

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Room assignments for returning students are processedduring the spring semester. Room assignments forentering students are based upon the date the enroll-ment deposit is received. Final confirmation of one’shousing preference will be made after receipt of the firstsemester charges. Entering students are notified ofspecific assignments in August. Room change requests,for which there is a $15 service fee, are honored by theOffice of Residential Life when possible.

BOARD

Students living in the residence halls contract for a boardplan that provides nineteen meals per week served in theCollege’s dining halls.

The College also offers a fourteen-meal plan to residentswho may wish to eat in the dining halls on a regularbasis but less frequently than provided by the full boardplan. If a student chooses this meal plan his or heraccount is credited.

Students living in Scribner Village apartments or offcampus may elect a full board plan or may purchasemeals individually in the dining halls or the Spa, theCollege-operated lunch and snack facility. In addition,there is a lunch plan available that provides four mealsper week.

REFUNDS

Since faculty and staff salary commitments must bemade in advance and the costs of plant operation arefixed, the College must follow a very limited refundpolicy. Refunds for a student enrolled and attendingclasses will be issued only after the registrar has receivedwritten notice of withdrawal from the student. Inextraordinary circumstances, notice may be acceptedfrom a parent or guardian. The receipted date by theregistrar will be considered as the withdrawal date.

The Bursar's Office will determine the billed charges forthe period of attendance, while the Office of StudentAid and Family Finance will determine the refund and/or repayments to the federal, state, and College aidprograms when the student is receiving financial aid.The order of refunding federal aid is: Federal StaffordLoan, Federal Perkins Loan, Federal Pell Grant, andFederal SEOG.

(For information concerning housing, academicrequirements, and financial responsibilities, please referto the current Information on Leaves of Absence bulletin.)

The College’s refund policy is the same as the federalrefund policy for all students.

Withdrawal from the College shall entitle any studentwho is not a first-time student to a refund of tuition,room and/or board and student activity fee, less theadvance deposit for that semester and any prepaymentsalready made for successive terms, according to thefollowing schedule:

Prior to the second day of classes ............... 100% refundWithin second day of classes to 10% of enrollment ....... period .................................................. 90% refundWithin 10% and 25% of enrollment period...50% refundWithin 25% and 50% of enrollment period...25% refundOver 50% of enrollment period ..................... No refund

Enrollment period is defined as the first day of classes tothe last day of final exams within a semester.

Any first-time student who receives Title IV (federalstudent) aid and withdraws from the College will havethe tuition, room and/or board and student activity feeprorated for up to 60 percent of the enrollment period(ninth week of classes).

No reduction in the charge for board is made to studentswho are absent from the College.

Leaves of AbsenceA student granted an academic or personal leave ofabsence will be given a refund for prepaid tuition, room,and board charges in accordance with the Collegerefund policy for the semester or semesters the studentwill not be in attendance at Skidmore. The advancereturning deposit of $400 will be deducted from therefund to reserve a place for the student’s return.

Medical Leave of AbsenceStudents granted a medical leave of absence will be givena refund in accordance with the College refund policy. Atuition insurance plan is offered by the College to insurethat 100 percent of a semester’s tuition and room feesare returned to a student when the student has towithdraw from school due to a medical reason. Pleaserefer to the “Other Expenses” section for additionalinformation on this plan.

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Off-Campus ProgramsRefund policies for all programs of study conductedat sites other than Skidmore’s Saratoga campus aregoverned by the refund policies of the host institutionor program. These policies will often be more limitedthan those described in the preceding sections. At aminimum, funds already expended or committed bySkidmore for the purposes of off-campus study will notbe refunded to the student. Students and parents shouldcheck carefully on the refund policies of such off-campusopportunities.

AppealsAppeals for exceptions to the financial policies of theCollege, because of unusual circumstances, may be madein writing to the director of financial services.

ADVANCE DEPOSITS FOR 2001-02 ACADEMIC YEAR

1. A nonrefundable enrollment deposit of $300 isrequired from entering students upon acceptance. $100is credited against tuition at the time of initial billingand $200 is credited to the General Deposit.

2. A deposit of $400 is required in the spring semesterfrom all returning students. The $400 deposit will bebilled February 2001, payable March 15, 2001, and willbe credited against tuition at the time of initial billing;$200 of this deposit will be refunded to withdrawingstudents notifying the registrar in writing by June 15,2001 after which there will be no refund.

3. A late fee of $25 will be assessed for advance depositpayments received after March 15, 2001.

Financial Aid

Financial aid at Skidmore is administered by the Officeof Student Aid and Family Finance. The primarypurpose of financial aid at Skidmore is to give thosestudents who could not otherwise afford it the oppor-tunity to attend the College. Financial aid also serves toattract and retain qualified, talented, and diversestudents, who in turn are expected to contribute to theacademic and social life of the community. The officemakes every effort to distribute available funds in a fairand equitable way.

Currently approximately 39 percent of Skidmore studentsare receiving College-administered scholarships, grants,loans, and/or work awards, which are offered singly or invarious combinations. In total, 49 percent of the studentsat Skidmore receive some form of assistance from theCollege or from outside sources. Numerous financingplans and options are available to families not eligible forneed-based financial aid. (See page 35 for monthlypayment and tuition prepayment plans.)

The largest contributor of student financial aid funds isthe College, although federal and state programs andprivate donors assist significantly. Skidmore participatesin the following federal programs: Federal Pell Grants,Federal Supplemental Educational Opportunity Grants(SEOG), Federal Perkins Loans, Federal StaffordLoans, and Federal Work-Study Program.

Federal funds are administered by the College inaccordance with government regulations and theCollege’s general policies relating to financial aid.Students from New York, Rhode Island, and Vermontmay be eligible for state financial aid funds that can beused at Skidmore, and they are required to apply forthese funds when seeking Skidmore financial aid.

For further information about financial assistancefrom Skidmore College, see Financing Your Educationfolder and the Skidmore Financial Aid Applicationinstructions. These are included in the applicationpacket that is mailed from the Admissions Office andfrom the Office of Student Aid and Family Financeupon request.

Application

All first-year students who are U.S. citizens orpermanent residents of the United States are eligible toapply for all forms of financial aid. Those studentsadmitted without Skidmore grant assistance arenormally first eligible to receive such aid, if need isdemonstrated, in their junior year. This policy includestransfer students unless they are admitted as juniors, inwhich case they may receive Skidmore assistance for the

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senior year if need is demonstrated. Starting in 1999-2000,need-based institutional grant assistance will be availablefor up to five transfer students per academic year.

Student aid recipients are selected on the basis ofdemonstrated financial need, determined throughSkidmore College’s analysis of the Free Application forFederal Student Aid and the PROFILE form of theCollege Scholarship Service.

The confidential financial statements known as the FreeApplication for Federal Student Aid (FAFSA), and thePROFILE form must be filed each year. Enteringstudents obtain the FAFSA and the registration for thePROFILE form from their high school guidance office.Current students obtain the FAFSA and the registrationfor the PROFILE form from the Office of Student Aidand Family Finance.

Skidmore requires that copies of the federal U.S. incometax returns be submitted to verify the financial figuresreported on the aid application. Applicants whoseparents operate a business or farm will need to file aBusiness/Farm Supplement.

Applicants whose parents are separated, divorced, ornever married will need to have their noncustodialparent file a Noncustodial Parent’s Statement. Whilethe College strives to be understanding in circumstanceswhere a divorce or separation has occurred, Skidmore’slimited financial aid resources require that all possiblesources of support be considered. Accordingly, theresources of a remarried parent’s spouse are alsoconsidered in every case regardless of any privatefamily agreements.

Candidates for Early Decision admission must file thePROFILE form with the College Scholarship Serviceby the appropriate admission deadline. At a later date,the FAFSA is to be filed with the federal processor.

The financial aid application deadline is January 15(prior to the academic year for which assistance isrequested) for prospective first-year students and thefinancial aid application deadline is March 1 for currentstudents and April 1 for prospective transfer students.Prospective candidates receive consideration for financialassistance if all required financial information is at theCollege at the time funds for aid awards are allocated.Since funds may not be sufficient to meet the needs ofall admitted students who demonstrate financial need,aid is offered to as many well qualified applicants aspossible, with preference given to those students withdemonstrated financial need whom the AdmissionsCommittee determines to be the strongest applicantsamong those admitted to the College.

Students must reapply for aid each year, and theamount of the award will reflect yearly changes inSkidmore costs as well as in a family’s financial circum-stances. Returning students who have received Skidmoregrant aid, who have submitted complete aid renewalapplications on time, who meet satisfactory academicprogress conditions, and who continue to demonstrateneed will continue to receive financial aid. Late applica-tions by returning students may result in an unmet need.

Skidmore aid resources are not available for summerstudy. In some cases, students may be able to utilize theFederal Stafford Loan to pay for summer classes.

Freshman financial aid notifications are mailed in earlyApril. Transfer financial aid letters are mailed on a rollingbasis usually in April and May. Returning-student aidnotices are usually sent in late June. Conditions offinancial aid awards information is provided with thenotification of aid, along with a request for any missingitems needed to credit aid money.

Student Aid Programs and Financing Options

SKIDMORE COLLEGE PROGRAMS

SCHOLARSHIPS AND GRANTS

Scholarships/grants are awarded without any repaymentobligation to students who have demonstrated needand are made as a part of a financial aid package thatnormally also includes a loan and employment on campus.Scholarships/grants awarded through state and federalprograms are explained at the end of this section.

The contributions of alumni, foundations, and friendsof the College also provide funds for students whodemonstrate need. Named scholarships are as follows:

George I. Alden Trust Endowed ScholarshipMarjorie Maynard Allabough ’38-Patricia Allabough ’72

ScholarshipAlumni Clubs ScholarshipVera Lane Andrews ’25 ScholarshipArkell-Hall ScholarshipDavid M. and Barbara McIlveen Baldwin ’61 ScholarshipBarry, Bette, Led Duke Endowed ScholarshipCarl Bauer ScholarshipBaxter, DeWitt, Milow ScholarshipHarriet More Betts Endowed ScholarshipMelissa Mosher Bilodeau ’76 Endowed ScholarshipFrances VanKeuren Blish ’44 ScholarshipEdna Butler Briggs ’40 ScholarshipLucille Hogan Burkhardt ’36 Scholarship

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John A. Butler Endowed ScholarshipSarah C. Campbell ’33 Endowed ScholarshipColeman B. Cheney ScholarshipClass of 1919 Liberty Bonds ScholarshipClass of 1926 Endowed ScholarshipClass of 1936 Endowed ScholarshipClass of 1946 Memorial Endowed ScholarshipMargo Cleveland ’68 Endowed ScholarshipBarbara Underhill Collyer ’52 Endowed ScholarshipElizabeth Doody Cook ’67 Endowed ScholarshipHelene and Frank Crohn ScholarshipHelen Corbitt ’28 ScholarshipCreasy Endowed ScholarshipCharles S. Dake ScholarshipRichard and Marjorie Dammann ScholarshipRobert and Maryetta ’41 Davidson ScholarshipE. Davis ScholarshipDavis Family Endowed ScholarshipPatricia Landis Dehlendorf ’53 Endowed ScholarshipPatricia Landis Dehlendorf ’53 Annual Memorial

ScholarshipJohn and Rose DeNadal ScholarshipMary Shaffer Dennis Endowed ScholarshipMary Pelton Devenback ’23 ScholarshipDibble ScholarshipDr. Scholl Endowed ScholarshipHarriet Morrison Don ScholarshipMae Huntley Eagleson ’28 ScholarshipEissner Family ScholarshipFred L. Emerson Foundation Endowed ScholarshipFiftieth Anniversary Alumnae ScholarshipMargaret Fletcher Filburn ’28 ScholarshipLincoln and Therese W. Filene Foundation Inc.

ScholarshipFisher Endowed Art ScholarshipFive Boroughs Endowed ScholarshipCharles Kennedy Freeman and Laura Bellini Music

ScholarshipFrueauff Foundation ScholarshipIlene G. Gansberg ’73 Memorial ScholarshipIda Virginia Gibson ’19 ScholarshipGilbert Family Endowed ScholarshipGiordano Family ScholarshipGoldfarb Family Endowed ScholarshipStanley Gonick ScholarshipJonathan Lindley Harris ’76 Endowed ScholarshipGladys Haupt ’31 ScholarshipElizabeth Bucholz Haven ’54 Memorial ScholarshipHealth and Human Services ScholarshipNancy L. Healy ’70 Endowed ScholarshipW. R. Hearst Foundation Scholarship for Underserved

StudentsAnna L. Hobbs Endowed Scholarship

Howard F. Hoffman Endowed ScholarshipSabra J. Hook Endowed ScholarshipJean Lawton Horka ’43 Endowed ScholarshipLois Hollister Howk Endowed ScholarshipJefferson Huff ’88 ScholarshipBarbara Hume ’67 ScholarshipDr. H. Dunham and Virginia Waner Hunt ’47 ScholarshipLillia Babbitt Hyde ScholarshipLesley Templeton Johnson ’42 ScholarshipJonathon ScholarshipJohn Wiley Jones Jr. ScholarshipJacqueline Jung ’61 Endowed ScholarshipK V ScholarshipDorothy Madden Kalley ’41 ScholarshipMarion Walton Kanna ’38 Music ScholarshipMarjorie Keenoy ’44 ScholarshipKettering ScholarshipCharles Henry Keyes Endowed ScholarshipKeyes-Olcott ScholarshipTheophile S. Krawiec Endowed ScholarshipPaul A. Korody Jr. Memorial ScholarshipLinda Liebig ’62 Memorial ScholarshipLipinsky Family ScholarshipRodney and Patrica Burgett Longman ’58 ScholarshipMarguerite Bates Loranger ’34 Music ScholarshipCharles and Tillie Lubin ScholarshipEstelle Kopp Lustberg ’46 Memorial ScholarshipM.A.L.S. ScholarshipMLB Endowed ScholarshipNeva Mahoney ’36 ScholarshipPauline and Ora Eggleston Mandigo ScholarshipAdm. and Mrs. Gene Markey Endowed ScholarshipMaslowski ScholarshipMaureen McCabe ’76 Endowed ScholarshipMcClare Family ScholarshipIrene Ward McClellan ScholarshipMary McClellan Endowed ScholarshipDon and Judy McCormack Jazz ScholarshipMcDermott ScholarshipMargaret Postley Mendell ’45 ScholarshipMarguerite Lowrey Mersfelder ’37 Endowed ScholarshipHenry T. and Marie B. Moore ScholarshipWallace B. Moore ’74 Theater ScholarshipAdele Whitney Morrison ’26 ScholarshipGail Moran Morton ’60 ScholarshipHarvey H. and Catharine Allis Moses Trust ScholarshipE. Alice Moshier ’22 Art ScholarshipMulticultural ScholarshipEmily Richards Nasher ’34 ScholarshipFrances Eggers Newhouse ’33 Endowed ScholarshipMargaret Walker Nilsson ’37 ScholarshipMitsi Tokioka Nishimura ’53 Endowed ScholarshipJennie and Morris Nortman Scholarship

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Miriam D. and Harold E. Oberkotter ScholarshipClaire M. Olds ScholarshipJoseph C. and Anne T. Palamountain ScholarshipGilberto S. and Lennetta D. Pesquera Fund of the Glens

Falls FoundationPlatt-Hartley ScholarshipPorter Scholarships in Science and MathematicsDavid and Helen Porter ScholarshipJohn Reed ScholarshipAnne Reid ’76 ScholarshipDan and Ada Rice Endowed ScholarshipRoberts Sisters Endowed ScholarshipHadley Sillick Robertson ’60 ScholarshipSaratoga Springs Rotary Club Scholarship in memory of

Paul HarrisLeslie R. Rounds ScholarshipSKW ScholarshipMarjory and Charles Sadowsky ScholarshipCatharine Boyden Saxton ’31 ScholarshipSchupf University Without Walls Student ScholarshipSenior Parents ScholarshipBeverly Everest Shaw ’57 ScholarshipBarbara Sheldon ’38 Endowed ScholarshipFrances Simches Endowed ScholarshipSkidmore Endowed ScholarshipMargaret Walker Sloan ’33 ScholarshipSybil Small ’31 ScholarshipIrene Dwinell Smith ’17 ScholarshipMargaret Mountfort Smith ’48 ScholarshipMargery W. Smith ’22 ScholarshipMarion L. Smith ’30 ScholarshipJulia Sorg ScholarshipAlfrida Storm ScholarshipStudent Government Association ScholarshipLewis Swyer ScholarshipMariel Macklin Talbot ’47 Memorial ScholarshipNancy Garlick Taylor ’42 Endowed ScholarshipFred and Paula Hartsock Thomas ’53 Endowed

Scholarship FundJack Tinker ScholarshipTisch Family ScholarshipRuth Forster Traxel ’36 Endowed ScholarshipPatricia B. Trbovich ’85 Memorial ScholarshipRuth Godfrey Tucker ’29 ScholarshipUniversity Without Walls Scholarship FundWachenheim Family ScholarshipBetty Lewis Wachenheim ’31 ScholarshipSheila Schmidt Warshawsky ’65 Endowed ScholarshipLouise Lockridge Watkins ’26 ScholarshipLouise S. Westemeyer ’30 ScholarshipJoan Fredericks Whetstone ’49 ScholarshipWhitman Family ScholarshipC.V. Whitney Scholarship

Kathryn Wiecking ’53 ScholarshipLouise Smith Wilcox ’40 ScholarshipAnn Wildman ScholarshipMary Williams ScholarshipF. Ernestine Rist Willyoung ’35 ScholarshipVal H. Wilson ScholarshipWindhover (Quadracci Family) ScholarshipLouise Beinetti Wise ’40 ScholarshipJoyce Burstein Witmondt ’59 ScholarshipMarjorie Saisselin Woodbury ’35 ScholarshipHarry and Anita Yates ScholarshipZankel Family Scholarship

MERIT AWARDS

Lincoln and Therese W. Filene Foundation ScholarshipAwards are granted on the basis of a special competitionto provide gifted young musicians the opportunity tofurther their musical studies in a liberal-arts setting.

Porter Presidential Scholarships in Science andMathematics are awarded on the basis of superioraccomplishment and exceptional promise in the sciencesor mathematics. A faculty committee determinesawardees from the applicant pool each spring.

Together, the Filene and Porter scholarship programsreflect the special balance between the arts and sciencesthat distinguishes Skidmore’s curriculum. For moreinformation about either of these programs, contact theOffice of Admissions.

LOANS

In addition to the federal and state loan programsdescribed at the end of this section, the Collegeparticipates in another loan program.

THE GATE FAMILY LOAN (GATE)

This long-term loan allows parents to borrow up to thecost of education each academic year at market interestrates, subject to credit qualifications. Payment may bedeferred while the student is enrolled or parents maybegin making payment immediately extending up tofifteen years.

CAMPUS EMPLOYMENT

Initial work placements are in the dining halls,housekeeping, or other essential services. All work isscheduled to avoid conflict with the student’s academicprogram and averages nine to twelve hours a week. Jobsare also available in the surrounding geographic area.Work opportunities are also available to students not onfinancial aid.

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FEDERAL PROGRAMS

To be eligible for a Federal Pell Grant, FederalSupplemental Educational Opportunity Grant, FederalWork-Study, or Federal Perkins Loan, the studentmust:

• Study at least half time in an approved program.• Meet the educational institution’s satisfactory academic

progress standards (see pages XX)• Be a United States citizen or meet a citizenship

requirement.• Have no debt from a defaulted education loan for

which a satisfactory repayment plan has not beenestablished.

• Not owe a refund on a Federal Pell Grant or FederalSupplemental Educational Opportunity Grant.

• Demonstrate compliance with applicable SelectiveService requirements.

Campus-Based Aid: Federal Supplemental EducationalOpportunity Grants, Federal Work-Study, and FederalPerkins Loans are administered by the school or college.The funds are allocated by the financial aid office.

Less than Half-Time Study: Under some circumstances,a student studying less than half time can receive aidfrom the Federal Pell Grant, Federal SupplementalEducational Opportunity Grant, and Federal Work-Study programs.

GRANTS

FEDERAL PELL GRANT

A student can receive up to $3,300 per year for tuitionand other educational costs, such as room and board.Awards depend on both college costs and an aideligibility index. This index is based on factors such asfamily income and assets, family size, and number ofpostsecondary students in the family.

The student must submit a Federal Pell Grantapplication by July 1 in each academic year using theFree Application for Federal Student Aid (FAFSA).

FEDERAL SUPPLEMENTAL EDUCATIONAL OPPORTUNITYGRANT (SEOG)

An undergraduate student with financial need can getfrom $200 to $4,000 yearly. Priority is given toexceptionally needy students who are Federal Pell Grantrecipients.

LOANS

FEDERAL PERKINS LOANS

These loans are for undergraduate students enrolled atleast half time. The loan amount is determined by thecollege, within federal limits of up to $4,000 per year fora total of no more than $20,000 for undergraduatestudy. There is no interest charged during school and forsix months afterward or during military service. Duringrepayment, interest is 5 percent on the unpaid balance.Repayment of the amount borrowed plus interest beginssix months after the student is no longer at least halftime in college. Deferment or cancellation is available tostudents who enter specified types of service.

WORK STUDY

FEDERAL WORK-STUDY PROGRAM

This program provides jobs for undergraduate studentsenrolled at least half time. Earnings must be used solelyfor educational purposes.

OTHER FEDERAL PROGRAMS

VETERANS ADMINISTRATION EDUCATIONAL BENEFITS

This program is for veterans who were in the UnitedStates armed forces between 1955 and 1977. There isalso aid for children, spouses, and survivors of veteranswho suffered a service-connected death or disability.

GI BILL

Enlistees must contribute $100 a month for the first yearenlisted. The government will then contribute up to$9,600 based on length of service. The Army Reserveoffers a noncontributory program that provides up to$5,040 for an enlisted student.

FEDERAL AID TO NATIVE AMERICANS

This program is for American Indian, Eskimo, or Aleuttribes, bands, or groups recognized by the Bureau ofIndian Affairs. Application may be obtained from:

Bureau of Indian AffairsFederal Building Room 523100 S. Clinton StreetSyracuse, NY 13260-0043

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NEW YORK STATE PROGRAMS

Students who receive Tuition Assistance Program(TAP) assistance from New York State for the first timemust meet the requirements below for academicperformance and progress toward the degree. Failure tomeet these standards results in the termination offinancial assistance from New York State. The Collegedoes not substitute its resources for funds that arewithdrawn by New York State.

NEW YORK STATE REQUIREMENTS

A Skidmore College student must be registered for aminimum of twelve semester hours of credit in the fallsemester and a minimum of twelve semester hours ofcredit in the spring semester, and must meet thefollowing regulations, established by the state Board ofRegents, in order to remain eligible for payments:

1) Approved Program — a student must formallydeclare a major not later than the beginning of thejunior year.

2) Program Pursuit — a student must receive apassing or failing grade in a minimum of:

Six semester hours in each semester of study in thefirst year in which an award is made;

Nine semester hours in each semester of study inthe second year in which an award is made;

Twelve semester hours in each semester of studyin each succeeding year.

Grades of W (withdrawal) or I (incomplete) willnot satisfy this requirement.

3) Academic Progress — students must meet thefollowing minimum standards:

semester hours cumulativeby end of semester completed grade-point average

1 6 1.502 18 1.673 30 1.854 45 2.005 60 2.006 72 2.007 84 2.008 96 2.009 108 2.0010 120 2.00

Note: Starting with the Class of 2002, students mustmeet revised semester criteria for the first two years ofstudy (see page 56).

For the purpose of federal student financial assistance,including the Federal Pell Grant, Federal SupplementalEducational Opportunity Grant, Federal Work-Study,Federal Perkins Loan, and Federal Stafford Loan, theminimum standards of academic progress must also beachieved.

WAIVER OF PURSUIT OF PROGRESS AND/ORSATISFACTORY ACADEMIC PROGRESS REQUIREMENTSFOR RECEIPT OF STATE FINANCIAL AID

A Skidmore student who does not maintain either theProgram Pursuit or Satisfactory Progress standards mayqualify for a one-time waiver if:

(1) the student can document that the reason for thefailure to maintain standards was as a result ofextraordinary circumstances beyond the control of theindividual; and

(2) the student receives permission for such a waiverfrom the Committee on Academic Standing. A waiver isnot automatically granted for any student and is notintended to provide an additional semester of aid to astudent who has used poor judgement or has beenacademically irresponsible. Procedures for grantingwaivers follow the institution’s established academicreview process. Documentation of the extenuatingcircumstances will be maintained in the Registrar’sOffice. Students will be expected to meet prescribedstandards thereafter.

GRANTS

TUITION ASSISTANCE PROGRAM AND SUPPLEMENTALTUITION ASSISTANCE PROGRAM

The Tuition Assistance Program (TAP) is anentitlement grant program for New York State residentsattending a postsecondary institution in the state.

Undergraduate students are eligible for up to four yearsof assistance for full-time study or up to five years incertain programs. Undergraduate students who areeducationally disadvantaged and require remedialcourses may be eligible for up to one additional year ofaid under the Supplemental Tuition Assistance Program(STAP). Graduate or professional students may alsoreceive up to four years of TAP for a combinedundergraduate-graduate total of eight years.

To be eligible, the student must:

• Study full time (twelve credits per semester) at acollege or school in New York State.

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• Meet income requirements.• Be a resident of New York State.• Be either a United States citizen, permanent resident

alien, refugee, or conditional entrant.• Be matriculated in an approved program and be in

good academic standing.• Be charged a tuition of $200 or more per year.• Have no debt from a defaulted student loan for which

a satisfactory repayment plan has not been established.

Awards vary according to tuition and New York Statefamily net taxable income. The award, including anyother state award, cannot exceed tuition. Undergraduateawards for financially dependent students and forfinancially independent students who are married orwho have tax dependents range from $100 (income of$50,500) to $4,125 (income of $7,000 or less) at degree-granting institutions.

The award is based on the prior year’s New York Statefamily net taxable income. Family net taxable incomemeans income (less deductions and exemptions) of thestudent, parents, and student’s spouse, if any.

There is an adjustment to income if one or more otherdependents are also full-time postsecondary students inor out of state. For one additional dependent student,$3,000 is subtracted from net taxable income. For eachadditional dependent student, another $2,000 issubtracted. Net taxable income after any adjustmentbecomes net taxable balance. Net taxable balance is usedto calculate the award.

If the student is financially independent of the parents,their income is not used. The award is based on thestudent’s (and spouse’s) income. Financial independenceis granted to:

• Students age thirty-five or older.• Students age twenty-two to thirty-four who have not

been claimed as a tax dependent for two years andhave neither lived with their parents nor receivedmore than $750 yearly from their parents for threeyears.

• Undergraduates under age twenty-two who meet theabove conditions and certain very specific additionalconditions.

The student must submit a Free Application for FederalStudent Aid (FAFSA) and a Tuition AssistanceProgram (TAP) application for each academic year.

SCHOLARSHIPS

ROBERT C. BYRD HONORS SCHOLARSHIPS

This is a federal program. These scholarships areawarded to academically talented high school seniorswho plan to attend an institution of higher education inthe United States. Scholarships are awarded by the stateEducation Department based on SAT or ACT scoresand high school grades. Award winners receive onepayment of $1,500. The scholarship is nonrenewable.

PAUL DOUGLAS TEACHER SCHOLARSHIPS

Formerly designated as Congressional TeacherScholarships, these are awarded to outstanding highschool graduates to pursue teaching careers at theelementary or secondary level in one of the followingshortage fields: mathematics, science, bilingualeducation, teaching English to speakers of otherlanguages, foreign languages, occupational education,and teaching children with handicapping conditions.Scholarships are awarded by the state EducationDepartment to students who graduate in the top 10percent of their high school class. Award winners mayreceive up to $5,000 per year. Upon completion of study,recipients must teach at the elementary or secondaryschool level for two years for each year of assistance.Recipients who teach in elementary or secondary schoolswith high concentrations of economically disadvantagedstudents or handicapped children or children withlimited English proficiency are obligated to teach onlyone year for each year of assistance. Recipients who failto complete a service obligation must repay the awardand any interest penalty. Study must be at a college orschool in New York State.

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AWARDS

AID FOR PART-TIME STUDY

The Aid for Part-Time Study (APTS) Programprovides awards of up to $2,000 (or tuition, whichever isless) for New York State residents studying part time inan undergraduate program at participating degree-granting schools in New York State. Recipients apply toand are selected by the participating institution. To beeligible, the student must:

• Be a resident of New York State.• If claimed (or eligible to be claimed) by parents as a

tax dependent, have a New York State net taxablefamily income lower than $50,550.

• If not eligible to be claimed as a tax dependent byparents, have a combined (student’s and, if married,spouse’s) income not in excess of $34,250.

• Not have exhausted Tuition Assistance Programeligibility.

• Be matriculated in an approved undergraduate degreeor certificate program at a participating institution.

• Be enrolled for at least three but less than twelvecredits per semester, or at least four but less thaneight credits per quarter or the equivalent.

• Retain good academic standing.• Have tuition of at least $100 per year.

VIETNAM VETERANS TUITION AWARDS (VVTA)

Vietnam veterans who are New York State residentsare eligible for an award to help pay the tuition at anundergraduate degree-granting institution or in anapproved vocational program in New York State.Awards are $1,000 per semester or tuition, whichever isless, for full-time study (twelve or more credits), or $500per semester or tuition, whichever is less, for part-timestudy (three to less than twelve credits). If a TuitionAssistance Program award is also received, the combinedacademic year award cannot exceed tuition. To beeligible, the student must:

• Have served in the United States armed forces inIndochina between January 1, 1963, and May 7,1975.

• Establish eligibility by applying to New York StateHigher Education Services Corporation NYSHESC)on or before September 1, 1990.

• Have received other than a dishonorable discharge.• Have resided in New York State on April 20, 1984, or

at the time of entry into service and resume residencyby September 1, 1990.

• Enroll in an approved undergraduate program in adegree-granting institution or in an approvedvocational school in New York State.

• Apply for Tuition Assistance Program and Federal PellGrant awards for full-time study or apply for aFederal Pell Grant award for part-time study.

AWARDS FOR CHILDREN OF DECEASED AND DISABLEDVETERANS

These awards are for children of veterans who served inthe United States armed forces during specified periodsof war or national emergency and, as a result of service,either died, suffered a 50 percent or more disability,were prisoners of war, or are classified as missing inaction. The award provides $450 per year for up to fouryears of full-time undergraduate study or up to five yearsin certain programs. Study must be at a college or schoolin New York State. The specified periods of service are:

• Vietnam Era: Oct. 1, 1961, through May 7, 1975• Korean Conflict: June 27, 1950, through Jan. 31, 1955• World War II: Dec. 7, 1941, through Dec. 31, 1946

AWARDS FOR CHILDREN OF DECEASED POLICEOFFICERS, FIREFIGHTERS, AND CORRECTION OFFICERS

These awards are for children of police officers,firefighters, and correction officers who served in NewYork State and who died as a result of injuries sustainedin the line of duty. The award is $450 per year for up tofour years of full-time undergraduate study or up to fiveyears in certain programs. Study must be at a college orschool in New York State.

RESERVE OFFICER TRAINING CORPS (ROTC)

The Army, Navy, and Air Force offer financialassistance to qualified students. The Army offers up to$7,000 toward costs; the Navy and Air Force offerscholarships that may cover full tuition, plus fees andbooks. A monthly stipend may also be awarded.Students incur an active-duty obligation and a reserveobligation in return for a four-year scholarship.

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FEDERAL FAMILY EDUCATION LOANS

Federal family education loans administered by NewYork State Higher Education Services Corporation(NYSHESC) may be used to pay a student’s tuition andfees, room and board, books, travel, and personalexpenses. These loans have lower interest rates thanmost other types of consumer loans.

To be eligible for a guaranteed education loan, thestudent must:

• Study at least half time at an approved educationalinstitution.

• Be a New York State resident for one year if attendingschool out of state.

• Be either a United States citizen or an eligiblenoncitizen.

• Meet the educational institution’s satisfactory academicprogress standards.

• Demonstrate eligibility (or ineligibility) for a PellGrant.

• Demonstrate compliance with applicable SelectiveService requirements.

Applications are also available from banks, savings andloan associations, credit unions, or pension and welfarefunds. Applications for any additional guaranteededucation loans must be made to the same (first) lender.

FEDERAL STAFFORD LOANS — SUBSIDIZED

The student may borrow up to $2,625 a year for thefreshman year, up to $3,500 for the sophomore year, upto $5,500 for junior and senior years, up to $23,000 intotal for undergraduate study, and up to $8,500 per yearfor graduate-professional study.

All students must provide a Free Application for FederalStudent Aid (FAFSA) to their school to apply for theFederal Stafford Loan.

All loans will be paid in multiple installments. The firstinstallment may be paid thirty days before the start ofthe enrollment period. The second installment may bepaid after one-third of the loan period has passed.Checks are sent directly to the school. The school willcontact students to negotiate their checks.

The interest rate is variable, tied to U.S. Treasury billrates plus 3.1 percent, with a cap of 8.25 percent forfirst-time borrowers. There are no interest paymentswhile in school and for six months afterward. There is aninsurance fee of up to 1 percent of the amount borrowedand an origination fee of 3 percent of the amount

borrowed. The fees are prorated for each installment.They are due when the student receives the loan checks.The bank may reduce the loan checks by the amount ofthe fees.

Repayment of the amount borrowed plus interest beginssix months after the student either leaves school or dropsbelow half-time attendance. The minimum monthlypayment is $50. Repayment must be completed withinfive to ten years, depending on how much wasborrowed.

FEDERAL STAFFORD LOANS — UNSUBSIDIZED

This loan has the same features as the subsidized loansexcept that the federal government will not pay theinterest on the loan while the student is in school.Interest begins when the loan check is disbursed, butpayment may be deferred. The insurance and originationfees are 4 percent of the amount borrowed.

Independent undergraduate students may borrow anadditional unsubsidized loan of up to $5,000 per year.The college financial aid administrator may authorizeadditional unsubsidized loan eligibility for dependentundergraduate students when parents have an adversecredit history. Any Federal Pell or Federal Staffordeligibility will be considered in determiningunsubsidized loan eligibility amount.

All loans will be paid in multiple disbursements (asdescribed above for Federal Stafford Loans). The loancheck is sent directly to the school. The school willcontact students to negotiate their checks.

Annual interest will not exceed 8.25 percent and may beless, based on the U.S. Treasury bill rate. Interestpayments are made while in school. An insurance fee upto 4 percent of the amount borrowed is due when thestudent receives the loan check. The bank may reducethe loan check by the amount of the fee.

Repayment of the amount borrowed plus interest beginssixty days from the disbursement of the loan, unless theborrower qualifies for an in-school or other deferment.The minimum monthly payment is $50. Repaymentmust be completed within five to ten years, dependingon how much was borrowed.

FEDERAL PARENT LOANS FOR STUDENTS (PLUS)

Parents may borrow up to the cost of attendance minusfinancial aid per year for each financially dependentundergraduate student if there is no adverse credithistory. Annual interest will not exceed 9 percent andmay be less, based on the U.S. Treasury bill rate.

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There is an insurance fee of up to 4 percent of theamount borrowed. The bank may reduce the loan checkby the amount of the fee. Repayment of the amountborrowed plus interest begins within sixty days after theloan is received.

OTHER PROGRAMS

HIGHER EDUCATION OPPORTUNITY PROGRAM (HEOP)

New York State provides funds for students who areboth academically and economically disadvantaged.Financial aid is combined with special counseling,tutoring, and remedial course work. Assistance is limitedand is awarded at the discretion of the College. Awardsvary with financial need. HEOP assists undergraduatestudents who are state residents and who are enrolled inindependent colleges and universities in New YorkState.

STATE AID TO NATIVE AMERICANS

This program provides up to $1,350 per year for fouryears to enrolled members of Indian tribes in New YorkState for half- or full-time study in the state.

VOCATIONAL REHABILITATION

The New York State Department of VocationalRehabilitation provides assistance for college expenses tostate residents with a mental or physical impairment thatplaces limitations upon future employment. Informationis available from an Office of Vocational Rehabilitation.

MAYOR’S SCHOLARSHIP PROGRAM

This is a student financial aid program established bythe mayor’s office of the City of New York andsponsored by the federal agency for Housing and UrbanDevelopment. The scholarships are administered by theNew York Urban League, ASPIRA of New York Inc.,and the Admission Referral and Information Center. Tobe eligible, students must reside in certain designatedareas of New York City and be registered for at leasttwelve credits per semester. The amount of each award($100-$650) is based on financial need as indicated bythe student’s Federal Pell Grant Student Aid Index andthe cost of education.

Academic Requirements andRegulations

REQUIREMENTS FOR DEGREE

It is the responsibility of the student to meet allrequirements for graduation.

1. Successful completion of a minimum of 120 semesterhours of course work. A minimum of sixty semesterhours must be completed at Skidmore College,including all work taken in the senior year.

2. Satisfaction of the grade-point standards: acumulative grade-point average of 2.0 in all coursework completed at Skidmore College and a 2.0 in allcourse work in the major field.

3. Fulfillment of the liberal arts requirement: candidatesfor the bachelor of arts degree must complete aminimum of ninety semester hours of course workdesignated as liberal arts. Candidates for the bachelor ofscience degree must complete a minimum of sixtysemester hours of course work designated as liberal arts.

4. Fulfillment of the maturity-level requirement:successful completion of a minimum of twenty-foursemester hours of course work on the 300 level atSkidmore College. Twelve semester hours of 300-levelcourse work must be taken in the senior year, six of thesetwelve in the major field.

5. Fulfillment of the Foundation requirements. For allclasses: quantitative reasoning and expository writing.

6. Successful completion of the Integrationrequirements: LS1 and LS2.

7. Fulfillment of the Exploration requirements: breadthcomponent courses in nature, society, and the arts; worldcultures courses in foreign language and non-Westernculture.

8. Declaration and satisfaction of requirements for amajor program.

In addition, students are responsible for the fulfillmentof all financial obligations to the College.

LIBERAL ARTS REQUIREMENT

Courses designated as “non-liberal arts” in the courselistings are of a professional nature and do not carryliberal arts credit. All B.A. degree candidates mustcomplete a minimum of ninety semester hours ofcourse work designated as liberal arts. All B.S. degreecandidates must complete a minimum of sixty semesterhours of course work designated as liberal arts.

Students fulfilling two majors should consult with theOffice of the Registrar to determine the appropriatenumber of liberal arts hours required.

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MATURITY-LEVEL REQUIREMENT

Courses designated in the catalogue by numbers in the100s and 200s are intended mainly for first-year studentsand sophomores, and those in the 300s for juniorsand seniors. All degree candidates must successfullycomplete a minimum of twenty-four semester hours ofcourse work on the 300 level at Skidmore College.Twelve semester hours of 300-level course work must betaken in the senior year, at least six of these twelve in themajor field. Students with double majors are expected tocomplete at least six hours at the 300 level in each majorduring their senior year.

The minimum of twenty-four 300-level course creditsmust be earned in Skidmore courses, not at othercolleges and universities. The Committee on AcademicStanding adheres closely to this minimum expectation,in the belief that some substantial core of the student’sadvanced, culminating academic work should becompleted at the institution, Skidmore, which isawarding the student’s baccalaureate degree. Under afew compelling circumstances (e.g., for the purpose ofstudy abroad), the CAS may approve as many as eightsemester hours of maturity-level credit for study atanother institution — a maximum of four maturitycredits for each semester spent at the other institution.Students wishing to make such application shouldobtain a “Request for Maturity-Level Credit” from theOffice of the Registrar.

FOUNDATION REQUIREMENTS

Expository Writing:

Students are required to develop their proficiency aswriters by successfully completing one designatedwriting course. This requirement must be fulfilled by theend of the sophomore year. Those students who need totake EN103, “Writing Seminar I,” as preparation formeeting this requirement, must do so by the end of theirfirst year.

Such courses may be English Department writingcourses (EN105 or 105H) or specially designatedwriting-intensive courses in other disciplines. Thefollowing courses fulfill the expository writingrequirement:

BI155; EN105, 105H; HI107, A,B; LS2 101H, 102,104, 107, 128, 129, 144, 150, 150H, 152, 159, 168, 169,170, 171, 175, 178, 180, 181, 187, 188 203; MA111W,113W, MU208W

Quantitative Reasoning:

All students must fulfill the OR1 requirement, demon-strating competence in basic mathematical and computa-tional principles, in any one of the following four ways: (1)scoring 630 or better on the MSAT I exam, (2) scoring570 or better on any mathematics SAT II exam, (3)passing the College’s quantitative reasoning examinationbefore the end of the first year, or (4) successfullycompleting MA100 before the end of the sophomore year.In addition, by the end of the junior year, all studentsmust have fulfilled the QR2 requirement by successfullycompleting a designated course in mathematics, statistics,or other numerical operations in various academic dis-ciplines, or in the use of computers for the manipulationof mathematical, social-scientific, or scientific data. AllQR2 courses have QR1 as a prerequisite. The followingcourses fulfill the QR2 requirement:

BI110, 170; CH101, 103, 105, 107, 107H, 111, 112;CS102A, 103, 106; EC103, 104, 237; ES105 GE101;MA101, 102A,B,C, 105, 107, 111H,W, 113H,W,200, 204, 214; MC115; MS104; MU255; PH207;PS306; PY103, 108, 109, 207; SO225(L), 226

INTEGRATION REQUIREMENTS: LIBERAL STUDIES

The Liberal Studies sequence provides an integrativeeducational experience for all students at the beginning oftheir college years. LS1: Human Experience, a single, team-taught course taken by all first-year students, introduces theways in which different academic disciplines raise questionsand seek answers concerning human experience. LS2 courseoptions extend and focus the inquiries begun in LS1.

All students are required to complete successfully LS1during the fall semester of the first year; one LS2 coursemust be completed successfully by the end of thesophomore year.

EXPLORATION REQUIREMENTS

Breadth Component: Students must completesuccessfully two courses in each of the following fields.

Nature. Of the two required courses, at least one mustinclude a laboratory experience. Students may choosefrom the following courses:

Subcomponent A (non lab): BI175, CH 101, 109,111; GE103, 104, 113(H), 114, 115, 207; PS231;PY108, 192, 221(H)

Subcomponent B (lab): BI110, 120, 125, 130, 135,140, 145, 150, 155, 160, 170, 180, 190, 237; CH103,105, 106, 107(H), 110, 112; ES105; EX111, 126, 127;GE101, 102, 112; PS216, 306; PY103, 104, 107, 109,194, 207, 208.

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Society. From the following courses, students mustchoose one from subcomponent A and one fromsubcomponent B.

Subcomponent A: AN100, 101N (H), 102, 105,205, 242, 243; EC103, 104; ED215; EX119;GO101, 103; SO101(H), 202, 202C; SW212, 222.

Subcomponent B: AM101/102, 201/202, 250A-D,260A,B,E,F; FF224; HI103, 104, 105, 106, 107,107A, 201W, 202, 210, 211, 221, 222, 223, 235,236, 241, 242, 247, 261; PH103, 203, 204, 230A-E;RE103, 211, 213, 214.

Arts. Students must choose either one two- orthree-credit course or two one-credit courses fromsubcomponent A; and they must choose one coursefrom subcomponent B.

Subcomponent A: AR101, 103, 105, 107, 108, 111,115; DA210/211, 212/213; DB101/102, 111-142,211-242; DM111-142, 211-242; EN281, 282;MP181/182, 191, 193, 195, 198, 273, 275/276, 279/280, 281/281X, 285/286, 287/288, 289/290, 293/294, 297/298; TH101, 104, 198, 216, 228, 250.

Subcomponent B: AH101/102(H), 103, 104, 111,203, 204, 207, 209, 222, 223, 241, 265; CL220, 222,223, 224; DA227, 228, 230; EN201, 211(H), 213,215, 234; FF210, 213, 214, 216, 219, 221; FG213,214; FI210, 211, 212; FL252, 257, 323; FS210, 211,212; MU100, 101, 103, 106; 151, 208W, 220, 304,307; PH210; TH103, 229/230.

World Cultures: All students are required to demon-strate competence in a foreign language at the inter-mediate level. One non-Western culture course must becompleted successfully.

Foreign Language. Students may fulfill this require-ment by receiving a score of 3 or above on an AP foreignlanguage test (scores of 4 or 5 may receive credit towardthe degree), a score of 570 or above on a foreignlanguage SAT II test (ETS), or an equivalent score on atest administered by the Skidmore College Departmentof Foreign Languages and Literatures, or by completingsuccessfully one of the courses at the following level(s) orat a more advanced level:

FC202; FF202 or 203 or 205; FG202; FI202;FJ202; FS202 or 203; FX272; CL202 or 206

Students whose first language is not English may meetthis requirement by presenting a TOEFL score of 550or above.

Non-Western Culture. All students are required tocomplete successfully one course in non-Western culture,chosen from among the following:

AH103, 104, 203, 204, 207, 209, 210, 211, 309,310, 311, 312, 314, 376E, F; AH200; AN100,101N(H), 205, 206, 227, 228, 242, 243, 251N, 252C,D, 260; AR121, 123; AT202; EN231, 232, 243;FC202, 363; FF223; FJ202, 363; FL257, 267;GO239, 240, 344, 355; HI216A-C, 234, 235, 236,238, 241, 242, 247, 343, 347, 357, 362A-D,375G,H,K; MU309, 318, 321, 345N; PH213, 214,215; PR323, 325, 326; RE213, 214, 220.

Students from non-Western cultures may apply to theCommittee on Academic Standing for an appropriatesubstitution.

MAJOR REQUIREMENTS

A major field of study selected from the Skidmore Collegedegree programs (page 57) must be formally declared by thebeginning of the junior year. Requirements in a departmentare stated in the departmental announcements.Descriptions of interdepartmental majors, designed forstudents whose interests lie in subjects overlappingdepartmental boundaries, begin on page 143.

A student may propose a self-determined major, whichmust contain a core of at least ten courses pertinent to thestudent’s central interest. Procedures for designing such aprogram are described on page 146.

General major examinations or final projects may berequired in the senior year at the discretion of majordepartments.

MINORS

A minor field of study in a department or interdisciplinaryprogram may be elected no later than the beginning of thesenior year. See departmental announcements for specificrequirements. Interdisciplinary minors may be elected inAsian studies, environmental studies, international affairs,law and society, and women’s studies. A grade-pointaverage of 2.0 is required in the minor field.

Acceleration and Reclassification

Students are classified according to their expected dateof graduation at time of admission. Permission toaccelerate and graduate with an earlier class may be givento students in good academic standing with the approvalof their major departments and the Committee onAcademic Standing. Applications to accelerate must besubmitted in writing to the Committee on Academic

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Standing not later than one year prior to the anticipateddate of graduation. The Office of the Registrar offersassistance to students contemplating acceleration.

Students who do not complete a full-time course loadeach semester may be reclassified to a later class by theOffice of the Registrar in consultation with theCommittee on Academic Standing.

Course Loads

The standard course load for a full-time student isfifteen semester hours each semester, and students areencouraged to balance their commitment to quality andrigor with realistic expectations of the workload involvedwith specific course enrollments. An overload is definedas any program registration over eighteen hours.Eighteen hours allows students registered in four four-credit classes to continue to participate in one- and two-credit performance classes. It is not recommended thatstudents would use the eighteen semester hours toattempt to complete six three-credit classes.

There is an additional fee assessed for programs overeighteen hours. The Committee on Academic Standingreviews all applications for overloads to determineacademic eligibility, based on stated criteria. Aminimum GPA of 3.0 is required for an overload.

A full-time student must be enrolled in a minimum oftwelve semester hours each semester. Requests forpermission to change to part-time (fewer than twelvehours in the fall or spring semester) status must be filedwith the Office of the Registrar and approved by theCommittee on Academic Standing.

Credit by Examination

The College will grant up to six semester hours of credittoward graduation to those achieving a grade of 4 or 5 onan Advanced Placement Test of the College EntranceExamination Board. Such credit will count as electivecredit toward the degree. Individual departments mayaward credit toward the major. Inquiries should bedirected to the chairperson of the department in question.

The College will grant six semester hours of credit foreach examination taken at the Advanced (“A”) Level ofthe British General Certificate of Education on whichthe student received a grade of “C” or better. Also, sixsemester hours of credit will be granted for each HigherLevel Examination in the International BaccalaureateProgram on which a student earned a score of 5, 6, or 7.A maximum of twelve semester hours of credit may be

granted through subject examinations of the College LevelExamination Program. All such examinations presentedmust be taken prior to enrollment at Skidmore.

Transfer of Credit

The College may grant credit toward the degree forwork taken at another accredited institution for which agrade of C or better was received, to a maximum ofsixty semester hours. Transcripts from students who aretransferring from a non-U.S. institution will beevaluated on a case-by-case basis. All transferrablecourses must generally correspond to courses offered atSkidmore. Matriculated students should receiveapproval for credit from the Office of the Registrarbefore registering at another institution.

Leaves of Absence

Leaves of absence may be granted for one semester oran entire academic year, but not for a period shorterthan one semester or longer than one continuous year.Leaves fall into three categories:

Academic Leaves of Absence for full-time studyelsewhere may be granted to qualified students throughthe Office of the Dean of Studies with the approval ofthe Committee on Academic Standing. Students musthave a strong academic background (generally a 3.0cumulative GPA and course work appropriate to theirstudy proposal) to be eligible for an academic leave.

Information on leaves and program opportunities isavailable in the Office of the Dean of Studies. Studyabroad opportunities are also orchestrated by the Officeof International Programs. Application should be madewell in advance of the anticipated leave, but no laterthan November 1 for spring-semester leaves and March1 for fall-semester or full-year leaves.

Personal Leaves of Absence without academic creditand for personal reasons may be granted through theOffice of the Dean of Studies with the approval of theCommittee on Academic Standing. Application shouldbe made in writing to the Office of the Dean of Studieswell in advance of the anticipated leave.

Medical Leaves of Absence may be granted through theOffice of the Dean of Studies with the approval of theCommittee on Academic Standing, upon receipt of thestudent’s application and a statement by either apersonal physician or the College physician. Beforereturning to the College, the student must submit astatement of approval from the physician. See page 37for information on refunds.

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Academic Standards and Review

(For information concerning housing, academicrequirements, and financial responsibilities, please referto the current Information on Leaves of Absence bulletin.)

Registration

Students are required to register officially by thepublished deadlines for each course for which theyexpect credit. A student who does not register forcourses in any semester by the end of the first week ofclasses will be considered to have officially withdrawnfrom the College.

Students are required to officially withdraw by thepublished deadlines from any course for which they donot expect or want credit, through College proceduresadministered by the registrar. Failure to withdraw froma course will result in a grade of F or WF. Studentsmatriculating in fall 1999 or after may withdraw from amaximum of two courses in their careers.

All students registering for six or more hours mustcomply with New York State immunization laws.Specific information may be obtained from the StudentHealth Service.

Attendance

Regular class attendance and participation have a majoreffect on the quality of student performance. Students areexpected to meet their instructors’ attendance policies,return from vacations at designated times, and remain oncampus for their entire examination period. Students arenot automatically entitled to a certain number of absences.Each instructor will make known to the class his or her policyconcerning the effect of absence on the student’s grade. Studentswho become ill remain responsible for the work missedand should consult with course professors. Students musteither complete this work during the regular semester ofstudy or apply for a course withdrawal (W or WF), anincomplete (I), or a medical leave of absence.

The Faculty Handbook establishes the College’sminimum expectation that “any students who miss morethan a third of the [class] sessions may expect to bebarred from final examination. In such cases, the coursegrade will be recorded as F.” Faculty may, andfrequently do, establish even more stringent attendancepolicies, and the student is obliged to adhere to theattendance policies announced for each course.

Requests for exceptions to any academic regulation must befiled with the Office of the Dean of Studies or the Office ofthe Registrar, and approved by the Committee on AcademicStanding.

The Honor Code

The Skidmore Honor System was established at therequest of the student body in 1921. Each student, inaccepting enrollment at Skidmore College, agrees to thefollowing code:

I hereby accept membership in the Skidmore Collegecommunity and, with full realization of the responsibilitiesinherent in membership, do agree to adhere to honesty andintegrity in all relationships, to be considerate of the rights ofothers, and to abide by the College regulations.

All members of the Skidmore College community,including students, faculty, and staff, are parties to thehonor contract and are expected to abide by itsprovisions. The Honor Code covers all aspects ofintegrity, whether academic or social; the StudentHandbook attends particularly to codes of social behaviorand outlines the college judicial system and procedures;both the Student Handbook and the AcademicInformation Guide define academic integrity regulations.Every Skidmore student is required by the Honor Codeto become thoroughly conversant with the standards ofacademic and social integrity that prevail at the College.The Academic Integrity Board, Social Integrity Board,and Appeals Board will not regard claims of ignorance,of unintentional error, and of academic or personalpressures as an adequate defense for violations of theHonor Code.

Academic Integrity

Because the College functions as a tightly integratedcommunity of curricular and cocurricular experiences, astrict allegiance to its standards of conduct is essentialfor every student’s well-being and intellectual growth.Students should make certain they understand the highvalue Skidmore places on honesty, cooperation, andconsideration, and the penalties the College imposes forinfractions in these areas. Skidmore not only promotesintellectual honesty vigorously but severely punishessuch offenses as plagiarism and cheating on exams. AnyHonor Code violation may affect the student’s graduateschool or transfer recommendations and the student’seligibility for academic prizes and awards, for Dean’s List orgraduation honors, and for membership in Skidmore ornational honor societies.

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Social Integrity

The Basic College Regulations outlined in the StudentHandbook are considered vital to community welfare,student safety, and high standards of moral and socialintegrity. The list of regulations is not exhaustive. In allareas of Skidmore life, members are expected to conformto high standards of fair play, integrity, and honor.Careless abuses and violations of these regulations areconsidered major breaches of the College Honor Codeand may involve the withdrawal of the privilege ofmembership in the Skidmore College community. Inaddition to these Basic College Regulations, the actions ofmembers of the College community are governed by andsubject to the laws and ordinances of the local, state, andfederal governments.

Academic Standards

In order to qualify for a degree from the College, astudent must attain a cumulative grade-point average of2.0 in all course work and 2.0 in the major field. Thestudent’s academic record includes:

1. an indication of each course for which the student was officially registered at the College;2. an indication of credit earned;3. the grade assigned for each course;4. both the semester and cumulative grade-point averages.

Grades

Grades are assigned on the following basis:

A+, A Distinguished workA-, B+, B Superior workB-, C+, C Satisfactory workC-, D+, D Passing, poor-quality workF Failure, no credit earned

S/U, Satisfactory/Unsatisfactory: S/U grades do notaffect the student’s grade-point average, but a studentreceiving an Unsatisfactory will not receive credit for thecourse. The College criterion for Satisfactory is theequivalent of a C or better. A student may take no morethan one course in a semester for an S/U grade. Astudent may take a maximum of sixteen semester hoursfor an S/U grade, excluding internships. The S/U optionis offered at the discretion of the department. Thesemester schedule will indicate which courses may betaken for an S/U grade. Students must indicate theirchoice of the S/U grade option at the time ofregistration. No change may be made after the endof the first week of classes.

AU, Audit: Students may officially audit a course withthe approval of the instructor. An AU grade does notaffect the student’s grade-point average; it reflectsapproved participation for no credit. Students mayenroll for a maximum of two audits per semester.

W, Withdrawal: Prior to the last three weeks of classes(exclusive of final exams) in the fall or spring semesters,students may request withdrawal without penalty from acourse with the permission of the instructor andapproval from the Committee on Academic Standing.Withdrawal, W, is not figured in the grade-pointaverage. No credit is earned. Beginning with studentsentering fall 1999, a student is limited to a maximumof two withdrawals (W) while completing thebaccalaureate degree.

WF, Withdrawal Failing: A student who departs from acourse at any time during a semester without permissionto withdraw or who departs from a course during thelast three weeks of classes may be given a WF grade.Students may also petition for a WF grade, which mustbe approved by the instructor and the Committee onAcademic Standing. WF is figured in the grade-pointaverage as an F. No credit is earned.

I, Temporary Incomplete: A grade of I may be given astudent who has diligently completed a substantialamount of the course work but who, because ofunforeseen academic, medical, or personal difficulties,has been unable to complete the work for the course.In such cases, an I may be submitted by the instructorif both the instructor and the student agree thatexceptional circumstances warrant an extension oftime beyond the normal deadlines of the term. (Anincomplete grade will make the student ineligible forDean’s List Honors for the term if the studentcompletes fewer than fourteen semester hours by theregular grading deadline.) The student is responsible formaking arrangements for completing the course with theinstructor and the Office of the Registrar. The extensionperiod may not be longer than six weeks after the end ofthe fall or spring semesters, or more than six weeks aftereither of the summer terms. At the end of the extensionperiod, the instructor may submit a grade based on thework completed.

IF, Incomplete Failing: If the instructor does notsubmit a grade by the end of the extension period, theI becomes a permanent grade of IF, figured in thegrade-point average as F.

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Grade Change

All grades are considered final once they are submittedto the Office of the Registrar. An instructor may requesta change in the student's grade if the instructor hasmade a computational or clerical error. No grade may bechanged on the basis of reexamination, reevaluation, orsupplementary work. Petitions to change grades mustoriginate with the faculty members concerned and bebrought before the Committee on Academic Standingfor consideration.

The function of the Committee on Academic Freedomand Rights (CAFR) is to receive inquiries and com-plaints concerning academic freedom and rights andto consider formal charges of violations of academicfreedom and rights from any faculty member or student.

Grade-Point Average (GPA)

Each grade is assigned a point value as follows:

Grade PointsA+, A 4.00A- 3.67B+ 3.33B 3.00B- 2.67C+ 2.33C 2.00C- 1.67D+ 1.33D 1.00F, WF, IF 0.00

No points are assigned for S, U, AU, W, or I. The GPAis calculated by multiplying the points assigned to eachgrade received by the number of semester hours thecourse carries, then totaling these products and dividingby the total number of semester hours considered.

The GPA for the semester is computed at the end ofeach semester. The cumulative GPA for all coursestaken at the College is also computed at the end of eachsemester.

As a general principle, courses for which a grade of D orhigher has been earned may not be repeated for academiccredit; the exceptions to this regulation are noted inindividual course descriptions. If a course for which thestudent received a grade of F is repeated at the College,both grades remain on the record and both are included inthe GPA. With the exception of designated programs andcross registrations, credit granted by Skidmore College forwork taken at another institution or by examination is notincluded in the GPA.

Academic Review

At the end of each semester, the Committee onAcademic Standing reviews the status of all students todetermine academic standing. It determines, upon thebasis of achievement, who will be given Honors orHighest Honors on the Dean’s List, who will be placedon probation, who is eligible for continuation, and whowill be disqualified.

Honors

All academic honors and memberships are subject toSkidmore’s Honor Code: thus eligibility for honorsrequires a clear integrity record.

DEAN’S LIST

The Dean’s List is computed for the fall and springsemesters as of the established date for submittingsemester grades.

Honors are awarded to each matriculated student whosatisfactorily completes at least fourteen semester hoursof credit by the regular grading deadline and whoachieves a 3.4 to 3.66 GPA for that semester. HighestHonors are awarded to each student who satisfactorilycompletes at least fourteen semester hours of credit bythe regular grading deadline and who achieves a 3.67 orhigher GPA for that semester. (A grade of Incompletewhich temporarily places the credits earned belowfourteen makes the student ineligible for the Dean’s List,even if the Incomplete is resolved successfully.)

GRADUATION HONORS

College Honors: Seniors with distinguished academicrecords may graduate cum laude (3.4-3.66 GPA),magna cum laude (3.67-3.79 GPA), or summa cum laude(3.80-4.00 GPA) upon the recommendation of theCommittee on Academic Standing and with theapproval of the faculty.

Departmental Honors: Departmental Honors will beawarded to any student who graduates from SkidmoreCollege after no fewer than three semesters and whomeets the following conditions: a GPA of 3.5 or higherfor all work in the major; the completion of any otheracademic criteria established by the department anddescribed in the Catalogue, and a favorable recommend-ation by the department; a GPA of 3.0 or higher basedon all work taken at Skidmore; and approval by theCollege faculty upon recommendation by theCommittee on Academic Standing.

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Double majors must meet the above criteria for each ofthe majors. (The student may earn DepartmentalHonors in one, both, or neither major.)

These criteria also apply to interdepartmental and toself-determined majors. The 3.5 or higher GPA appliesto the interdepartmental course work considered as awhole.

Honors Forum: Seniors will graduate as members of theHonors Forum if they have maintained Dean’s Liststatus as a full-time student (with no two consecutivesemesters of a GPA below 3.4); demonstrated exemplaryacademic and social integrity; completed a minimum ofthree Honors Forum courses by the end of the junioryear and a senior-year capstone experience; and engagedin forum events during each academic year ofmembership.

PERICLEAN

The Skidmore academic honor society, Periclean, wasformed in 1956 to stimulate intellectual curiosity, toencourage creative activity, and to honor academicachievement. Seniors whose cumulative GPA is 3.4 orhigher, and juniors whose cumulative GPA is 3.6 orhigher, are eligible for membership. Periclean nomineesand members must also sustain a good record ofacademic and social integrity. Elections are held in thefall of each year and prior to graduation for graduatingseniors. The society sponsors the Periclean ScholarAwards for outstanding senior projects.

PHI BETA KAPPA

Skidmore College was granted a charter by the nationalhonor society of Phi Beta Kappa in 1970, and the PhiChapter was installed in February 1971. Candidates forthe bachelor of arts degree are eligible for election onthe basis of academic standing and rules of eligibilityestablished by the chapter, in accordance with theregulations of the national society.

Students who qualify for consideration on the basis ofgrade-point average must also demonstrate breadth ofdistribution in their college program by choosing coursesbeyond the introductory level in at least two of the threeacademic areas (humanities, social sciences, and naturalsciences and mathematics), while maintaining highacademic achievement and academic integrity. Adequatepreparation in a foreign language and mathematics(though not necessarily at Skidmore), competence inwriting, and fulfillment of certain Skidmore residencyrequirements are also necessary.

Outstanding students are thus encouraged to pursue aprogram that is not only liberal but diversified andchallenging.

ACADEMIC PRIZES

The recipients of academic prizes are determined by thefaculty, and the following prizes are awarded at theannual Honors Convocation and/or at Commencement.

American Studies Faculty AwardO. Roger Gallagher Memorial Prize (Anthropology)S. Michael Eigen ’87 Prize in Art HistoryBarbara Green Wilde ’55 Award (Ceramics)Marguerita Mergentime Award (Textile Design)Dorothy Dryfoos Olsan ’41 Prize in Jewelry and

MetalsmithingJesse Solomon Memorial Award (Painting)Pamela Weidenman ’72 Memorial Prize (Lithography/

Printmaking)Whitman Family Art History PrizeDowd-Lester Award (Biology)Donald W. Pyle Memorial Award (Biology)Joseph Garrison Parker PrizeSeymour and Sylvia Goldman Memorial Prize

(Business)Jefferson Huff ’88 Prize in BusinessGail Moran Morton ’60 Prize (Business)Wall Street Journal AwardCharlotte W. Fahey Prize (Chemistry)American Institute of Chemists AwardJo C. Hebard ’69 Memorial PrizeHelga B. Doblin Prize in ClassicsMargaret Paulding Prize in DanceWilliam E. Weiss Memorial Award in EconomicsEdwin Moseley Prize in EnglishFrances Steloff Poetry PrizeDenise Marcil ’74 Prize for Fiction WritingSara Bennett ’92 Prize for FictionJoseph C. Palamountain Jr. Prose AwardsSally Chapman Thompson ’48 Prize in LiteratureMargaret Paulding Prize in Exercise ScienceAlliance Française de Schenectady Award (French)Consulate General Prize in GermanSonja P. Karsen Prize in SpanishIstituto Italiano di Cultura Award (Italian)Roy T. Abbott III ’78 Memorial Prize (Geology)Mente et Malleo Award (Geology)Henry C. Galant Prize (Comparative Politics)Susan Riley Gunderson ’64 Prize (American

Government)Erwin L. Levine Prize in GovernmentHenry T. Moore Prize in Government

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Jerome Solomon Ginsberg Memorial Award inEuropean and International Integration Studies

Alice Farwell Warren Prize (History)Lee History PrizeAlan M. Turing Prize in Mathematics and Computer

Science Gladys Gillman Taylor ’48 Prize in MathematicsBarbara Gruntal Allen ’35 Prize (Voice)Louis Edgar Johns Award (Music)Herman Joseph Muller Prize (Music)Cooper Barnett Prize in PhilosophyEleanor A. Samworth Prize in PhysicsAmy Eisenberg ’72 Memorial Award (Educational

Psychology)Michelle Kelly ’72 Memorial Award (Psychology)Krawiec Psychology PrizeKrawiec Scholar (Psychology)Caren Lane Sass ’35 Psychology PrizeHilda Bashevkin Betten ’39 and Morris H. Betten

Award in Social WorkEverett V. Stonequist Award (Sociology)Nancy Beth Rautenberg ’83 Memorial Award

(Sociology)Margaret Ellen Clifford Memorial Prize in Theater

Theater PrizeE. Beverly Field Women’s Studies Award

NOTE: Any violation of the academic Honor Code mayaffect a student’s eligibility for the distinctions described inthe preceding “Honors” section.

STUDENT OPPORTUNITY FUNDS

From its own resources and through the generosity ofalumni and friends of the College, Skidmore offers smallgrants to help students complete special academic andcocurricular projects and to present the results of theirresearch at professional conferences. Petitions foracademic funds should be submitted to the dean ofstudies; cocurricular requests are handled by the dean ofstudent affairs. Funds are limited and are awarded on acompetitive basis.

Probation

Students whose semester GPA falls below 2.00 will beconsidered on academic probation. A second semester onprobation will prompt a review of the student’s record by theCommittee on Academic Standing and may lead to thestudent’s disqualification. Students should considerprobation a serious warning and seek out all resources toimprove academic work. A student on probation shouldeliminate or greatly diminish cocurricular and athleticparticipation in order to focus on his or her studies. Atthe discretion of the College administration, a studenton probation may be denied participation in suchactivities.

Instructors are encouraged to notify students of theirclass standing at midsemester, but it is the responsibilityof individual students to be aware of their standing andto meet all academic obligations.

Standards for Continuation

A student is not in good academic standing and is notmaking satisfactory progress toward the degree when:

a. The Committee on Academic Standing hasdetermined that the student has not earned a sufficientnumber of semester hours and GPA to continue as amatriculated student at the College (see chart below).

b. The student does not complete the all-CollegeFoundation, Integration, and Exploration requirementsin a timely and successful fashion; students must completethe Foundation requirements (expository writing and thefirst level of quantitative reasoning) by the end of thesophomore year and the Integration requirements (LiberalStudies 1 and 2) by the end of the junior year. TheExploration requirements must be completed prior tograduation. Student progress in this areas is reflected inthe degree audit, which students receive from the Officeof the Registrar.

c. By the end of the junior year or thereafter, the student hasnot earned a 2.00 GPA in the major.

d. The student earns a second semester of “probation”status.

e. The student has been granted a “waiver” of minimalcontinuation standards in order to improve his or heracademic standing.

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Students in the Class of 2001 must meet the followingminimal standards for continuation (and see additionalcriteria above):

semester hours cumulativeby end of semester completed grade point average

1 6 1.50 2 18 1.673 30 1.854 45 2.005 60 2.006 72 2.007 84 2.008 96 2.009 108 2.00

10 120 2.00

Starting with the Class of 2002, in addition to theminimal continuation standards described aboveregarding a second “probation” semester and thenecessity of having a 2.00 GPA in the major by the endof the junior year, students must meet revised criteria forthe first two years of study as follows:

semester hours cumulativeby end of semester completed grade point average

1 6 1.67 2 18 1.853 30 2.004 45 2.00

(Subsequent semesters require the same criteria as forprevious class years.)

Students who do not meet the minimal criteria will bedisqualified. Students receiving TAP assistance mustmeet New York State requirements for academic per-formance and progress toward the degree. See page 43.

Disqualification

Students who do not meet the minimal standards forcontinuation or the other criteria for adequate progresstoward the degree, as determined by the Committee onAcademic Standing, will be disqualified from furtherstudy at the College.

In some cases, the Committee may offer the student onenonrenewable waiver that allows the student to worktoward an acceptable level of academic quality. Thewaiver decision will be based on academic evidenceindicating the student’s potential for success.

Withdrawal

Any student who wishes to withdraw from the Collegeshould notify the Registrar’s Office in writing at once.(See Refund Policy, page XX) With faculty permission agrade of W may be assigned for courses in which thestudent is officially enrolled, except if the date ofwithdrawal is during the last three weeks of classes,when a grade of WF is assigned.

Students who do not register for courses in any semesterby the end of the first week of classes will be consideredto have withdrawn officially from the College.

Dismissal

The College reserves the right to dismiss any studentwho does not meet its academic standards, whosecontinuation, in the opinion of College authorities, isnot contributing to the best development of the student,or whose behavior is inconsistent with the ideals andstandards of the College.

Any student receiving notice of dismissal shall vacate theCollege residence within forty-eight hours and return allCollege-owned property. Refund of fees for tuition,room, and board will be in accordance with the policyfor withdrawals found on page 37.

Readmission

Students who have withdrawn from Skidmore or beendisqualified may apply for readmission, providing allfinancial obligations to the College have been met. Astudent who has been academically disqualified mustearn a full year of strong grades (generally “B” or better)at another institution before being considered forreadmission. Readmission is never automatic anddepends on competitive academic standards and theoverall enrollment priorities of the College. Studentsdismissed or disqualified from the College may notparticipate in any regular or affiliated Skidmoreacademic program without first being officiallyreadmitted to the College. Information regardingreadmission procedures should be obtained from theOffice of the Dean of Studies.

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Government-Spanish 2299 Bachelor of ArtsGovernment-History 2207 Bachelor of ArtsGovernment-Philosophy 2207 Bachelor of ArtsGovernment-Sociology 2299 Bachelor of ArtsHistory 2205 Bachelor of ArtsHistory of Art 1003 Bachelor of ArtsHistory-Philosophy 2205 Bachelor of ArtsIndividualized Studies 4901 Bachelor of Arts or (UWW) Bachelor of ScienceLiberal Studies 4901 Master of ArtsMathematics 1701 Bachelor of ArtsMusic 1006 Bachelor of ArtsPhilosophy 1509 Bachelor of ArtsPhysics 1902 Bachelor of ArtsPolitical Economy 2207 Bachelor of ArtsPsychology 2001 Bachelor of ArtsPsychology-Sociology 2099 Bachelor of ArtsReligious Studies 1510 Bachelor of ArtsSelf-Determined Major 4901 Bachelor of Arts or

Bachelor of ScienceSocial Work 2104 Bachelor of ScienceSociology 2208 Bachelor of ArtsSociology-Anthropology 2299 Bachelor of ArtsSpanish 1105 Bachelor of ArtsTheater 1007 Bachelor of ScienceWomen’s Studies 4903 Bachelor of Arts

TRANSCRIPTS AND CREDENTIAL FILES

Official transcripts of a student’s entire academic record atSkidmore College are issued by the Registrar’s Office at thestudent’s written request. There is a fee of $5 for each copy.Students and alumni who elect to pay a one-time fee of $75are not subject to the per-copy fees assessed each time atranscript or credential file is requested.

Students have the option of establishing credential filesby completing the appropriate paperwork through theCareer Services Office. Files will be maintained for aperiod of five years after graduation unless the officereceives written instructions by the registrant to continuemaintenance of the file. Credential services are providedonly to those students wishing to maintain a file ofconfidential references. Official copies of credential filesare mailed by Career Services directly to a college,university, government agency, employer or other outsideorganization. Copies will not be sent to the registrantgiven the confidential status of the letters. Credentials areforwarded only upon written request by the student.There is a fee of $3 for every request made.

Skidmore reserves the right to withhold transcripts/credentials if an outstanding balance is owed the College.

Skidmore College is chartered by the Regents of theState of New York and accredited by the Middle StatesAssociation of Colleges and Secondary Schools. Alldegree programs are registered with the New York StateEducation Department.

HegisMajor Code Degree

American Studies 0313 Bachelor of ArtsAnthropology 2202 Bachelor of ArtsArt (Studio) 1002 Bachelor of ScienceAsian Studies 0301 Bachelor of ArtsBiology 0401 Bachelor of ArtsBiology-Chemistry 0414 Bachelor of ArtsBiology-Philosophy 0499 Bachelor of ArtsBiology-Psychology 0499 Bachelor of ArtsBusiness 0501 Bachelor of ScienceBusiness-Economics 0599 Bachelor of ArtsBusiness-Mathematics 0599 Bachelor of ArtsBusiness-Government 0599 Bachelor of ArtsBusiness-French 0599 Bachelor of ArtsBusiness-German 0599 Bachelor of ArtsBusiness-Spanish 0599 Bachelor of ArtsChemistry 1905 Bachelor of ArtsClassics 1504 Bachelor of ArtsComputer Science 0701 Bachelor of ArtsDance 1008 Bachelor of ScienceDance Theater 1008 Bachelor of ScienceEconomics 2204 Bachelor of ArtsEconomics-French 2299 Bachelor of ArtsEconomics-German 2299 Bachelor of ArtsEconomics-Spanish 2299 Bachelor of ArtsEconomics-Mathematics 2204 Bachelor of ArtsEconomics-Philosophy 2204 Bachelor of ArtsEconomics-Sociology 2299 Bachelor of ArtsEducation Studies 0802 Bachelor of Science

Provisional Certifi-cation in ElementaryEducation (pre K-6)

English 1501 Bachelor of ArtsEnglish-French 1599 Bachelor of ArtsEnglish-German 1599 Bachelor of ArtsEnglish-Spanish 1599 Bachelor of ArtsEnglish-Philosophy 1599.10 Bachelor of ArtsExercise Science 1299.30 Bachelor of ScienceFrench 1102 Bachelor of ArtsFrench Area Studies 1102 Bachelor of ArtsGeology 1914 Bachelor of ArtsGerman 1103 Bachelor of ArtsGovernment 2207 Bachelor of ArtsGovernment-French 2299 Bachelor of ArtsGovernment-German 2299 Bachelor of Arts

Skidmore College Degree Programs

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American Studies

Chair of the Department of American Studies:Gregory M. Pfitzer, Ph.D.

Professors: Joanna S. Zangrando, Ph.D.,Douglas Family Professor of AmericanCulture, History, Literary and InterdisciplinaryStudies; Mary C. Lynn, Ph.D.

Associate Professor: Gregory M. Pfitzer, Ph.D.

Visiting Associate Professor: *Wilma B. Hall, Ph.D.

Lecturer: *Adorna R. Nelson, M.Phil.

American studies is an interdisciplinary majorthat focuses upon life and culture in the UnitedStates, past and present, using the resources,techniques, and approaches of a variety ofdisciplines. The major examines the diversityof Americans as well as their commonly-shared experiences, and incorporates race,gender, class, and ethnicity as categories forcultural analysis. Students majoring inAmerican studies plan, with faculty advisors,a program of study that reflects their interestsin American society and culture: history, thearts, music, literature, government, economics,social structures, sociology and anthropology,institutions, education, and philosophy andreligion. Their combination of a core ofinterdisciplinary American studies courseson specific topics, themes, eras and ways tostudy American culture together with Americansubject courses from different disciplinesprovides both breadth and in-depth knowledgeof the development of American culture. Withthe encouragement of the American studiesfaculty students often include study abroad,Washington semester, or internship experi-ences in their programs.

THE AMERICAN STUDIES MAJOR: Studentsmust fulfill the requirements designated inthe three areas below as well as satisfy thegeneral college requirements for the degreeof bachelor of arts. To qualify for honors inAmerican studies, students must complete thehonors thesis.

1. Prerequisites: AM 101, 102; or HI 221, 222(American History).

2. American Studies Courses: six coursesabove the 100 level, to be selected inconsultation with the student's advisor. Thesemust include AM 221, American Studies:Methods and Approaches, and AM 374, SeniorSeminar.

3. American Subjects: two courses about theUnited States taken in at least two otherdepartments and above the 100 level. Coursesmeeting this requirement must be approved bythe American Studies Department.

Course Credit

The number of semester hours of creditearned by satisfactory completion of a courseis indicated after the course title.

Course Numbering

The level of the course is indicated as follows:

100 — Introductory200 — Intermediate300 — Advanced

Course Notations

Courses designated by a single number areone-semester courses.

Double numbers separated by a comma (101,102) are courses in which grades are givenseparately for each semester, but in which onesemester ordinarily follows the other.

An “H” following a course number indicatesthat the course will always be taught as anhonors course.

If a course is not offered annually, the year inwhich it will next be offered is noted wherepossible.

Due to scheduling, faculty leaves of absence,sabbaticals, and other factors, every courselisted may not be given in any particular year.The College reserves the right to withdrawany course for which there is insufficientenrollment.

Faculty are listed with their respectivedepartments. A listing of the entire teachingfaculty (as of April 15, 2000) for the academicyear 2000-2001 begins on page 153. Part-timefaculty are indicated by an asterisk(*).

Courses of StudyTHE AMERICAN STUDIES MINOR: TheAmerican studies minor consists of fivecourses, including: 1) AM101, 102 or 201, 202(depending on the department’s perception ofthe student’s preparation); 2) AM221,American Studies: Methods and Approaches;and two additional American studies courses,at least one of which must be at the 300 level.An interested student should apply to thedepartment chair for acceptance as anAmerican studies minor and for assignment toa faculty advisor, who will work with thestudent to devise a minor program suited to hisor her interests and needs. Students mustmaintain at least a 2.0 average in minorcourses and must file a declaration of minorform with the registrar’s office before thebeginning of their last semester at Skidmore.Students should elect the minor by the secondsemester of their junior year.

AM 101. INTRODUCTION TO AMERICANCULTURE: PRE-CIVIL WAR 4

A study of the development of American life andculture up to the Civil War. Topics include utopianvisions of the new world, religious settlements, thecreation of a national iconography, the social implica-tions of slavery, racial and ethnic conflict, genderroles, and the rise of American intellectual traditions.Resources include fiction, folklore, satire, sermons,maps, journals, captivity narratives, trial transcripts,autobiography, art, architecture and material culture.(Fulfills society-B component of breadth require-ment.) G. Pfitzer, the Department

AM 102. INTRODUCTION TO AMERICANCULTURE: POST-CIVIL WAR 4

An examination of American life and culture fromthe Civil War to the present. Topics include socialmovements, westward expansion, immigration,urbanization, the Horatio Alger myth, the rise of labor,economic growth and class differences, the role ofthe federal government, racial and ethnic conflict,gender roles, war and peace, and criticism of Ameri-can culture. Various resources, such as popularculture, music, film, sermons, diaries, trial transcripts,literature, historical studies, art and architecture, andvarious primary documents are used. (Fulfills society-B component of breadth requirement.)

G. Pfitzer, the Department

AM 200. ISSUES IN AMERICAN CULTURE 1A series of one-credit course that focus on specifictopics of relevance to American culture (eitherhistorical or contemporary), such as recent books ofsignificance, film genres, documentary series, orcurrent affairs. May or may not be associated withthree-credit courses being offered simultaneously bythe department (see specific course descriptions).

The Department

AM 201. AMERICAN IDENTITIES: PRE-1870s 3A study of the changing ways Americans havedefined themselves, from colonization to the mid-nineteenth century. Relying heavily on primarysources, the course examines critical issues andperiods including race, ethnicity, gender, class,culture contact, revolution, reform, and war, as wellas men and women whose lives and work reveal thecultural temper of their time. (Fulfills LS II require-ment and society-B component of breadth require-ment; designated a culture and difference in theUnited States course.) M. Lynn

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AM 232H. NEW ENGLAND BEGINS 3A critical examination of the evolution of culture andsociety in New England during the seventeenthcentury. After considering the origins of the Puritancommunity, the course will explore the ways in whichthat society changed over the course of the firstseventy-five years of settlement, using the resourcesand methods of a variety of disciplines. By a culmi-nating investigation of the events of the Salemwitchcraft crisis of 1692, questions will be raised as tothe impact of those changes and some of the ways inwhich New Englanders responded to them. Finally,by studying several historical and literary treatmentsof the witch trials, we will gain a greater understand-ing of the interconnections between the past and thepresent. (This is an Honors course; it fulfills society-Bcomponent of breadth requirement.) M. Lynn

AM 250. REGIONAL CULTUREExploration of the development of distinctive regionalcultures in the United States. Using a broadly basedinterdisciplinary approach, these courses focus onthe interaction between people and their environ-ments, the way people develop attachments to theirown regions, and the tensions between regional andnational cultures. (The course may be repeated forcredit with a different topic.)

A. The Hudson River 4An introduction to the history, literature, and art of theHudson River Valley. The Hudson River is consid-ered as an environmental entity, an economic andpolitical concern, and especially as a cultural symbol.The course considers four centuries of Americanexperience on the Hudson, but focuses on thenineteenth century, when the Hudson had its greatestinfluence on regional and national culture. (Fulfillssociety-B component of breadth requirement.)

G. Pfitzer B. The West 4An examination of the mythic, historical, and contem-porary West, western heroes and themes and whatthey reveal about American values and culture. Usingfilm, literature, social and intellectual histories and thearts, the course considers discrepancies in theimages and realities of western exploration andsettlement. After considering the colonial period, thecourse then explores nineteenth century conflictsover property, natural preservation, mineral andwater claims, and the rights of native Americans andconcludes with an examination of contemporaryimages and issues. (Fulfills society-B component ofbreadth requirement.) W. Hall

C. The South 3An exploration of the development of the distinctiveculture of the southern region of the United States.The course examines myths and legends of the OldSouth including those surrounding the origins of theplantation system, southern womanhood and thedevelopment of the slave and free communities of theregion in the antebellum period. Topics include themyths and legends of the New South, the legacy ofthe Civil War and Reconstruction, the imposition ofsegregation, modernization of agriculture and indus-try, and the migration of African Americans north-ward. The course culminates in a study of the civilrights movement, and recent demographic, eco-nomic, and political changes. (Fulfills society-Bcomponent of breadth requirement.)

The Department

D. New England 3A study of the growth and development of regionalculture in the northeastern United States from theeighteenth century to the present. Beginning with aconsideration of the heritage of the Puritan settlers,the course proceeds to an examination of the Revolu-tionary experience, the industrial revolution, the NewEngland Renaissance of the nineteenth century, andthe transforming impact of immigration and migrationon the region’s population. It ends with a study of theliterature, politics, and economy of New England inthe twentieth century. (Fulfills society-B componentof breadth requirement.) M. Lynn

AM 260. THEMES IN AMERICAN CULTUREInterdisciplinary examinations of critical themes in thedevelopment of American culture and American life.(The course may be repeated for credit with focus ona different theme.)

A. Civil Rights in Twentieth Century United States 3An examination of the interactions of individuals,groups, institutions and agencies seeking to achieve,enforce, or dismiss those civil rights guaranteescontained primarily in the 13th, 14th, and 15thamendments to the Constitution of the United Statesand in subsequent twentieth century legislation.Although a major focus of the course is on theattempts of women and African-Americans to securefull civil rights protections, students are encouragedto investigate civil rights issues that range beyondthese two groups. The course uses a variety ofmaterials including legislative histories, autobiogra-phies, executive orders, judicial decisions, biogra-phies, histories of specific aspects of the civil rightsstruggle, journalistic accounts, documentary films,works of fiction, and oral histories. (Fulfills society-Bcomponent of breadth requirement.) J. Zangrando

B. The Machine in the Garden 3An introduction to the impact of industrialism on theAmerican pastoral ideal. The course focuses on thecultural themes of agrarian paradise, the geopoliticsof land use, sentimental glorifications of the past, theimage of the American farmer, and the transformationof the American pastoral landscape. The centraltheme of the course is the inability of nineteenth andtwentieth century Americans to hold onto the vision ofan American Arcadia in the face of rampant industri-alization and unrestricted technology. (Fulfills society-B component of breadth requirement.) G. Pfitzer

C. African-American Experience, 1860s–1980s 3A study of the African-American experience, 1860s-1980s. Using both primary and secondary sourcematerial, the course examines the critical issues andperiod relevant to the African-American struggletoward freedom and equality. Topics include slavery,emancipation, and Reconstruction; the woman’s era;the age of Jim Crow and the new Negro; the civilrights movement; and the post-reform period.Sources include narratives, documents, photographs,and films. The Department

AM 201L. AMERICAN IDENTITIES: PRE-1870sWITH WORKSHOP 4

Taken in conjunction with AM201, the workshopcomplements AM201 class sessions. Classic textsand documents in American culture from 1620 to1877 are examined in depth. The workshop includesadditional reading, journal writing, oral presentations,a field trip, and assignments in the American Studies-History Lab. (Fulfills society-B component of breadthrequirement.) M. Lynn

AM 202. AMERICAN IDENTITIES: POST-1870s 3A study of the changing ways Americans havedefined themselves, from the mid-nineteenth centuryto the present. Relying heavily on primary sources,the course examines the impact of modernization,war, and depression, and considers the impact ofrace, gender, class and ethnicity on American cultureand society, emphasizing the ways in which writers,critics, and reformers have responded to and shapedtheir society. (Fulfills LS II requirement and society-Bcomponent of breadth requirement; designated aculture and difference in the United States course.)

M. Lynn, J. Zangrando

AM 202L. AMERICAN IDENTITIES: POST-1870sWITH WORKSHOP 4

Taken in conjuction with AM202, the workshopcomplements AM202 class sessions. Classic textsand documents in American culture from 1877 to thepresent are examined in depth. The workshopincludes additional reading, journal writing, oralpresentations, a field trip, and assignments in theAmerican Studies-History Lab. (Fulfills society-Bcomponent of breadth requirement.)

M. Lynn, J. Zangrando

AM 221. AMERICAN STUDIES: METHODSAND APPROACHES 4

An introduction to American studies scholarship,methodologies, and approaches to the study ofsociety and culture in the United States. Coursematerials include “classics” in American studies aswell as the most recent scholarship: the “myth andsymbol” school, the culture concept, psychoanalyticmethodologies, new literary and feminist critiques,material culture and oral history resources, mass andpopular culture analyses, with attention to issues ofrace, gender, class, and ethnicity throughout. Theintent of the course is to offer students a variety ofopportunities to sharpen their analytical, research,and writing skills from interdisciplinary and historio-graphic perspectives. Required of majors and minorsin their sophomore or junior years.

G. Pfitzer, J. Zangrando, the Department

AM 231. ETHNIC AND IMMIGRANTEXPERIENCE 3

An introduction to the historical experiences ofseveral American ethnic and immigrant groups,including Native Americans, African Americans,and people from Latin America, Asia, and Europe.Emphasizing both the larger society’s view of aparticular ethnic group and that group’s perceptionof its own experiences, the course examines theprocesses of assimilation and acculturation, racism,nativism, ethnic conflict, and cultural survival mecha-nisms as found in historical monographs, films,novels, biographies and autobiographies, demo-graphic materials and oral histories. (Fulfills the LS IIrequirement; designated a culture and difference inthe United States course.) W. Hall, J. Zangrando

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D. Living with the Machine: Technology and Cultural Adaption 3An exploration of the development of technology inthe United States. Beginning with the adaptation ofNative American skills, and extending to the growthof the Internet, the course considers technology forits usefulness but also considers the social andcultural changes that occur in its wake. Topics willinclude the development of mills, railroads, andcomputers; in addition broader themes such as thepossible regulation of technology will be examined.(Fulfills society-B component of breadth require-ment.) The Department

E. The Environment in American Culture 3An examination of the importance of nature and theenvironment in American culture. The course willanalyze the role nature has played in American lifefrom the early human settlement in North Americato the present. Topics will include the evolution ofenvironmental consciousness in the United States,the development of national parks, the AdirondackPark in the nineteenth and twentieth centuries, andthe impact and future role of the contemporaryenvironmental movement. (Fulfills society-B compo-nent of breadth requirement.) The Department

AM 299. PROFESSIONAL INTERNSHIP INAMERICAN STUDIES 3

Internship opportunity for students whose academicand cocurricular work has prepared them for profes-sional work related to the major. With faculty spon-sorship and department approval, students maydesign internships at museums and historical societ-ies, newspapers, radio and television stations,museums and historical societies, newspapers, radioand television stations, planning and architecturalfirms, schools, government agencies, and otherappropriate sites. No more than three semester hoursmay count toward the major. Prerequisite: twocourses in American studies. Must be taken S/U.

AM 340. WOMEN AND WORK IN AMERICA 3Examination and analysis of the role and status ofwomen in the economy, particularly the paid workforce, from the colonial era to the present. Topicsconsidered are: the perceptions and the realities ofwomen's participation in the work force, “women’swork,” and working women’s conscious efforts toimprove their economic status. A variety of sourcesprovide insights into the myths and realities ofworking women’s experiences; the impact of tech-nology on women’s work; the demands of family onworking women; the socialization of women’s work;legislation and working women’s status; the influ-ence of class, race, and ethnicity on women work-ers and women’s work; the job segregation ofwomen; and women workers and the organizedwomen’s movement. J. Zangrando

AM 360. AMERICAN CULTURAL PERIODSExamination of specific cultural periods, each ofwhich has had a particular significance for thedevelopment of American culture. The course willexplore the major social, political, economic, intel-lectual, and aesthetic issues of the period, using theresources of literature, history, music, art, govern-ment, sociology, and popular culture. (The coursemay be repeated for credit with a different period.)

A. 1920s 3An intensive examination of the “roaring twenties,”with special attention to the impact of class, race,and gender on the development of American culturein the period. The course focuses on a series ofcontroversies illuminating some of the conflictingforces at work in American society, including de-bates over immigration, Prohibition, evolution,sexuality, and the role of women in society. It willexamine some of the major intellectual, social, andcultural issues of the era. M. Lynn

B. 1950s 3An interdisciplinary analysis of the decade of the1950s in America. Using a wide variety of primaryand secondary sources, including fiction, film,music, biography, autobiography, poetry, sociology,drama, and social criticism, the course explores thedistinctive culture of this decade. It focuses on theways different groups of Americans experienced theperiod, studying conformity and consumerism, thebeatniks, rock and roll, and the silent generation, aswell as the roots of the protest movements and thecounterculture of the 1960s. M. Lynn

C. 1960s 3A consideration of the major events of the 1960s,including the New Frontier, the Cuban missile crisis,the assassination of John F. Kennedy, the war inVietnam, the civil rights movement, the sexual andgender revolutions, the rise of rock and roll, thecounterculture, the moon landing and other land-marks of the decade. The course considers not onlywhat happened during those climactic years, but whysuch events were so important to American develop-ment, and how perceptions about the 1960s havechanged over time. G. Pfitzer

AM 361. AMERICAN MATERIAL CULTURE 4Introduction to the material aspects of Americanculture and the variety of ways in which artifacts—three-dimensional objects, the built environment,design and architectural styles, technological pro-cesses and production, decorative and folk arts—serve as social and cultural documents. The coursecenters on the cultural attitudes and values embodiedin as well as shaped by the production, utilization,and conservation of material objects. Readings,discussions, museum and other field trips, andobject-oriented research projects assist students inenhancing their visual literacy and in making connec-tions between material culture and the larger culture.

J. Zangrando

AM 362. AMERICAN AUTOBIOGRAPHY 3An examination of American culture through thelives of specific people as recorded in their autobiog-raphies. The course explores autobiography both asan act of self-creation and as a reflection of culture.Various autobiographies are examined for theirrevelations about choices, crises, values and experi-ences of representative people in particular periodsof the American past. W. Hall

AM 363. WOMEN IN AMERICAN CULTURE 4An examination of the changing position of women inAmerican culture and society from the seventeenthcentury to the present. Topics will include the devel-oping familial, economic, sexual, educational, andpolitical roles of women, as well as consideration ofthe suffragist and feminist movements. Issues ofrace, class, and ethnicity will be included, and re-sources from a variety of disciplines will be used,including material culture, history, literature, politics,sociology, and economics. M. Lynn

AM 371, 372. INDEPENDENT STUDY 3, 3A program of individual reading, research, and writingwhich qualified majors design in consultation with andunder the direction of the American studies faculty.An independent study allows an in-depth examinationof a topic not treated extensively in regular depart-mental course offerings. Students meet with facultyon a regularly scheduled basis to discuss and ana-lyze readings and research in primary and secondarysources. The Department

AM 374. SENIOR SEMINAR 4Exploration of primary and secondary sources in theinterdisciplinary examination of a particular topic inAmerican culture. Students will pursue a majorresearch project or prepare an honors thesis pro-posal. Required of all senior majors. Open to majorsonly; normally taken in fall semester of senior year.

W. Hall, M. Lynn, the Department

AM 375. HONORS THESIS 4Independent study and research leading to a thesisexamining a topic relevant to American civilizationfrom an interdisciplinary perspective. Required ofcandidates for department honors. Participation byinvitation of the department to students with strongrecords in the major or by petition of a student withspecial research interests. Prerequisite: AM 374.Open to majors only. The Department

AM 376. TOPICS IN AMERICAN CULTUREInterdisciplinary seminars exploring a substantialaspect of the development of American culture.These courses involve in-depth analysis using theresources and techniques of several different disci-plines and requires a major research paper. (It maybe repeated for credit with a different topic.)

A. War 3An examination of the experience of war and itsimpact on American culture over the course of thelast two centuries. The course concentrates on theAmerican Revolution, the Civil War, Indian Wars,World War II, and the Vietnam War, using variousresources including fiction, history, film, oral history,and autobiography to explore the changing nature ofwar and its effects on American society and culture.War and politics, the morality of war, military strategyand tactics, war and gender roles, class, race andethnicity, the home front experience, and war’simpact on the larger culture are some of the issuesconsidered. M. Lynn

B. City 3An examination of the growth and impact of urban lifeon American culture. Using fiction, film, histories,sociological studies and material culture, the courseexamines the relation between the perceptions ofurban life and the actualities of that experience. Byfocusing on how varying reactions to the urbanexperience result from economic, ethnic, or genderdifferences, the course explores such topics as: theeffect of industrialization, the waves of rural migrationand overseas immigration, the concentrations ofwealth and poverty, the impact of architecture, andthe parks and planning movements. W. Hall

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C. America on the Couch 3A consideration of selected topics in the fields ofcultural studies and psychohistory. Through interdis-ciplinary materials, students will explore the richliterature of psychohistorical interpretation, attemptingto understand personal motivation, emotional charac-ter, and abnormal behavior in both prominent Ameri-can figures and in the nation at large. Topics includeconversion theory in the Salem witchcraft trials,infantilism and paternal authority in the age of Jack-son, sentimental regression in the Civil War era,George Custer and the schizophrenic personality,neurasthenia in Victorian America, paranoia in theNixon years, and narcissism in the “me” decade ofthe 1970s. G. Pfitzer

D. Religion 4An examination of the institutions of religion and theroles religion has played in the development ofAmerican society, from the seventeenth century tothe present. Beginning with a study of the Puritan“city on a hill,” proceeding to the Great Awakening,the Revolutionary separation of church and state anddesignation of religious toleration, the course willcontinue to explore the development of an increas-ingly diverse society of belief and unbelief. Using avariety of interdisciplinary sources, the course fo-cuses on nineteenth century nativist attacks onCatholicism, the role of religion in the slave commu-nity, revivalism, fundamentalism, the social gospel,and contemporary controversies over evolution,prayer in the public schools, and the impact of race,gender, and class. M. Lynn

E. Disorderly Women 3An examination of women characterized by the largersociety as unruly, disruptive, radical, militant, unfemi-nine—just generally disorderly—and what this char-acterization reveals about American society. Thecourse will consider types of women as well as theexperience of individual, so-called disorderly, womenin the nineteenth- and twentieth-century UnitedStates. Questions will include: What defines womenas disorderly in specific times and places; how dowomen deviate from the roles and behavior expectedof all women; what has motivated disorderly women,from their perspectives, to act as they have, and whathas been the psychic cost? The central focus is on"disorderly women" as actors within and upon theirsociety and on the responses of that larger society totheir actions. J. Zangrando

F. America and the Sea 3An exploration of the role ocean has played in Ameri-can life. Beginning with the view of the sea as anecosystem, the course uses literary and historicalsources to trace the sea’s importance in the develop-ment of American culture. After studying the cultural,social, and economic importance of the sea in Ameri-can life, the course returns to the biology of the seathrough student research projects on current environ-mental problems, as well as national and interna-tional laws and regulations, which protect the oceanas a commons for the world. The Department

G. The American Suburb: Identity, Meaning, and Place, 1850-2000 3An exploration of one of the most ordinary portions ofthe American landscape: the suburb. The course willconsider the historical evolution of this form as acultural and social construct and consider its implica-tions for the future. Beginning with the growth ofparks and other planned areas, the suburb will bedefined through the elite culture of the nineteenthcentury; federal support and contemporary culturethen combine to make this form of housing the mostubiquitous in the United States after World War II.Topics will include politics, gender, plurality, planning,economics, environmental implications and regula-tion, consumer culture, and material culture studies.

The Department

H. Vernacular Landscape: Exploring the American Sense of Place 3A study of the cultural meaning of the everydaylandscape in the United States. Cultural geographyand landscape history provide the method for inter-preting and understanding basic forms of NorthAmerican landscape, which students will then utilizein their own projects. This course will give primaryconsideration to the vernacular landscape but willalso consider national patterns on the land. Theseforms will reveal cultural details, including: genderideals, ethnic diversity, social hierarchies, economicmotives, cultural mythology, and political ideas.

The Department

I. The Homefront During World War II 3A study of the impact of World War II on the Ameri-can homefront during the early 1940s. Using diversematerials — letters, government documents, socialhistories, material culture, popular film, music, litera-ture — this course examines the interconnectionbetween images and messages of war and Americanvalues and behavior. This assessment of the impactof WWII on American society includes such topics asmobilization; labor and manufacturing; the experi-ences of women, children, minorities; the manipula-tion of information by government and the press; andthe models for heroic behavior presented by film,theater, music, and advertising. W. Hall

AM 399. PROFESSIONAL INTERNSHIP INAMERICAN STUDIES 3 or 6

Professional experience at an advanced level forjuniors or seniors with substantial academic andcocurricular experience in the major. With facultysponsorship and departmental approval, studentsmay extend their educational experience into suchareas as historic preservation, museum administra-tion and education, journalism and communications,urban planning, teaching, public administration, andother related fields. No more than three semesterhours may count toward the major. Open to juniorand senior majors and minors. Must be taken S/U.

Anthropology

Chair of the Department of Sociology,Anthropology, and Social Work: William Fox,Ph.D.

Anthropology Faculty:

Professors: Gerald M. Erchak, Ph.D.; Jill D.Sweet, Ph.D

Associate Professor: Susan Bender, Ph.D.

Assistant Professor: Michael C. Ennis-McMillan, Ph.D.

Visiting Assistant Professor: Renée B.Walker, Ph.D.

The primary purpose of the anthropologyprogram is to facilitate the crosscultural studyof human groups and social behavior. Theprogram's curriculum includes archaeologicalexplorations of past cultures, human bio-cultural development, and studies of diverselifeways of the world's populations. Theanthropology courses, designed to servestudents with a general interest in thediscipline as well as those who plan to pursuegraduate training, provide a background forprofessional training in international relations,multinational corporations, environmentalimpact studies, social service, education,museums, and historic preservation.

THE ANTHROPOLOGY MAJOR: Theanthropology major must successfullycomplete at least thirty-two credits in anthro-pology. As a foundation for the major, studentsmust take AN101 and 102. Courses ofexploration must include AN270 and at leastone geographic-area course (AN205, 206,227, 228, 242, 243, or 260). Students mustalso take either AN326 or 327 or SO375 aswell as AN366 as courses of synthesis andapplication. Courses listed under sociology-anthropology may be taken for either sociologyor anthropology credit, but not both.

THE SOCIOLOGY-ANTHROPOLOGYMAJOR: Students who major in sociology-anthropology must successfully complete fortyto forty-three credits including foundationcourses SO101 and either AN101 or 102; onemethods course (AN326, 327, SO226 or 227);either AN366 or SO375; twelve elective creditsin anthropology and twelve elective credits insociology. Courses listed under sociology-anthropology may be taken for either sociologyor anthropology credit, but not both.

HONORS: Students desiring departmentalhonors in anthropology must meet therequisite grade-point average and mustcomplete a senior thesis under the supervisionof a member of the anthropology faculty.Students desiring departmental honors insociology-anthropology must meet therequisite grade-point average and mustcomplete a thesis under the supervision of amember of the anthropology or sociologyfaculty.

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AN 206. ARCHAEOLOGY OF EASTERNNORTH AMERICA 3

Archaeological sites located throughout the easternUnited States are analyzed to reveal the history ofhuman-land and human-human interactions over a15,000-year period. Special attention is given tochanges in aboriginal culture effected by the estab-lishment of gatherer-hunter lifeways in the East andthe later transition to village horticulture. (Fulfills non-Western culture requirement.) S. Bender

AN 227. SUB-SAHARAN AFRICANCULTURES 3

A survey of the peoples and cultures of Africa southof the Sahara in tradition and change. Special atten-tion is given to key social organizing principles andinstitutions such as secret societies, lineage systems,age set organizations, and despotic political struc-tures. Prerequisite: AN101. (Fulfills non-Westernculture requirement.) G. Erchak

AN 228. MEXICAN CULTURES 3A survey of the peoples and cultures of Mexico. Thecourse examines the changes in Mexican cultures inrelation to European conquest and colonization,national independence, the Revolution, and relationswith the United States. Topics include social move-ments of principal indigenous groups (such asNahuatl, Maya, and Zapotecs), contemporary re-gional politics, environmental change, and the ongo-ing construction of Mexican identities. Prerequisite:AN101 or 205 or 243 or permission of instructor.(Fulfills non-Western culture requirement.)

M. Ennis-McMillan

AN 242. NORTH AMERICAN INDIANS 3A survey of indigenous peoples and cultures of NorthAmerica. The course examines the history of contactbetween Indian and non-Indian populations; thedevelopment of U.S. Federal Indian policies; and thecontemporary social problems related to the reserva-tion system and urban migration. (Fulfills non-West-ern culture and society-A component of breadthrequirements.) J. Sweet

AN 243. LATIN AMERICAN INDIANS 3A survey of indigenous peoples and cultures inMexico, Central America, and South America. Thecourse examines the persistence and change ofindigenous cultures as they have intersected withbroader social forces since European conquest andcolonization. Topics include contemporary indigenousmovements as they influence regional politics,economic development, environmental change,nationalism, and the construction of racial ethnic, andgender identities. (Fulfills non-Western culture andsociety-A component of breadth requirements.)

M. Ennis-McMillan

AN 251. THEMES IN ANTHROPOLOGY 1-4Examination of a geographic or subject area notavailable in existing course offerings. For example,the course may focus on post-colonial Australia,contemporary Ireland, or studies in primate behavior.The course in a different subject area may be re-peated for credit. Prerequisite: permission of theinstructor. The Department

AN 252. NON-WESTERN THEMES INANTHROPOLOGY 1-4

Examination of a non-Western geographic or subjectarea not available in existing course offerings. Forexample, the course may focus on aboriginal Austra-lia or the music of New Guinea tribal groups. Thecourse in a different subject area may be repeated forcredit. Prerequisite: permission of the instructor.(Fulfills non-Western culture requirement.)

The Department

AN 260. SOUTHWEST INDIANS 3An examination of the cultures, histories, and currentsocioeconomic situation of Native Americans in theSouthwest region of the United States. Groups suchas the Navajo, Pueblo, and Apache will be studiedwithin the context of Spanish and Anglo contact tobetter understand issues of diversity, resistance todomination, and cultural change. Prerequisite:AN101, 242, or permission of instructor. (Fulfills non-Western culture requirement.) J. Sweet

AN 270. HISTORY OF ANTHROPOLOGICALTHOUGHT 4

Examination of major debates in the history of anthro-pology and a look at central figures whose workhelped to fuel these debates. The careers of peoplelike Boas, Mead, or Malinowski are studied within thecontext of the developing discipline of anthropology.The relationship between past and current anthropo-logical ideas, fieldwork practices, and anthropologicalwriting are considered. Prerequisite: AN101 orpermission of instructor. J. Sweet

AN 303. ANALYSIS OF THE HUMANSKELETON 3

Analysis of the human skeletal system as a record ofindividual life history. Major topics include identifica-tion of skeletal anatomy and manifestations of age,sex, health, and nutrition. Modes of analysis of theinformation and meaning embedded in prehistoricburial contexts are also considered. Prerequisite:AN102 or permission of instructor. S. Bender

AN 325. APPLIED ANTHROPOLOGY 4Applying the anthropological perspectives to theanalysis of national and international socioculturalissues. Topics include cultural brokerage, advocacy,community development, evaluation, ethics, and thedifficulties facing indigenous peoples and ethnicminorities within nation-states today. Prerequisite:AN101. J. Sweet

AN 326. FIELD METHODS IN CULTURALANTHROPOLOGY 4

An introduction to field methods employed by culturalanthropologists in their collection of primary data.Students will conduct field projects in local commu-nity settings. These projects call for pure observation,mapping, formal and informal interviewing, participantobservation, and photo elicitation. Students will gainexperience in formulating research problems, devel-oping a protocol, as well as organizing and communi-cating findings. Central concerns include theestablishment of rapport and research ethics. Prereq-uisite: AN101 and permission of instructor. J. Sweet

AN 327. ARCHAEOLOGICAL FIELD ANDLABORATORY TECHNIQUES 4

An introduction to the processes of archaeologicalexcavation and primary data analysis. Courserequirements include active participation in a localexcavation and the description and interpretation ofexcavated materials. Prerequisite: AN102 orpermission of instructor. S. Bender

AN 339. PSYCHOLOGICAL ANTHROPOLOGY 4An exploration of the relationships among the con-cepts of culture, the self, personality and behavior,examining crosscultural evidence and major theoreti-cal models. Brain and mind evolution is investigated.Descriptive case studies are supplemented by recenttheoretical and empirical work. Both non-Westernand Western (including U.S.) cultures are discussed.Prerequisite: Two courses from among culturalanthropology, sociology, or psychology, or permis-sion of instructor. G. Erchak

THE ANTHROPOLOGY MINOR: Studentswho minor in anthropology must successfullycomplete eighteen credits in anthropologyincluding foundational AN101 and 102.Students must also complete ten credits ofanthropology electives including at least onecourse at the 300 level. The student shouldselect a minor advisor who will assist thestudent in constructing a program of study.Students are encouraged to declare theanthropology minor by the end of the junioryear.

AN 100. ANTHROPOLOGICALPERSPECTIVES 3

A survey of anthropological problems drawing fromcultural anthropology, biological anthropology,linguistics, and archaeology. This exploration courseintroduces students to humans as biocultural beingswho evolve physically and culturally as they adapt toa wide range of natural and sociocultural environ-ments. The course is not a prerequisite for otheranthropology courses and is generally not countedtoward the anthropology major or minor. (Fulfills non-Western culture and society-A component of breadthrequirements.) G. Erchak

AN 101. INTRODUCTION TO CULTURALANTHROPOLOGY 4

An introduction to the basic concepts and problemsof sociocultural anthropology. The culture concept isexplored as a central theoretical and empiricalconcern. Students learn about cultural diversity aswell as recurrent patterns of cultural adaptation.(Fulfills non-Western culture and society-A compo-nent of breadth requirements.) The Department

AN 102. ANTHROPOLOGY OF THEHUMAN PAST 4

An introduction to the biological and cultural evolutionof humans. In learning about evolutionary theory andprocess, students come to understand concepts oftime and space as critical factors in our ability toreconstruct the human past. Students engage avariety of biological and archaeological data inlaboratory sessions to clarify how this reconstructionoccurs. (Fulfills society-A component of breadthrequirement.) S. Bender

AN 175. INTRODUCTION TO ARCHAEO-LOGICAL FIELD INVESTIGATIONS 5

An introduction to the process of locating, identifying,and excavating archaeological sites. The focus ofclass activity is actual participation in an archaeologi-cal excavation and related activities. Offered summeronly. S. Bender

AN 205. MESOAMERICAN ARCHAEOLOGY 3A survey of the culture history of Mesoamerica,including primarily the states of Mexico and Guate-mala. Inquiry focuses on the origin of New Worldagriculture as well as the development of highlandMexican and Aztec and lowland Mayan civilizations.The course considers the interpretation of the ar-chaeological remains at major Mesoamerican sitecomplexes. (Fulfills non-Western culture and society-A component of breadth requirements.) S. Bender

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AN 352. TOPICS IN ARCHAEOLOGY 1-4Examination of a theoretical or area specialization notavailable in existing course offerings. For example,the course may focus on zooarchaeology or lithictechnology. The course, in a different subject area,may be repeated for credit. Prerequisite: Permissionof instructor. The Department.

SA 355. LANGUAGE IN SOCIETY 3Examination of the varied aspects of the socialorganization of language using techniques fromsociological, anthropological, psychological, andlinguistic theory. Special attention is given to regional,social, and individual variation; nonstandard dialectsand their social impact; the relationship of language,thought, and culture; the role of language in socializa-tion and in the maintenance of social structures; andthe type and extent of cultural variation in languageuse. Prerequisite: SO101 or AN101 or permission ofinstructor. (May be taken for either sociology oranthropology credit.) J. Devine

AN 366. SENIOR SEMINAR INANTHROPOLOGY 3

Advanced readings in theoretical or applied anthro-pology, with special focus on current developments inthe discipline. The course is designed as a capstoneexperience for senior anthropology majors. Prerequi-site: AN270 or permission of instructor.

The Department

AN 371, 372. INDEPENDENT STUDY OR FIELD RESEARCH 3, 3

Individual reading and/or field research in anthropol-ogy under the guidance of a member of the depart-ment. Students must be self-motivated and have awritten proposal in hand. This proposal must beapproved by a member of the anthropology faculty.Students who plan on writing a senior thesis inanthropology will use AN371 as independent prepa-ration for the thesis. During this preparation period,students must develop a thesis statement, constructan outline, and document a literature search.

The Department

AN 373. SENIOR THESIS INANTHROPOLOGY 3

Required of anthropology and sociology-anthropologymajors who plan to graduate with departmentalhonors (sociology-anthropology majors may substi-tute SO 373). Recommended for students who wantthe challenge of writing a formal in-depth thesis on aparticular anthropological question. Students writing asenior thesis in anthropology should use AN371 inpreparation for AN373. Prerequisite: AN371 andpermission of instructor. The Department

AN 399. PROFESSIONAL INTERNSHIPS INANTHROPOLOGY 3, 6, or 9

Professional experience at an advanced level forjuniors and seniors with substantial academic andcocurricular experience in anthropology. With facultysponsorship and department approval, students mayextend their educational experience into such areasas museum studies or work within appropriate state,federal, or human service agencies. Prerequisite: atleast three courses in anthropology. Non-liberal arts.

The Department

Art (Studio)

Chair of the Department of Art and Art History:Peter Stake, M.F.A.

Studio Art Faculty:

Professors: Regis Brodie, M.F.A.; JohnCunningham Jr., M.F.A., Robert DavidsonProfessor of Art; David J. Miller, M.S., Ella VanDyke Tuthill ’32 Professor of Studio Art;Doretta Miller, Ed.D., M.F.A

Associate Professors: Richard Linke, M.F.A.;Peter Stake, M.F.A.; Janet Sorensen, M.F.A.;Joanne Vella, M.F.A.; David Peterson, M.F.A.

Assistant Professors: Kate Leavitt, M.F.A.;Paul Sattler, M.F.A.; Margo Mensing, M.F.A.;Deborah Hall, M.F.A.

Visiting Assistant Professor: Deborah Morris,M.F.A

Senior Artist-in-Residence: John L. Moore, M.A.

Visiting Assistant Professors, part time:*Patricia B. Lyell, M.F.A.; *John Galt, M.F.A.;*D. Leslie Ferst, M.F.A.; Victoria Palermo,M.F.A.

Lecturer: *John Danison, B.A.

Shop Supervisor and Building SafetyCoordinator: Paul Davis

Skidmore is a Charter Member, NationalAssociation of Schools of Art and Design,1970. Accredited, 1982, 1992.

The Department of Art and Art History offerstwo degrees: the bachelor of science degree instudio art and the bachelor of arts degree in arthistory.

The studio art program offers a rich anddiverse range of investigations across thedisciplines of art making and art history.Integrating extensive liberal arts offerings witha broad studio experience, majors may chooseto balance exploration with focus in a particulararea as preparation for graduate school orfuture work in an art-related field. Criticalthinking, imaginative problem solving, and self-reflective evaluation are key components inthe development of the theoretical andtechnical aspects of art making. Through artcourses students gain competency in visuallanguage, an increasingly important skill incontemporary culture. Visual and verbalanalytical and organizational skills learned inthe studio apply to thoughtful practice in manyarenas of our complex world.

All studio art courses meet for six hours perweek. A cumulative grade of C or better isrequired for all work in the major.

There are two areas of studio art for whichAdvanced Placement (AP) credit can beawarded: Studio Art: General and Studio Art:Drawing. A score of 4 or 5 in any one areaearns the student six college credits. It is thedepartment’s policy that up to three of the six

AN 345. ECOLOGICAL ANTHROPOLOGY 3Exploration of the principles by which the environ-ment shapes human culture and human cultureshapes the environment. Topics include the processof human adaptation, the analysis of human eco-systems, and the explanation of cultural diversity andchange from an ecological perspective. Prerequisite:AN101 or 102 or permission of instructor.

M. Ennis-McMillan

AN 346. SYMBOLIC THEORY ANDPERFORMANCE 4

An examination of symbolic theory as a vehicle foranalyzing expressive forms found in ritual, festival,myth, and theater. The human need to seek, con-struct, and communicate meaning particularly regard-ing space, time, the supernatural, the self, and thecultural other will be explored. Attention will be givento dance, drama, and music as complex symbolicsystems employed by groups in their search formeaning. Not open to students who have takenAN350 or AN360. Prerequisite: AN101. J. Sweet

AN 347. WOMEN AND GENDER INEVOLUTIONARY PERSPECTIVE 3

A critical examination of the evolutionary reconstruc-tion of human behavior from feminist perspectives.Using information from primate studies and anthro-pological ethnography, students investigate howassumptions about gender have shaped traditionalobservations and interpretations of archaeologicalremains. Feminist reconstructions of human pre-history are given close attention in an attempt touncover a human past that incorporates women asactive historical agents. Prerequisites: AN101 and102 or permission of instructor. S. Bender

AN 348. POLITICAL ANTHROPOLOGY 3The cultural, symbolic, and ritual aspects of politicalbehavior, organization, expression, and change. Aconsideration of the political systems of bands, tribes,and chiefdoms will be used to compare and highlightaspects of political life in state-governed societiesand provide a comprehensive perspective on thepolitical behaviors of human beings. Topics willinclude: culture and politics, meaning of politicalaction, structures of agreement and antagonismbetween political entities, and ritual construction ofpolitical realities. Prerequisite: AN101.

M. Ennis-McMillan

AN 349. MEDICAL ANTHROPOLOGY 4A survey of the field of medical anthropology thatintroduces students to the cross-cultural study of thebody, health, disease, illness, suffering, and healing.The course examines several theoretical perspec-tives (ethnomedical, biocultural, interpretive, andpolitical economic). Topics include birthing, maternaland child health, infectious diseases, death anddying, and other issues across the life cycle indiverse geographic settings. Prerequisite: AN101 and270 or permission of instructor. M. Ennis-McMillan

AN 351. TOPICS IN CULTURAL ORBIOLOGICAL ANTHROPOLOGY 1-4

Examination of a theoretical or subject specialization(with a strong theoretical component) not available inexisting course offerings. For example, the coursemay focus on the behavior of macaques or theanthropology of tourism. The course, in a differentsubject area, may be repeated for credit. Prerequi-site: Permission of instructor. The Department.

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AP credits can be used toward an elective inthe student’s major or minor. The remainingthree credits may be treated as generalelective credit toward the Skidmore degree. Anexception to this policy must have approvalfrom the Department of Art and Art Historychair in consultation with appropriate faculty.

THE STUDIO ART MAJOR: A minimum offifteen studio art courses within the major fieldand four art history courses. Requirements forthe bachelor of science degree in studio art:

1. Foundation Program: Five foundationcourses are required of all studio artmajors: AR103, 105, 106, 107, 201.

2. Studio Art Exploration: Of the remainingten studio art courses required for thestudio art major, one must be chosen fromthe two-dimensional disciplines (graphicdesign, painting, photography, printmaking,or fiber arts) and one from the three-dimensional disciplines (ceramics, jewelry/metalsmithing, sculpture, or fiber arts).

3. Four art history courses that must includeAH101, 102, and two electives.

4. It is recommended that the five foundationcourses, the two exploration courses, andAH101, 102 be completed by the end of thesecond year.

5. Successful participation in the Senior Show.

The Department of Art and Art History reservesthe privilege of keeping a part of the work ofany student.

STUDIO ART MINOR: Any student choosingstudio art as a minor must consult the chairof the Department of Art and Art History forprogram approval. It is recommended thatstudents begin work for the minor not later thanthe beginning of the second year. Studentselecting to minor in studio art are required totake any six studio art coursesand any two courses in art history.

STUDIO FEES: All studio courses includingAdvanced Studio Problems and IndependentStudy carry laboratory fees (see coursedescriptions). In addition, students mustpurchase consumable materials and personalsupplies.

COURSE AVAILABILITY: The department iscommitted to having students experience avariety of media. However, space is limited,and, therefore, students cannot be guaranteedenrollment in specific courses during any givensemester. As soon as students are confidentabout their choice of program, they shoulddeclare their major.

AR 101. INTRODUCTION TO PAINTING 3An introduction to painting as a medium of visualexpression. Emphasis is placed upon exploration offormal and technical concerns. Basic studies includedrawing and will explore a variety of subject matterand media directed toward the organization of thetwo-dimensional plane. Summer only. Not open toSkidmore art majors. Non-liberal arts. (Fulfills arts-Acomponent of breadth requirement.) Lab fee: $15

Studio Art Faculty

AR 103. DESIGN (two-dimensional) 3An explorative sequence of problems involving line,shape, color, and value. The aim of the course is todevelop an understanding of visual phenomena ona two-dimensional surface.(Fulfills arts-A compo-nent of breadth requirement.) Lab fee: $15

Studio Art Faculty

AR 105, 106. DRAWING I, II 3, 3Beginning studies in freehand drawing with stressgiven to observation, organization, and the develop-ment of manual control. AR 105 is prerequisite for106. (Fulfills arts-A component of breadth require-ment.) Non-liberal arts. Lab fee: $15 Studio Art Faculty

AR 107. DESIGN (three-dimensional) 3Form organization in three dimensions employingvarious easily worked materials, such as paper,wood, clay, and metal. (Fulfills arts-A component ofbreadth requirement.) Lab fee: $40 Studio Art Faculty

AR 108. LIFE MODELING: SCULPTURALSTUDY OF THE HUMAN FORM 3

A study of the human figure through the medium oflife modeling in clay. Slide lectures dealing withcontemporary as well as traditional attitudes towardthe figure will complement studio activity and offer aperspective on humankind’s fascination with its ownform. Initial course meetings will deal with elementaryconcepts in wax and clay as they relate to the figure.Students will be instructed in armature-building aswell as mould-making techniques; finished works willbe cast in plaster or bronze. (Fulfills arts-A compo-nent of breadth requirement.) Non-liberal arts.Lab fee: $75 J. Cunningham

AR 111. BASIC CERAMICS 3Basic issues of aesthetics and technique developedthrough the direct manipulation of clay. A variety offorming techniques will be explored and demon-strated, including pinching, coiling, slab constructing,and throwing. In addition to group and individualcritiques, weekly lectures will provide a workingknowledge of kiln firing (both gas and electric) andclay and glaze formulation. (Fulfills arts-A componentof breadth requirement.) Non-liberal arts.Lab fee: $70 R. Brodie

AR 113. METAL SCULPTURE 3Introduction and expansion of three-dimensionalconcepts utilizing metal and direct metal workingtechniques. The student will be exposed to a varietyof metal-working techniques while creating sculp-ture. The techniques will include oxy-acet., Tig andMig welding. Non-liberal arts. Lab fee: $75

J. Cunningham

AR 115. INTRODUCTION TO FIBER ARTS 3An introduction to the fiber arts. Projects will allowstudents to explore off-loom woven structure, loomweaving, resist-dyeing and screen-printing. Stu-dents will work with flat pattern and composition aswell as three-dimensional fiber construction. Histori-cal works will be studied as well as the contempo-rary evolution of this art form. (Fulfills arts-Acomponent of breadth requirement.) Non-liberalarts. Lab fee: $50 M. Mensing

AR 201, 202. PAINTING I, II 3, 3Basic studies employing various media. Emphasis isgiven to the formal and technical process as it relatesto the organization of color, shape, line, texture, andspace on the two-dimensional plane. Prerequisites:AR103, 105, 106. AR201 is prerequisite for 202. Non-liberal arts. Lab fee: $15 Studio Art Faculty

AR 209. COMMUNICATION DESIGN I 3An introduction to visual design and communicationtheory. Emphasis is on developing a strong founda-tion in visual perception, design principles, andtypography. Students will undertake studio problemsaimed at developing visual awareness, analyticalthinking, craftsmanship, and use of hands-on mediaand digital techniques. Prerequisites: AR103, 105,106. Non-liberal arts. Lab fee: $100 D.Hall

AR 214. KINETIC SCULPTURE 3Exploration of artworks which use motion and time aselements of creative expression. Complementinghands on studio experience will be an exposure toselected elements of basic physics as well as anexposure to the historical development of kineticsculpture as experienced through slides, lectures,and, in some classes, assigned readings. Individualinitiative and invention will be encouraged. Non-liberal arts. Lab fee: $60 J. Cunningham

AR 215. TEXTILE STRUCTURES 3Exploration of the sculptural properties of planesbased on building single and multiple-elementsurfaces. Studies in fused and single-element struc-ture (felting, netting, knotting, plaiting, hand andmachine knitting) will be followed by the focus ofthe course—loom weaving (including the use of thecomputer-assisted loom). Students will constructthree-dimensional structures based on individualexpression. Readings in textile history and con-temporary art issues, writing, and discussion willcomplement technical grounding in traditional textileprocesses. Prerequisite: AR115 or permission of theinstructor. Non-liberal arts. Lab fee $50 M. Mensing

AR 216. TEXTILE SURFACE DESIGN 3Theoretical and practical textile surface designemploying screen-printing, direct painting, and resist-dyeing techniques. Projects may take the form of flatpattern design, wall hangings or costume. Studentswill be introduced to the use of computers in design-ing selected projects. Prerequisite: AR115 or permis-sion of instructor. Non-liberal arts Lab fee: $50

M. Mensing

AR 217. INTERMEDIATE CERAMICS 3The continued development of aesthetic conceptsand techniques. Individual exploration and expres-sion will be encouraged. Through a structured ap-proach with demonstrations, lectures, weeklyassignments, and group and individual critiques, thestudent will be exposed to hand-building and throw-ing, as well as raku, salt-glazing, and stonewarereduction techniques. Prerequisite: AR111 or permis-sion of instructor. Non-liberal arts. Lab fee: $95

R. Brodie

AR 219. JEWELRY AND METALS I 3Sequence of problems employing various techniquesin metal. Emphasis upon structural design andcreative use of materials. Prerequisite: AR103 or 107or permission of instructor. Non-liberal arts.Lab fee: $50 D. Peterson

AR 223, 224. DRAWING III, IV 3, 3An extensive investigation of drawing as a visualcommunicative act with emphasis on the develop-ment of individual vision and skill. Drawing from thelife model will be a major concern in AR224. Prereq-uisites: AR103, 105, 106. AR223 is prerequisite for224 or permission of instructor. Non-liberal arts.Lab fee: $15 Studio Art Faculty

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AR 311, 312. PAINTING III, IV 3, 3A continuation of painting concepts designed tofurther acquaint students with technical processes.Emphasis will be on individual creativity as it pertainsto problems that focus on compositional elements.Direct observa-tion exercises including use of thefigure will be explored. Other assignments will refer tohistorical and contemporary trends, and paintingmethods. Prerequisites: AR103, 105, 106, 201, and202 or 234. AR311 is a prerequisite for 312. Non-liberal arts. Lab fee: $15 Studio Art Faculty

AR 315. ADVANCED FIBER ARTS 3A continued exploration and development of personalinterpretations of traditional and nontraditional meth-ods of textile design and fiber construction. Studentsmay elect to concentrate in the area of weaving ortextile design, or may develop skills in both areasconcurrently. Advanced weaving will include multi-harness weave structure on jack-type, computer, anddobby looms. Advanced textile design will includeprinted resists, photo screen-printing, lacquer sten-cils, gouache rendering, and computer-aided design.It is strongly recommended that students intending towork in both areas complete both AR215 and 216prior to electing this course. Personal initiative andcreative self-expression are emphasized in thiscourse. Prerequisite: AR215 or 216. May be taken forcredit three times with permission of instructor. Non-liberal arts. Lab fee: $50 M. Mensing

AR 318. ADVANCED CERAMICS 3A further intensification of the use of clay as amedium and a continuation of the development of theforming processes of hand-building and throwing.Also included will be the formulation of clay bodiesand the investigation of kiln firing techniques. Prereq-uisite: AR217. May be taken for credit three timeswith per-mission of instructor. Non-liberal arts. Labfee: $95 (includes clay, glazes, firings). R. Brodie

AR 319. METALSMITHING 3An advanced studio course in the jewelry andmetalsmithing sequence. Students explore the plasticpotential of precious and nonprecious metals throughthe process of raising, forging, hollow-forming, andrepousse. Inventiveness, personal initiative, andcreative self-expression are particularly emphasizedin this course. Prerequisite: AR219. May be taken forcredit three times with permission of instructor. Non-liberal arts. Lab fee: $50 D. Peterson

AR 320. JEWELRY AND METALS II 3A continuation of concepts and methods explored inAR 219 with an emphasis on casting. Weekly groupcritiques will focus upon individual aesthetic growth,technical exploration, and both historical and con-temporary issues to the art-metals discipline. Prereq-uisite: AR219. May be taken for credit three timeswith permission of instructor. Non-liberal arts.Lab fee: $50 D. Peterson

AR 325, 326. DRAWING V, VI 3, 3A further investigation of drawing as a visual com-mun-icative act. The development of images throughindividual exploration of form, structure, and spacewith emphasis being placed upon the growth ofpersonal vision and skill. Prerequisite: AR105, 106,223, 224 or permission of instructor. AR325 is pre-requisite for 326. AR326 may be taken for credit threetimes with permission of instructor. Non-liberal arts.Lab fee: $15 J. Moore

AR 227. COMMUNICATION DESIGN II 3Further development of the concepts and skillsintroduced in Communication Design I. Emphasis isplaced on integrating the symbolic and communica-tive aspects of typography with visual elements.Through the application of design principles andtypography, studio projects will stress strong visualconcepts while exploring hands-on media and digitaltechniques. Prerequisite: AR209. Non-liberal arts.Lab fee: $100 D. Hall

AR 229. BEGINNING PHOTOGRAPHY 3An exploration of the varied aesthetic and mechanicalaspects of the photographic process. Emphasis isplaced on using the camera as a tool to increaseone’s visual sensitivity and personal awareness.Each student must own a camera. Prerequisite:AR103. Non-liberal arts. Lab fee: $75 (does notinclude film and paper) R. Linke

AR 234. WATERCOLOR 3Exploration of the materials and methods used inwatercolor painting. Included will be dry and wetpaper techniques, resist processes, and experimentalpainting. Conventional methods of illustrating thefigure and landscape will also be stressed. Pre-requisites: AR103, 105, 106, 201. Non-liberal arts.Lab fee: $15 Studio Art Faculty

AR 251. ELEMENTARY SCULPTURE 3Three-dimensional investigations utilizing casting,carving, and metal processes. The student will beexposed to a variety of materials such as clay, wood,metal, stone, and wax. Prerequisite: AR107 or per-mission of instructor. Non-liberal arts. Lab fee: $60

J. Cunningham

AR 253. CARVING PROCESSES IN WOOD 3An exploration of carving processes and conceptsrelated to wood in sculpture. Studio activity willconcentrate on wood carving. Slides and studiopresentations will provide the basis for study of thetechnical and historical development of stone carving.Students will gain practical experience with drawingas it relates to carving processes, conceptual think-ing, and the realization of three-dimensional form.Prerequisites: AR107 or 113, 214 or permission ofinstructor. Non-liberal arts. Lab fee: $60

J. Cunningham

AR 299. PROFESSIONAL INTERNSHIP INSTUDIO ART 3 or 6

Internship opportunity for students who have com-pleted their first year and whose academic andcocurricular work has prepared them for professionalwork related to the major. With faculty sponsorshipand department approval, students may designinternships in studio assistance to professionalartists, in artist cooperatives, graphic design studios,advertising design studios, galleries, museums, andprinting houses, or in other art-related projects. Nomore than three semester hours in any internshipmay count toward the studio art major or minor.Prerequisites: three courses in studio art. Non-liberalarts. No laboratory fee.

AR 305. ADVANCED COLOR 3A studio approach to the study of color both as aperceptual phenomenon and an artistic medium. Thecourse is designed to act as a source of visual ideasand to complement work in other areas of studio art.Major concerns of the course will include: color as arelative medium, color action other than graphicaction, optical mixture and physical mixture, designand color, color and composition. Prerequisite:AR202 or permission of instructor. Non-liberal arts.Lab fee: $15 Studio Art Faculty

AR 330. ADVANCED PHOTOGRAPHY 3A continuation of problems of expression andtechniques encountered in beginning photography.Students continue to develop skills in black and whiteprinting and are introduced to black and white andcolor transparencies. Prerequisite: AR229. Non-liberal arts. Lab fee: $75 (does not include film andpaper). R. Linke

AR 331, 332. PAINTING V, VI 3, 3Formal and expressive processes in painting. Em-phasis is placed upon more individual exploration ofassigned formal problems in the studio. Prerequi-sites: AR103, 105, 106, 201, 202 or 234, 311, 312.AR331 is prerequisite for 332. AR332 may be takenfor credit three times with permission of the instructor.Non-liberal arts. Lab fee: $15 Studio Art Faculty

AR. 337. ADVANCED COMMUNICATIONDESIGN 3

A continuation and development of the formal andtechnical aspects of designing with type and image.Students will be introduced to recent developments invisual communication theory and practice, includingmultimedia and interactivity. Readings in designhistory and criticism as well as independent researchwill complement studio work. May be taken for creditthree times with permission of instructor. Prerequi-sites: AR103, 105, 106, 209, 227 or permission ofinstructor. Non-liberal arts. Lab fee: $100. D. Hall

AR 341. PRINTMAKING: RELIEF 3An investigation and development of the woodcutand collagraph processes including color-printingtechniques—with emphasis placed on personalgrowth and vision. Prerequisites: AR105, 106. Rec-ommended: AR223, 224. May be taken for creditthree times with permission of instructor. Non-liberalarts. Lab fee: $60 K. Leavitt

AR 342. PRINTMAKING: INTAGLIO 3An investigation and development of the etchingprocesses including color printing techniques—withemphasis placed on personal growth and vision.Prerequisites: AR105, 106. Recommended: AR223,224, 341. May be taken for credit three times withpermission of instructor. Non-liberal arts.Lab fee: $60 J. Sorensen

AR 350. PRINTMAKING: LITHOGRAPHY 3An investigation and development of the lithographicprocess including color-printing techniques withemphasis placed on personal growth and vision.Prerequisites: AR105, 106, Recommended AR223,224, 341. May be taken for credit three times withpermission of instructor. Non-liberal arts. Lab fee: $60

K. Leavitt

AR 352. ADVANCED SCULPTURE 3A process oriented course emphasizing the develop-ment of individual attitudes and involvements withthree-dimensional form. The techniques and materi-als utilized will include casting, carving, metalworking,and plastics. Prerequisite: AR251. May be taken forcredit three times with permission of instructor. Non-liberal arts. Lab fee: $60 J. Cunningham

AR 355. COMPUTER IMAGING I 3Development of computer animation and graphicdesign skills. Projects may include such diverse areasas video animation, photomontage, scientific visual-ization or advertising design. Prerequisite: AR337 orpermission of instructor. Open only to juniors andseniors. Non-liberal arts. Lab fee: $100 J. Danison

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AR 356. COMPUTER IMAGING II 3Individual and group problems using computerimaging. Projects may include work in either fields ofvideo animation or publishing. Prerequisite: AR355or permission of instructor. May be taken for creditthree times with permission of instructor. Open onlyto juniors and seniors. Non-liberal arts. Lab fee: $100

J. Danison

AR 358. ART FOR CHILDREN 3Introduction to the basic materials, methods andtechniques used in the classroom as related to theelementary school curriculum and children’s needs,interests and development. The role of art in ahumanities program will also be considered. Non-liberal arts. Lab fee: $50 Doretta Miller

AR 365, 366. ADVANCED STUDIO PROBLEMS 3, 3

Individual problems in a given discipline within thedepartment: i.e., painting, sculpture, ceramics,jewelry, weaving, textiles, graphics, photography, etc.To qualify, the student must have completed the mostadvanced 300-level course in an area, e.g., DrawingVI (AR326). Offered in the studio, at a time arrangedby instructor, the student must petition for the coursein spring for fall semester, and in fall for springsemester. Special permission forms available inchair’s office must be completed by the student,signed by advisor, instructor, and chair, and returnedto the Registrar's Office by the dates indicated. Opento qualified junior and senior art majors and otherqualified juniors and seniors. Permission of instructorand department chair is required. Non-liberal arts.Lab fee: courses carry the fee as noted in the indi-vidual course description. May be repeated either in agiven discipline or more than once. Studio Art Faculty

AR 371, 372. INDEPENDENT STUDY 3,3Individual work in a given discipline, in most casesfollowing its AR366 level of sequence. Open to seniorart majors and other qualified seniors. Permission ofinstructor and department chair is required. Non-liberal arts. Lab fee: courses carry the fee as noted inthe individual course description. Studio Art Faculty

AR 399. PROFESSIONAL INTERNSHIP INSTUDIO ART 3, 6, or 9

Professional experience at an advanced level forjuniors and seniors with substantial academic andcocurricular experience in the major. With facultysponsorship and department approval, students maydesign internships in studio assistance to profes-sional artists, in artist cooperatives, graphic designstudios, advertising design studios, galleries, muse-ums, and printing houses, or in other art-relatedprojects. Open to junior and senior majors andminors. No more than three semester hours in anyinternship may count toward the studio art major orminor. Non-liberal arts. No laboratory fee.

Art History

Chair of the Department of Art and Art History:Peter Stake, M.F.A.

Director of Art History: Lisa Aronson, Ph.D.

Professor: Penny Jolly, Ph.D.

Associate Professors: Lisa Aronson, Ph.D.;Robert Linrothe, Ph.D.

Assistant Professors: Katherine Hauser, Ph.D.;Michael Clapper, Ph.D.; Amelia Rauser, Ph.D.

Lecturers: *Robert Carter, M.A.; *LeslieMechem B.A.; Rebecca Tucker, M.A.; NatashaGoldman, M.A.

Art history is distinctive in its direct engage-ment with art objects through visual analysisand historical study. We use art objects tounderstand history and culture, and historyand culture to understand art objects.Students earning a bachelor of arts in arthistory explore the varied roles of artists, theirart, and their patrons across diverse culturaland historical contexts. In addition, theyexperience the creative process of makingart. Students gain a breadth of knowledgespanning both Western and non-Westernsubfields of the discipline. Art history majorsdevelop skills in analyzing images and textsthat are applicable to a wide range of per-sonal, civic, and professional endeavors; theymay also go on to graduate work in art historyand professional work in art-related fields.

THE ART HISTORY MAJOR: Each studentmajor is required to take a minimum of twelvecourses according to the following guidelines.

1. Foundation (four courses)

a. AH101 and 102

b. Two studio art courses of your choice(note prerequisites where necessary).

2. Breadth (five courses) — Choose onecourse from each of the following areas:

a. Ancient and Medieval Art in the West:AH212, 222, 223, 232, 233, 330

b. Renaissance and Baroque Art in theWest: AH241, 252, 264*, 342, 343, 347,348

c. Modern and Contemporary Art in theWest: AH215, 217, 256, 261, 264*, 265,313, 321, 353, 354, 364

d. Arts of Africa and the Americas: AH103,203, 207, 309, 310

e. Asian Art: AH 104, 204, 209, 210, 211,311, 312, 314, AH/RE200

3. Exploration (at least three courses) —Besides the foundation and breadthcourses, each student must take aminimum of three additional art historycourses including at least one seminar orcolloquium but not including the seniorthesis. (The senior thesis is an optionstudents may take beyond the ten requiredart history courses.)

*AH264 fulfills breadth areas “b” or “c”NOT both

ART THEORY

AT 205. THE PHILOSOPHY, THEORY, ANDPRACTICE OF CHINESE BRUSHPAINTING 3

A theory and praxis course on Chinese brush paint-ing. The course will first survey the primary scholar-painters of the literati tradition and the contemporarylandscape painters of the Nanjing and Southernschools (from the Tang Dynasty to the 1970s), thenturn to those fundamental principles that frametraditional Chinese calligraphy, poetry, and painting.Students will learn to paint with brush and ink onuntreated, single-layer, Chinese rice/bamboo paper.(Fulfills non-Western culture requirement.)Liberal artscredit. J. Ling

AT 361. ART AND SOCIETY 3An examination of how the visual arts are defined,funded, displayed, and make available to the public.This course will explore the role of artists in contem-porary cultures and will investigate information aboutartists' education, resources, opportunities, and theskills required for professional development. Open tojuniors and seniors or by permission of instructor.Liberal arts credit. Doretta Miller

AT 375. CURRENT ISSUES IN ART 3A lecture-discussion course open to junior and seniorart majors working in any media. With group critiquesof student work as the central focus, the seminarexplores individual work, processes, methodology,and other areas of individual or group interest. Slidepresentations, lectures, oral reports, and visits togalleries and artists’ studios provide a context for thestudent critiques and introduce historical, social,literary, and aesthetic perspectives related to devel-opments in the visual arts. Liberal arts credit.

J. Moore

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Because advanced research in any aspectof art history requires foreign languages(generally French or Italian and/or German,plus any language appropriate to your area,e.g., Chinese), we recommend languagestudy. We also recommend additional arthistory courses (including independent studies,museum/gallery internships, and the seniorthesis) and/or courses in related fields, suchas literature, history, philosophy, anthropology,religion, and studio art.

ART HISTORY MINOR: Students electing aminor in art history are required to include aminimum of six courses in the minor field.They should consult the director of the ArtHistory Program for approval. (Please note: atotal of six studio art and two art historycourses constitutes a minor in studio art.)

Students may receive AP (Advanced Place-ment) credit in art history. A score of 4 or 5earns the student six college credits. It is thedepartment’s policy that three of the six APcredits can count as AH101 or AH102(determined following consultation with thedirector of the Art History Program) and maybe applied toward a major or minor in arthistory. The remaining three credits may betreated as general elective credit toward theSkidmore degree. An exception to this policymust have approval from the director of ArtHistory in consultation with appropriate faculty.

AH 101, 102. SURVEY OF WESTERN ART 3, 3Survey of Western art from ancient times to thepresent. AH101 is a prerequisite for 102. (Fulfillsarts-B component of breadth requirement.)

Art History Faculty

AH 103. THE ARTS OF AFRICA, OCEANIA, ANDTHE AMERICAS 3

A survey of the arts of Africa (south of the Sahara),Oceania (the South Sea Islands), and native North,Central and South America. This course examines avariety of styles, techniques and socioreligiousfunctions of the arts and architecture of these non-Western cultural areas. (Fulfills non-Western culturerequirement; fulfills arts-B component of breadthrequirement.) L. Aronson

AH 104. ASIAN ART 3Survey of the arts of India, China, Korea, and Japan.These arts will be examined with an emphasis onstyle as cultural expression, the meaning of the artsin a religious context, and the impact of the cross-cultural exchange. (Fulfills non-Western culturerequirement; fulfills arts-B component of breadthrequirement.) R. Linrothe

AH 111. INTRODUCTION TO ART 3A focus on a variety of monuments and traditions ofart and architecture, with the goal of exploring issuesconcerning style, function, technique, and meaning.Attention will be paid to topics such as creativity, theartist and society, sacred and secular art, gender andart, crafts and popular art vs. the fine arts, and thebody in art. May not be counted toward a major in artor art history. (Fulfills arts-B component of breadthrequirement.) Art History Faculty

AH 200. HINDU RELIGION AND ART 3An introduction to the thought and art of India throughthe study of its dominant religious and artistic tradi-tion, Hinduism. The course emphasizes the evolu-tionary history of texts and ideas, rituals, devotionalliterature, symbols and architecture of Hinduism,taking note of the religious underpinnings of thetradition, as well as its popular manifestations. Theinterdisciplinary nature of the course will highlightthe necessity to understand the religious experiencebehind the works of art, and to witness the translationinto concrete expressions of abstract ideas andreligious emotions. (Fulfills non-Western culturerequirement.) R. Linrothe

AH 203. NATIVE AMERICAN ART 3A study of the prehistoric, historic, and contemporaryarts of Native American peoples of North America.This course will study the arts of mainly Southwest,Woodlands, Great Plains, and Northwest Coastcultures with particular attention to their historiogra-phy, style, technique, symbolic meaning, and place inritual. A wide range of media will be covered includ-ing sculpture, painting, architecture, pottery, textilearts, jewelry, and body decoration. Recommended:AH103 (Fulfills non-Western culture requirement;fulfills arts-B component of breadth requirement.)

L. Aronson

AH 204. JAPANESE ART 3A chronological survey of Japanese arts (painting,prints, sculpture, ceramics, textiles, architecture, andgardens) from the neolithic period to the present. Thecourse emphasizes historical, religious, and aestheticcontexts. Special attention will be given to the stimu-lus of contacts with China and Korea in the evolutionof Japanese visual art, and to Buddhist art. (Fulfillsnon-Western culture requirement; fulfills arts-Bcomponent of breadth requirement.) R. Linrothe

AH 207. AFRICAN ART 3A survey of the arts of sub-Saharan Africa. Focusingon selected groups from the sub-Saharan region,this course considers a wide range of media givingprimary attention to sculpture and masquerades butalso including ceramics, metallurgy, textiles, bodyarts and architecture. These arts will be examined interms of their styles, symbols, technologies, histories,and socioreligious importance. (Fulfills non-Westernculture requirement; fulfills arts-B component ofbreadth requirement.) L. Aronson

AH 209. ISLAMIC ART 3Survey of the history of visual arts in Islamic cultures.The course will examine architecture, painting,ceramics, and textiles in Arab, North African, Turkish,Persian and Indian contexts. Special considerationwill be given to the interaction between local visualtraditions and Islamic values. (Fulfill non-Westernculture requirement; fulfills arts-B component ofbreadth requirement.) R. Linrothe

AH 210. CHINESE PAINTING 3Chronological survey of Chinese painting from fourthcentury B.C. to eighteenth century A.D. Topics mayinclude technical issues, ornament and pictorialism,figure painting, landscape, calligraphy, ink paintingand its relationship with Chan (Zen), social back-grounds of artists, painting and poetry, and Chinesecritical writings. Prerequisite: AH104 or permission ofinstructor. (Fulfills non-Western culture requirement.)

R. Linrothe

AH 211. TIBETAN ART 3A survey of Tibetan Buddhist art, from its origins in theeighth century to the present. Attention is given toIndian Buddhist art which provided the foundation forTibetan integration of formal and ritual influences froma number of Asian cultures. Painting and sculpture willbe considered, both as markers of cultural and periodstyle, and as expressions of Buddhist ideals. (Fulfillsnon-Western culture requirement.) R. Linrothe

AH 212. ANCIENT AND MEDIEVALARCHITECTURE 3

History of architecture and urban design from theoldest civilizations associated with the Western tradi-tion to the end of the European Middle Ages. Thecourse considers the following periods of architecturalhistory: Mesopotamian, Egyptian, Aegean, Greek,Roman, Early Christian, Byzantine, Romanesque andGothic. Recommended: AH101 or 111.

Art History Faculty

AH 215. AMERICAN ARCHITECTURE 3The architecture of the United States. Recommended:AH101, 102 or 111 or 217. Art History Faculty

AH 217. AMERICAN ART 3A survey of art produced in the United States from theColonial period to the present. Recurring themes willinclude the roles of artists in American society, therelationship of U.S. and European cultures, the con-trast and connection between popular and elite artistictraditions, the building of an infrastructure of art institu-tions, and government involvement in art patronage.

M. Clapper

AH 222. GREEK ART AND ARCHAEOLOGY 3An exploration of the major developments in archi-tecture, sculpture, and painting from Minoan andMycenaean civilizations through the Hellenistic period.Attention is given to the influences on Greek art fromthe East and to the influence of Greek art on othercultures. (Fulfills arts-B component of breadth require-ment.) L. Mechem

AH 223. ROMAN ART AND ARCHAEOLOGY 3An examination of architecture, sculpture, and paintingbeginning with the Villanovan and Etruscan culturesand continuing through the Republic and Empire(fourth century A.D.). Topics covered include wallpainting, narrative sculpture, and city planning. (Fulfillsarts-B component of breadth requirement.)

L. Mechem

AH 232. LATE ANTIQUE, EARLY MEDIEVAL,AND BYZANTINE ART 3

An examination of the origins of Christian art in theLate Antique world and its subsequent development inthe Byzantine world and early Medieval Europe. Areasstudied include the Early Christian catacombs,Ravenna mosaics, the animal style and Hiberno-Saxonmanuscripts, Carolingian Europe, and Byzantinemosaics, icons and decorative arts. Prerequisite:AH101 or 111 or permission of instructor. P. Jolly

AH 233. ROMANESQUE AND GOTHIC ART 3European art from the tenth through the fourteenthcenturies, with a focus on painting, manuscript illumi-nation, sculpture, stained glass, and the decorativearts. Prerequisite: AH101 or 111 or permission ofinstructor. P. Jolly

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AH 241. RENAISSANCE EUROPE 3Renaissance art in fifteenth- and sixteenth-centuryItaly, Flanders, and Germany. Artists includeMasaccio, Donatello, Botticelli, Michelangelo,Leonardo, and Raphael, as well as Jan van Eyck,Bosch, Dürer, and Brueghel. Recommended prepara-tion: AH101 or 102 or 111. (Fulfills arts-B componentof breadth requirement.) P. Jolly

AH 252. BAROQUE AND ROCOCO ART 3A survey of European art of the seventeenth to mid-eighteenth centuries. Through an examination ofartists such as Bernini, Velazquez, Rembrandt, andHogarth, the course aims to develop an understand-ing of the historical and social conditions and stylisticfeatures that characterize the diverse artistic manifes-tations of the period. Prerequisite: AH101 or 111 orpermission of instructor. M. Clapper

AH 256. NEOCLASSICISM TOIMPRESSIONISM 3

A survey of European art, from the mid-eighteenththrough the nineteenth centuries. Through an exami-nation of artists such as David, Delacroix, Constable,Courbet, Monet, and Van Gogh, this course willexplore artistic responses to the social, political, andeconomic changes of the period. We will discusssuch topics as neoclassical portraiture, romanticlandscape painting, art displays at world’s fairs, andthe origins of the “avant-garde.” Prerequisite: AH101or 111 or permission of instructor. A. Rauser

AH 261. TWENTIETH-CENTURY ART 3A survey of European and American modern andcontemporary art beginning in the late nineteenthcentury and concluding with contemporary trends.We will consider a range of movements includingpostimpressionism, cubism, surrealism, abstractexpressionism, minimalism, and conceptual art intheir cultural and art historical contexts. Prerequisite:AH101 or 111 or permission of instructor. K. Hauser

AH 264. HISTORY OF PRINTMAKING 3Historical consideration of the development and useof various printmaking processes including woodcut,engraving, etching, aquatint, lithography, and screenprinting. The course concentrates on European andAmerican prints from the fifteenth century to thepresent. Prerequisite: AH101 or 111 or a studioprintmaking course or permission of instructor.(Fulfills either Renaissance and Baroque or Modernand Contemporary breadth requirement toward an arthistory major.) M. Clapper

AH 265. HISTORY OF MODERN DESIGN 3A history of modern design from 1750 to the present,with an emphasis on design movements in thetwentieth century. We will focus on modern Europeanand American design, surveying objects made from awide range of materials, including textiles, metals,ceramics, and the print media. We will situate move-ments such as Arts and Crafts, Art Nouveau, andBauhaus in their cultural and art-historical contexts.Recommended preparation: AH 101 or 102 or 111.(Fulfills arts-B component of breadth requirement.)

K. Hauser

AH 309. THE ARTS OF MESOAMERICA ANDSOUTH AMERICA 3

Architecture, sculpture, painting, and textiles fromselected cultures in Mesoamerica and the Andeanregion from the thirteenth century B.C. up to the timeof European intervention in the sixteenth century A.D.Prerequisite: AH101 or 102 or 103 or 111 or permis-sion of instructor. (Fulfills non-Western culturerequirement.) L. Aronson

AH 310. THE ARTS OF NIGERIA 3An in-depth study of the arts of Nigeria (West Africa)from its earliest archaeological sites through the post-Colonial period. The course considers the breadthand range of Nigeria’s artistic traditions from tradi-tional masquerades, textiles, ceramics, and body artsto contemporary urban trends in painting, print-making, and sculpture. Prerequisite: AH103 or 207or permission of instructor. (Fulfills non-Westernculture requirement.) L. Aronson

AH 311. BUDDHIST ART OF EAST ASIA 3Buddhist art (sculpture, painting, architecture, callig-raphy, graphic arts, and ritual implements) betweenthe third and fifteenth centuries in East Asia. Thecourse examines the religious and aesthetic prin-ciples underlying Buddhist art of East Asia, andanalyzes works of art as expressions of Buddhistvalues interacting with local cultures. Special atten-tion is paid to the site of Dunhuang, and to threemodes of Buddhist art: Esoteric, Pure Land, and ZenBuddhist. Prerequisites: AH104 or 204 or 210 or 211or consent of the instructor. (Fulfills non-Westernculture requirement.) R. Linrothe

AH 312. ANCIENT CHINESE ART 3A focused study of a small number of Chinesearchaeological sites distributed between the Neolithic(ca. 3000 BCE) and the end of the Han dynasty (220CE). The sites and the works of art found in the siteswill be placed within their aesthetic, social, andpolitical contexts. These sites are mainly newlydiscovered tombs, and special attention will be paidto the evolving attitudes to the afterlife in ancientChina. Prerequisite: any of the following: AH104, 210,HI 241, or permission of instructor. (Fulfills non-Western culture requirement.) R. Linrothe

AH 313. MODERN ARCHITECTURE 3The history of the art of architecture from 1875 to thepresent. The content of the course includes thedevelopment of industrial architecture, the laterVictorian period, the Arts and Crafts movement,organic architecture in the Frank Lloyd Wright tradi-tion, the International Style, Late-Modern, and Post-Modern. Recommended preparation: AH101, 102 or212, 213 or 215. Art History Faculty

AH 314. BUDDHIST ART OF SOUTH ASIA 3A study of the evolution of Buddhist art in its originalcontext of India. The course will survey the primarysites of Buddhist art production, with an emphasis onsculpture within architectural settings. Issues includeaniconism, patronage, the impact of ritual practice onartistic format, pilgrimage, narrative, internationalism,and the relationship between texts and images. Pre-requisite: AH104 or permission of instructor. (Fulfillsnon-Western culture requirement.) R. Linrothe

AH 321. HISTORY OF PHOTOGRAPHY 3An introduction to the history of the medium from its“invention” in 1839 to the present. This course looksat such forms of photography as pictorialism, straight-photography, montage, documentary, and photojour-nalism, situating them in their social, cultural, andart-historical contexts. A significant theme of thecourse will be how, or even whether, photographsdepict reality. Prerequisite: AH 102 or 111. K. Hauser

AH 330. LATE GOTHIC SCULPTURE ANDPAINTING 3

Sculpture and painting in fourteenth century Europe,with special focus on the “Proto-Renaissance”painters in Italy and manuscript illumination andsculpture in France and Germany. Topics include therevolutionary art of Giotto, the rise of late Medievaldevotional art, Art and the Black Death, and theLimbourg Brothers and International Gothic art.Prerequisite: AH101 or 111 or 233. P. Jolly

AH 342. ART OF EARLY RENAISSANCEITALY 3

An exploration of the origins of Italian Renaissanceart in the fifteenth century, from Ghiberti, Masaccioand Donatello, to Botticelli and the Bellini. Prerequi-site: AH101 or 111 or 241. P. Jolly

AH 343. ART OF THE HIGH RENAISSANCE 3Painting, sculpture and architecture in Italy in thesixteenth century. Recommended preparation:AH101, 102 or 111. Art History Faculty

AH 347. NORTHERN RENAISSANCEPAINTING 3

Painting in France, Flanders and Germany in thefifteenth and sixteenth centuries, with particularemphasis upon the art of Jan van Eyck, Rogier vander Weyden, Dürer and Brueghel. Prerequisite:AH101 or 111 or 241. P. Jolly

AH 348. SEVENTEENTH-CENTURY DUTCHPAINTING 3

A study of the images produced during the “goldenage” of Dutch painting and the social, economic, andcultural conditions from which these images spring. Inexamining the lives and works of artists such asRembrandt, Vermeer, Hals, and Ruisdael, the courseseeks to understand the relationship between Dutchpainting and Dutch society. Prerequisite: AH102 or111 or 252 or permission of instructor. M. Clapper

AH 353. ART AND REVOLUTION 3A study of the visual culture of the revolutionarydecades 1770-1820 in Europe and America. Thiscourse seeks to explore such themes as the meaningand role of political art, the emerging ideals of mod-ern subjectivity and the Romantic artist, the origins ofpolitical caricature, and the differences in status andambition between such “public” artists as Jacques-Louis David and “private” artists such as WilliamBlake. Prerequisite: AH102 or 111 or 256 or permis-sion of instructor. A. Rauser

AH 354. NINETEENTH-CENTURY ART:LONDON AND PARIS 3

A study of the artistic cultures of the two capitals ofimperial power in the nineteenth century, Londonand Paris. We will focus on artistic developments thatboth supported and critiqued this imperialist age,including the art competitions at the world’s fairs of1855 and 1889, the fashion for orientalism, themedieval nostalgia of the pre-Raphaelite brother-hood, and the self-conscious modernity of the Im-pressionists. Prerequisite: AH102 or 256 or 261 orpermission of instructor. A. Rauser

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AH 364. CONTEMPORARY ART 3Recent developments in American and European artfrom the 1960s to the 1990s. We will situate a rangeof contemporary art movements and practices,including pop, earthworks, performance, video, andthe more traditional forms of painting, sculpture, andphotography, in their cultural and art historical con-texts. The course will explore such issues as thestatus of art institutions, the connections betweenhigh art and popular culture, theoretical readings ofart works, and the new trend toward artists’ self-conscious expression of an identity politics. Pre-requisite: AH102, 111, 217, 261, or 263. K. Hauser

AH 369. WOMEN IN THE VISUAL ARTS 3A consideration of women as artists and as subjectsin the visual arts, mainly in the Western world butalso in non-Western cultures. Viewed from asociohistorical perspective, the course considerssuch issues as art vs. craft, art as a construction ofgender, female vs. male aesthetic, and why womenartists have traditionally been excluded from the arthistory canon. Prerequisite: AH102 or 111 or permis-sion of the instructor. K. Hauser

AH 371, 372. INDEPENDENT STUDY 3, 3Guided by the instructor, the student does indepen-dent reading and research in a specific area of arthistory. Permission of the instructor required.

Art History Faculty

AH 375. SEMINAR: THEORY ANDMETHODOLOGY 3

An advanced study of theories and methodologies ofart historical analysis. Seminars need not necessarilybe area, culture, or medium specific.

A. Literature of Art History and Criticism.A critical examination of the contributions of selectedart historians and critics to our understanding of art.Individual attitudes toward art historical methodologyand questions of judgment, value, and interpretationwill be discussed. Prerequisite: Open to junior orsenior majors or minors in studio art or art history. Allothers by permission of instructor. Art History Faculty

B. Museum Studies. Dealing with original worksof art in the Skidmore College Collection and fromother sources, the course will consider the followingproblems: care and preservation; handling andmoving; critical evaluation; the establishing of correctattributions and market values; and issues pertainingto the preparation of catalogues and exhibits. Prereq-uisite: Open to junior or senior majors or minors instudio art or art history. All others by permission ofinstructor. R. Carter

C. Meaning in the Visual Arts. An examination ofhow artists have introduced meaning into their art,and how the viewer interprets that meaning. A varietyof artistic devices will be explored, such as numbersymbolism, color symbolism, allegory and metaphor,disguised symbolism, and symbolic landscape andarchitecture. Analytical methodologies will also bediscussed, such as Freudian and Jungian analyses,Semiotics, Iconology, and Feminist Criticism. Prereq-uisite: Open to junior or senior majors or minors instudio art or art history. All others by permission ofinstructor. P. Jolly

D. Other Topics. The topics of these seminars,to be announced each year, and to be presentedwithin the following subject areas, reflect particularproblems or themes of current interest to the facultyof art history, and may be different from year to year.Specific topics may be offered in one or more of thefollowing subject areas: Ancient; Medieval; Renais-sance and Baroque; Modern; Africa, Oceania, andthe Americas; Far Eastern; Architecture; DecorativeArts; Prints; Photography; the Literature and Philoso-phy of Art History. Prerequisite: Open to junior orsenior majors or minors in studio art or art history. Allothers by permission of instructor. Art History Faculty

AH 376. COLLOQUIUM IN ART HISTORY 3An in-depth study of an area of the visual arts.Specific topics, varying from year to year, may beoffered in one or more of the following areas:

A. AncientB. MedievalC. Renaissance and BaroqueD. Modern

* E. Africa, Oceania, and/or the Americas* F. Asian

G. ArchitectureH. Decorative ArtsI. PrintsJ. Special Issues in Art History

Prerequisite: Open to junior or senior majors orminors in studio art or art history. All others bypermission of instructor.

*Fulfills non-Western culture requirement.

AH 381. SENIOR THESIS IN ART HISTORY 3An advanced research and writing project for quali-fied senior art history majors, on any topic of specialinterest within the discipline of art history, supervisedby a member of the art history faculty and a secondreader. The student will further develop and refinea substantial research project that he or she hadpreviously begun in a 300-level art history course.The final project should be a rigorous critical analysis,incorporating original research and/or insights.Recommended for those working toward graduatestudy in the field of art history. Those studentsinterested in pursuing a senior thesis should obtainfurther information from the Art History office.Prerequisite: Approval of the faculty sponsor andthe director of Art History.

AH 399. PROFESSIONAL INTERNSHIP IN ARTHISTORY 3 or 6

Professional experience at an advanced level forjuniors and seniors with substantial experience in arthistory. With faculty sponsorship and departmentapproval, students may extend their educationalexperience into such areas as museums, art galler-ies, art auction houses, private art collections, artsadministration, art conservation, and architecture andhistoric preservation. Unless prior permission is givenby the department, only three credits will counttoward a major in art history. Prerequisite: AH101,102, plus adequate preparation for the proposedinternship through advanced course work in thehistory of art.

Asian Studies

Director of the Asian Studies Program: RobertLinrothe, Ph.D.

Affiliated Faculty:

Art and Art History: Robert LinrotheEnglish: Rajagopal ParthasarathyExercise Science, Dance, and Athletics: Isabel BrownForeign Languages and Literatures: Mao Chen,

Mary Hong-Yu Chen, Masako InamotoGovernment: Steven HoffmannHistory: Margaret PearsonLiberal Studies: Jack T. F. LingMusic: Veena Chandra, Gordon ThompsonPhilosophy and Religion: Joel Smith

The student majoring in Asian studiesexamines multiple facets of the cultures,traditions, and contemporary realities of Asiancountries and peoples. The Asian StudiesProgram (major and minor) is interdisciplinary,with a significant linguistic component, andopportunities for direct experience with anAsian culture. For the major, a student maychoose a concentration in either East Asia(China and/or Japan) or South Asia (India).The director of the program serves as theadvisor to all majors and minors.

THE ASIAN STUDIES MAJOR

East Asia Concentration(a total of at least thirty-four credit hours)

1. Language. At least four semesters ofChinese or Japanese at Skidmore orapproved programs. Students areencouraged to spend a year in anapproved program in China or Japan, andto continue their language studiesthroughout the major.

2. Foundation. One course in each of two ofthe following categories, focusing on Chinaor Japan:

i. one historical survey (FL258, 259, 267,HI241, 242, 247, LS2 113);

ii. one introduction to art or music (AH104,204, 210, AT 205, FL 257, LS2 164, 165,MU 321);

iii. one introduction to religion or philosophy(RE214, PH215).

Recommended: Completion of all-collegerequirements and disciplinary prerequisitesfor advanced courses by the end of thesophomore year.

3. Junior Year.

i. Study in China or Japan: continuinglanguage instruction and practice; varyingculture courses and internships, for at leastthree 300-level courses on China or Japan.Or

ii. At Skidmore: At least three credits at the300 level in Asian studies; electives willcontinue language study and developcomparative and disciplinary focus.

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4. Senior Year. At least six credits at the 300level, three of which are to be an indepen-dent study during the spring semester,taken in conjunction with AS375, AsianStudies Seminar, where the research paperwritten in the independent study and arange of issues will be discussed. Somestudents who have done prior research maysubmit the independent study researchpaper as a thesis.

South Asian Concentration(a total of at least thirty-four credit hours)

1. Language. Students are encouraged toparticipate in Skidmore’s Semester-in-IndiaProgram or another approved program inSouth Asia, and to continue their languagestudy throughout the major. Studentschoose one of the following three options:

i. eight credit hours of Hindi in Skidmore’sSemester-in-India Program, plus twocourses of self-instructional Hindi atSkidmore.

ii. eight credit hours of Hindi in Skidmore’sSemester-in-India Program, plus twoculture courses on India (in addition tocourses that fulfill other requirements forthe major) at Skidmore from the list ofapproved courses for the major.

iii. two courses of self-instructional Hindi atSkidmore, plus two culture courses onIndia (in addition to courses that fulfill otherrequirements for the major) at Skidmorefrom the list of approved courses for themajor.

2. Foundation. One course in each of the twofollowing categories:

i. one introduction to art and society (AH/RE200, AH211, GO240, MU309, LS2 127,153, MP281);

ii. one introduction to religion or philosophy(RE213, 220, PH215).

Recommended: Completion of all-collegerequirements and disciplinary prerequisitesfor advanced courses by the end of thesophomore year.

3. Junior Year.

i. Study in India in Skidmore’s Semester-in-India Program or another approvedprogram; language study and practice;varying culture courses, for at least three300-level courses on South Asia.

Or

ii. At Skidmore: At least three credits at the300 level in Asian studies; electives willcontinue language study and developcomparative and disciplinary focus.

4. Senior Year. At least six credits at the 300level, three of which are to be an indepen-dent study during the spring semester,taken in conjunction with AS375, where theresearch paper written in the independentstudy and a range of issues will bediscussed. Some students who have doneprior research may submit the independentstudy research paper as a thesis.

HONORS: For honors in Asian studies, a studentmust earn a 3.0 or better cumulative GPA in allcourses taken at Skidmore, a 3.5 or better in allcourses taken for the Asian studies major, and agrade of A or A- on an approved senior thesis.With the approval of the Asian studies director andfaculty, a student may write a thesis in the senioryear to be directed by a member of the Asianstudies faculty, with one additional reader.

THE ASIAN STUDIES MINOR consists ofeighteen credit hours approved by the director ofAsian studies from the designated Asian studiescourses listed below, including at least threecredits at the 300 level. Up to eight credit hours ofan Asian language (Chinese or Japanese) maycount toward the minor. Approved courses takenin the programs in China and Japan, and allcourses taken in the Semester-in-India Program,and other preapproved courses taken abroad canbe counted toward the minor.

Asian Studies Curriculum

AS 101, 102. LANGUAGE AND CULTUREIN INDIA 4, 4

Introduction to the Hindi language as a social artifactthrough study of basic grammar, composition, con-versation, and readings. After a three-week period oftraditional intensive classroom study, students willsupplement continuing classroom study withhomestays, field trips, and the use of Hindi in every-day life and travel. Offered each fall in India.

AS 201. HISTORICAL, CULTURAL, ANDSOCIAL BACKGROUND OF INDIANDEVELOPMENT 3

An overview of the historical development of contem-porary India with emphasis on the interaction of thediverse strands that have formed modern India. Inaddition to the study of the literature of variousperiods, the course will draw on the historical andcultural resources of Jaipur and other sites in India.Offered each fall in India.

AS 202. CONTEMPORARY ISSUES IN INDIANSOCIAL AND CULTURALDEVELOPMENT 3

Introduction to contemporary Indian society, eco-nomics, and politics by examining such issues as therelationship between rural and urban life, the role ofcaste, the status of women, the changing character ofthe family, the role of science and technology, andthe legacy of Gandhian thought and practice. Offeredeach fall in India.

AS 371, 372. INDEPENDENT STUDY 3,3Individual study under the direction of Asian studiesfaculty.

AS 375. ASIAN STUDIES SEMINAR 1A seminar required of all Asian studies majors in thespring semester of their senior year. The course willinvolve discussion of the theoretical underpinnings ofAsian studies, reflection on methods, and exchangeof perspectives across disciplinary and regionalconcentration. Specific topics and readings will varyfrom year to year. Asian Studies Program Director.

AS 376. DIRECTED FIELD STUDY IN INDIA 3An independent research project designed by thestudent to be executed in India with guidance fromone or more Indian advisors. The project must bedesigned before leaving for India in consultation withappropriate Skidmore advisors, and the projectdesign must be approved by the resident facultyadvisor in India. Offered each fall in India.

AH 104. Asian ArtAH 200. Hindu Religion and ArtAH 204. Japanese ArtAH 209. Islamic ArtAH 210. Chinese PaintingAH 211. Tibetan ArtAH 311. Buddhist Art of East AsiaAH 312. Ancient Chinese ArtAH 376. F. Colloquia in Art History: “Asian”AT 205. Chinese Brush PaintingDA 230. Introduction to Dance History,

Literature, and RepertoryDA 303, 304. Non-Western Dance Forms

A. Bharata Natyam I C. KathakB. Bharata Natyam II F. T’ai Chi

EN 231. Non-Western Literature: The ClassicalWorld

EN 232. Non-Western Literature: The ModernWorld

FC 101, 102, 201, 202, 363, 371, 372. ChineseLanguage

FC 208. Advanced Chinese Conversation andComposition

FJ 101, 102, 201, 202, 204, 206, 363, 371, 372.Japanese Language

FL 257. Modern Chinese Literature inTranslation

FL 258, 259. Chinese CivilizationFL 267. Modern Japanese Culture and SocietyFX 171, 172, 271, 272. Self-Instructed HindiGO 240. Political Modernization: The Case of

IndiaGO 344. Comparative Politics and Culture:

India and JapanHI 241. Introduction to Imperial ChinaHI 242. Introduction to Modern ChinaHI 247. Rise of JapanHI 343. The Chinese RevolutionHI 347. Japan: Samurai, Weavers, Writers, and

ProstitutesHI 362. A. Topics in History: Non-Western

“Topics in Chinese History”HI 362. B. Topics in History: Non-Western

“Topics in Japanese History”HI 375. G. Colloquia in History:

“Colloquium in Chinese History”HI 375. H. Colloquia in History: “Colloquium in

Japanese History”LS2 113. Change in Early ChinaLS2 153. The Politics of Reading Non-Western

Literature: The Example of IndiaLS2 163. China and the WestLS2 164. Factual and Fictional: History and the

Novel in ChinaLS2 165. Modern China and Japan in Narrative

and FilmMP 281. Private Musical Instruction: Sitar and

TablaMU 309. Music in South AsiaMU 321. Music in East AsiaPH 215. Buddhist PhilosophyPR 325. Japanese Religious PhilosophiesPR 326. Tibetan BuddhismRE 213. Religious Traditions of IndiaRE 214. Religions of China and JapanRE 220. Encountering the Goddess in India

Approved courses taken at Beijing NormalUniversity, China; at universities in Tokyo andNagoya through the Institute of Asian Studiesprograms in Japan; and all courses in theSemester-in-India Program can be countedtoward the minor.

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EXPLORATION COURSES

The following courses are designed for studentswho wish to fulfill the College laboratory sciencerequirement with the study of biology. Thesecourses are generally not counted toward thebiology or any biology-combined major. Studentswho wish to major or minor in biology aftercompleting one or two exploration courses shouldconsult the department chair concerning theappropriate choice of courses; some explorationcourses may be substituted for requirements inthe major or minor at the discretion of thedepartment.

BI 110. BIOLOGY OF THE MIND 4An introductory level examination of the basic biologyof the human brain and nervous system. A sufficientdepth of biological perspective is developed to allowthe student to consider the biological underpinningsof a wide variety of brain related topics includingpathology (select mental and nervous system dis-eases), socially significant issues (drugs, alcohol),higher function (language, sleep, memory, conscious-ness), and philosophical issues (mind-body problem,artificial intelligence, ethical issues). Three hours oflecture, two hours of lab per week. (Qualifies as natureA or B [lab] course for breadth requirement; fulfillsQR2 requirement.) R. Meyers

BI 120. THE HUMAN ORGANISM 4An introduction to the study of life processes, focusedon our species. This course will help the studentacquire an understanding of basic biological prin-ciples, using humans as illustrative material. Topicswill include genetics, reproduction, and physiology ofhumans. Three hours of lecture, two hours of lab perweek. (Qualifies as nature A or B [lab] course forbreadth requirement.) E. Rubenstein

BI 125. THE LIVING CELL: ANIMAL BIOLOGY4An introduction to the structure and function of a livingmammalian cell. Emphasis will be placed upon under-standing cell function in the context of the wholeorganism. The course will introduce the student tohuman biology at the cellular level. Topics of majorrelevance for nutrition, health, medicine, and diseaseat the basic science level will be addressed. Threehours of lecture, two hours of lab per week. The labsessions combine hands-on lab work and discussionsof relevant topics and assigned readings. (Qualifies asnature A or B [lab] course for breadth requirement.)

P. Ortiz

BI 130. INVESTIGATING HUMAN-MICROBEINTERACTIONS 4

An introductory investigation of the diverse interac-tions of humans and microbes. From the moment ofour birth, we have an intimate relationship with mi-crobes. Although death and disease caused bymicrobes are reported in the news, most microbes arenot harmful. Most of the bacteria inhabiting our bodiesactually keep us healthy by helping with the digestionof food and deterring the growth of dangerous organ-isms. Humans exploit beneficial microbes to producefoods like cheese, yogurt, and sauerkraut, and medi-cines such as antibiotics, insulin, and growth hormone.Students will investigate the biological reasons behindthe different roles microbes play in our lives and willexplore how the growth of microbes can be controlledby designing their own experiments. Three hours oflecture, two hours of lab per week. (Qualifies as natureA or B [lab] course for breadth requirement.)

C. Eddy

Biology

Chair of the Department of Biology: MonicaRaveret Richter, Ph.D.

Professors: Elaine C. Rubenstein, Ph.D.; RoyS. Meyers, Ph.D.; David Domozych, Ph.D.;Bernard Possidente, Ph.D.

Associate Professor: Monica Raveret Richter,Ph.D.

Assistant Professors: Phillip A. Ortiz, Ph.D.;Christina K. Eddy, Ph.D.; Corey R. Freeman-Gallant, Ph.D.

Senior Teaching Associates: Loretta M.Parsons, M.S.; Catherine Domozych, Ph.D.;Sue S. Van Hook, M.A.

Visiting Teaching Associate: Donald Bibby, M.S.

Research Associates: *Sheila Tuttle, M.S.;*Wayne Richter, M.S.

The Biology Department offers instruction inmany diverse areas of modern biology. Inconsultation with a faculty advisor, studentsdesign programs of study to meet individualinterests and goals. The biology major offersthree intradepartmental concentrations: (1)general biology, (2) molecular and cell biology,and (3) ecology, evolution, and behavior. Themajor leads to a bachelor of arts degree.

Students who major in biology and plan toattend professional schools (medical, dental,veterinary, and others) are encouraged to taketwo semesters of organic chemistry (CH221and 222) and two semesters of calculus-basedphysics (PY207 and 208). See Health Profes-sions.

THE BIOLOGY MAJOR: Students who majorin biology must meet the College requirementsfor the degree, complete the general biologyrequirements, and complete the requirementsfor one of the intradepartmental concentra-tions. Each concentration requires fifteencourses.

Majors are encouraged to gain research ex-perience by taking BI371 or 375 as an elective.

General requirements for all biology majorsor concentrations

I. Core courses: BI190, 237, 233, and 236.BI190 introduces the major and serves as acore course in population biology. Three more200-level courses provide a foundation in plantbiology, cell and molecular biology, and multi-cellular animal biology. These four coursesconstitute a core curriculum for the major, andshould be completed by the end of the sopho-more year. BI190 should be taken in the fallsemester of the first year, followed by BI237, inthe spring. In the fall semester of the sopho-more year BI233 should be taken, followed byBI236 in the spring.

II. Chemistry courses: CH105 and 106 (or107)(usually taken in the first year)

III. Mathematics course: MA111(usually taken in the first year)

IV. Seminar courses : BI377 and 378(taken in the senior year)

Concentration Requirements

General Biology

A. The general requirements.

B. Six 300-level biology courses. BI375(Research in Biology) or BI371 (Indepen-dent Study) can substitute for one of theserequirements. Students may take additionalBI371 courses as electives but they do notsubstitute for 300-level biology courses.

Molecular and Cell Biology

A. The general requirements.

B. Foundation course: BI343

C. Supportive courses: three courses selectedfrom BI308, 311, 314, 323, 337, 345, 346,347, 348, 351M

D. CH221 and 222

Ecology, Evolution, and Behavior

A. The general requirements

B. Foundation courses: two courses selectedfrom BI316, 317, 324.

C. Supportive courses: two courses selectedfrom BI307, 308, 316 (if notalready taken as a foundation course),317 (if not already taken as a foundationcourse), 324 (if not already taken as afoundation course), 325, 326, 327, 344,351E, 370.

D. Elective biology course: one additionalcourse from the supportive courses or fromany of the department’s other 300-levelofferings including BI351A,E,M.

E. MS104 or PS217 or EC237.

INTERDEPARTMENTAL MAJORS: Inconjunction with the relevant departments, theBiology Department offers majors in biology-chemistry, biology-philosophy, and biology-psychology.See Interdepartmental Majors.

HONORS: Departmental honors are awardedto a senior major who has maintained therequired College and department averagesand has completed a research project inBI375. Other factors, such as academic integ-rity, will bear on the decision to award honors.

THE BIOLOGY MINOR: Students who want tominor in biology must take five courses fromamong those offered in the department. Thesemust include BI 190; two courses from thefollowing: BI233, 236, 237; and two additionalbiology courses at the 300 level. CH103 or 105is also required and should be taken prior to orat the same time as BI233. Note: BI375 and377, 378 cannot fulfill the two additional biol-ogy course requirements.

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BI 135. ENVIRONMENTAL SCIENCE 4Environmental science is an interdisciplinary studyof the interaction between humans and the environ-ment chiefly in relation to ecology, resources, andpopulation. The course will show how humans are aforce now posing a serious threat to the long-termsustainability of natural life-support systems. Threehours of lecture, two hours of lab per week. (Qualifiesas nature A or B [lab] course for breadth require-ment.) The Department

BI 140. MARINE BIOLOGY 4An examination of the intricate and delicate natureof plant, animal, fungal and microbial life beneathEarth’s oceans and on its shorelines. Lecture topicsinclude ocean chemistry and biochemistry, physiol-ogy of marine organisms, evolution and diversity ofthe marine world, marine ecosystems and human-ocean interactions. The lab will include experimentalmanipulations of marine plants and animals, surveyof various life forms, culture techniques, ecologicalsampling and mariculture. Three hours of lecture, twohours of lab per week. Lab fee $60. (Qualifies asnature A or B [lab] course for breadth requirement.)

D. Domozych

BI 145. UNDERSTANDING BIOTECHNOLOGY:RECOMBINANT DNA AND ETHICALISSUES 4

An investigation of the structure, function, andmanipulation of DNA. Recent advances in decodingthe genome of any organism and in recombining theDNA into functional units within the cell have impor-tant ethical, economic, environmental, political, andsocial implications, which will have major impacts onsociety, health care, insurance, environmentalregulations, business, and the economy. This coursewill explore the science and technology of manipulat-ing DNA and the potential social, ethical, and envi-ronmental consequences. Three hours of lecture,two hours of lab per week. (Qualifies as nature A or B[lab] course for breadth requirement.) C. Eddy

BI 150. BIOLOGY: THE SCIENTIFICSTUDY OF LIFE 4

An introduction to the basic principles underlying thestudy of life. Topics may range from the origin andevolution of life to the molecular basis of heredity anddevelopment, to the structure and function of theglobal ecosystem. The lectures and labs emphasizethe diversity of life, the unifying characteristics sharedby all organisms, and an understanding of life basedon scientific methods of analysis. Three hours oflecture, two hours of lab per week. (Qualifies asnature A or B [lab] course for breadth requirement.)

The Department

BI 155. EVOLUTIONARY BIOLOGY 4An introduction to evolution as the central organizingprinciple of the biological sciences. This writing-intensive course explores the mechanisms of evolu-tionary change and introduces the academic andapplied issues that challenge modern evolutionarytheory. Topics include: human origins, Darwinianmedicine, adaptation, and sexual selection. Threehours of lecture and two hours of lab per week.(Fulfills expository writing requirement and qualifiesas nature A or B [lab] course for breadth require-ment.) C. Freeman-Gallant

BI. 160. CONSERVATION BIOLOGY 4The biology of species, communities, and ecosys-tems that are perturbed or threatened by humanactivities. This course will examine the principles andtools for preserving biological diversity. Topics to becovered include principles of ecology, geographicdistribution, animal and plant classification, andpopulation dynamics. Three hours of lecture, twohours of lab per week; one all-day field trip. (Qualifiesas nature A or B [lab] course for breadth require-ment.) The Department

BI 170. HUMAN GENETICS 4An introduction to the principles of genetics and theirapplication to human biology. Topics include thehistory of genetics, the structure, function and inherit-ance of genes, medical genetics, and genetic engi-neering. Three hours of lecture, two hours of lab perweek. (Qualifies as nature A or B [lab] course forbreadth requirement; fulfills QR2 requirement.)

B. Possidente

BI 175. INTRODUCTION TO BIOLOGICALCLOCKS 3

An introduction to biological mechanisms that adaptto night and day: tides, phases of the moon, andseasons in a variety of organisms, with an emphasison human biological rhythms. Topics include generalprinciples, structure, function, and significance ofbiological clocks, including medical applications inpsychiatry and cancer treatment, jet lag, and shiftwork. Three hours of lecture per week. (Qualifies asnature-A course for breadth requirement.)

B. Possidente

BI 180. ECONOMIC BOTANY 4An introduction to the concepts of plant and fungalbiology with special emphasis on how they areutilized by humans. Lectures will focus on the struc-ture and role of plant and fungal systems, theirevolution and importance in human-based applica-tions such as agriculture, medicine, and horticulture.Labs will include field trips to sites of botanical andmycological interest, hands-on horticultural exercises,and a survey of the plant-fungal kingdoms. Threehours of lecture and two hours of lab per week.(Qualifies as nature A or B [lab] course for breadthrequirement.) D. Domozych

COURSES FOR THE MAJOR

BI 190. POPULATION BIOLOGY 4The basic principles of ecology, behavior, andevolution will be examined as they affect individuals,populations, species, communities, and ecosystems.This course is designed for potential majors. Threehours of lectures, three hours of lab per week.Offered in the fall semester. (Qualifies as nature A orB [lab] course for breadth requirement.)

C. Freeman-Gallant, M. Raveret Richter

BI 233. CELL AND MOLECULAR BIOLOGY 4A study of living processes on a cellular andmolecular level. Cell ultrastructure and the regulationof information flow and biochemical reactions in botheucaryotes and procaryotes will be examined.Prerequisite: BI237, completion of or concurrentregistration in CH105, or permission of instructor.Three hours of lecture, three hours of lab a week.Offered in fall semester. E. Rubenstein

BI 236. COMPARATIVE VERTEBRATEPHYSIOLOGY 4

The function and structure of major systems invertebrates considered principally from the perspec-tive of their ability to meet environmental demands.Prerequisite: BI233, completion of or concurrentregistration in CH106, or permission of instructor.Three hors of lecture, three hours of laboratory aweek. Offered in spring semester. R. Meyers

BI 237. PLANT BIOLOGY 4A laboratory, field and lecture course which studiesthe following topics: anatomy, morphology, physiol-ogy, development, and spring flora. Three hours oflecture, three hours of lab a week. Prerequisite:BI190 or permission of instructor. Offered in thespring semester. (Fulfills a lab science requirement;qualifies as nature-B [lab] course for breadthrequirement.) The Department

BI 275. INTRODUCTION TO BIOLOGICALRESEARCH 1

An introductory exploration of research in the biologi-cal sciences. Students plan, design, and implement asmall research project from the laboratory or field incoordination with a faculty member. This experiencewill allow students at various stages of their careersto sample research methodologies in particularsubdisciplines of biology. Students may only take fourBI275 courses in their careers and no more than twoin any given semester. If more than one is taken inone semester, each BI275 must be in a differentsection. Prerequisites: Completion of one 100-levelcourse in biology or requirements set forth in indi-vidual sections plus permission of instructor.

BI 299. PROFESSIONAL INTERNSHIP INBIOLOGY 3

Internship opportunity for students whose curricularfoundations and experience have prepared them forprofessional work related to the major field. Withfaculty sponsorship and department approval, stu-dents may extend their educational experience intosuch areas as laboratory or field research, or clinicalmedicine. Does not count toward the major. OfferedSatisfactory/Unsatisfactory only. Prerequisite:completion of at least one related 200-level course(as determined by the department).

BI 305. CARDIOVASCULAR PHYSIOLOGY 4A thorough consideration of cardiovascular physiol-ogy including cellular physiology of the heart, mam-malian cardiovascular dynamics, aspects ofcomparative cardio-physiology and human clinicalcardiology. Three hours of lecture, three hours of laba week. Prerequisites: BI236 or 239, CH106 orpermission of instructor. Offered in alternate years.

R. Meyers

BI 306. MAMMALIAN PHYSIOLOGY 4An intensive study of selected topics in mammalianphysiology. These will vary from year to year, but willbe drawn from among cellular, renal, respiratory,cardiac, endocrine, thermoregulatory, adaptive,sensory, and neural physiology. Prerequisites: BI236or 239, CH106 or permission of instructor. Threelectures, three hours of lab a week. Offered inalternate years. R. Meyers

BI 307. ORNITHOLOGY 4Birds as model organisms for an integrative studyof biology. This course explores avian form andfunction, the ecology, evolution, and behavior ofbirds, and avian conservation. Prerequisites: BI190and any 200-level biology course. Three hours oflecture, three hours of fieldwork or lab a week. OneSaturday field trip. C. Freeman-Gallant

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BI 308. PRINCIPLES OF GENETICS 4A study of the principles underlying the structure andfunction of hereditary mechanisms. Topics includeclassical genetics, DNA structure and function, tran-scription, translation, regulation of gene expression,and recombinant DNA methods. Prerequisites:CH106, BI233, or permission of instructor. Threehours of lecture, three hours of lab a week.

B. Possidente

BI 311. BIOLOGICAL ELECTRONMICROSCOPY 4

Practical and theoretical study of the operation andapplication of electron microscopes and the prepara-tion of samples for electron microscopy. Topicsinclude: chemical fixation, cryofixation, cytochemistry,immunolabeling, ultramicrotomy, transmission elec-tron microscopy, scanning electron microscopy, andelectron microscopic photography. Prerequisite:BI233 or permission of instructor. Two hours oflecture and four hours of lab a week D. Domozych

BI 314. GENERAL MICROBIOLOGY 4The study of metabolism, growth, and genetics ofmicroorganisms in order to understand how cellularprocesses are involved in determining interactionsbetween microbes and their environments. Theinteractions of microorganisms with living hosts,such as humans, and non-living environments, suchas toxic waste dumps will be discussed. The valu-able properties of microorganisms will be contrastedto their roles in causing disease. Prerequisite:BI233, CH106 or permission of instructor. Threelectures, three hours of lab a week. C. Eddy

BI 316. ANIMAL BEHAVIOR 4Behavior is a product of evolution and a means ofanimal adaptation. This course considers the mecha-nisms, proximate causes and ultimate origins ofbehavior. Prerequisite: BI236 Three lectures, threehours of lab or fieldwork a week. One Saturday fieldtrip. M. Raveret Richter

BI 317. ECOLOGY 4A field, laboratory, and lecture course in which theinteractions among organisms and between organ-isms and their physical-chemical environment areexplored. Prerequisite: any 200-level BI course orpermission of instructor. Three lectures, three hoursof lab or fieldwork a week. One Saturday field trip.

M. Raveret Richter

BI 323. DEVELOPMENTAL BIOLOGY 4The study of the progressive, sequential changes thatoccur within cells, tissues, and organisms over time.The study of development encompasses molecular,biochemical, cellular, morphological, and physiologi-cal organizational levels. Course topics range fromgametogenesis and embryonic development tomolecular mechanisms of gene regulation. Pre-requisite: BI 233 or permission of instructor. Threelectures, three hours of lab a week. E. Rubenstein

BI 324. EVOLUTION 4A survey of topics in evolutionary theory: the evi-dence for evolution, mechanism of evolutionarychange, species concepts, and speciation. Introduc-tion to the concepts of variability, adaptation, neutral-ity, and phylogeny through discussion and lab work.Prerequisite: BI 236 or permission of instructor. Threehours of lecture, three hours of lab a week.

C. Freeman-Gallant

BI 345. TOPICS IN CELLULARMETABOLISM 4

This course will concentrate on the molecularstructure and function of major cellular components.Topics include the structure of cellular proteins,functional diversity of proteins within the cell, carbo-hydrate physiology, plasma membranes, and cellularmetabolism. The lab will include the use of live cellcultures. Prerequisites: BI236, CH106. Three hoursof lecture, three hours of lab a week. P. Ortiz

BI 346. ENDOCRINOLOGY 3A study of the hormonal systems at work withinmammals. Particular attention will be paid to theorganization and function of the human endocrinesystem. Topics to be covered include sexual differen-tiation, cellular signaling systems, reproductivefunction, regulation of water and calcium balance,and growth and development. Three hours of lectureper week. Prerequisites: BI233 and 236. P. Ortiz

BI 347. RENAL PHYSIOLOGY 4The structure and function of the human kidney andurinary system. Many ideas and concepts (such asmuscle contraction, hemodynamics, osmotic gradi-ents, and solute transport) developed in other biologycourses will be employed to understand the functionof the kidney. Topics to be covered in this courseinclude renal anatomy, blood flow, solute mainte-nance, acid-base and calcium balance, regulation ofplasma volume and osmolarity, and renal diseasestates. Three hours of lecture, three hours of lab perweek. Prerequisites: BI236 and CH106. P. Ortiz

BI 348 IMMUNOBIOLOGY 3A study of the ways in which the immune systemrecognizes and responds to cells or molecules thatare non-self. The course will explore the basicbiological processes that underlie the function of theimmune system in health and disease. Prerequisite:BI233. E. Rubenstein

BI 351. TOPICS IN BIOLOGY 3This course gives students an opportunity to studytopics that are not offered on a regular basis. Thespecific topics will vary each time the course istaught. All courses fulfill the 300-level requirementsfor the general biology major. May be repeated forcredit. Prerequisite: permission of department.

BI351A fulfills the 300-level elective course require-ment of the ecology, evolution, and behavior concen-tration.

BI351E fulfills the 300-level supportive course orelective course requirement of the ecology, evolution,and behavior concentration.

BI351 M fulfills the 300-level supportive courserequirement of the molecular and cell biology concen-tration or the 300-level elective course requirement ofthe ecology, evolution, and behavior concentration.

BI 370. COMPUTER MODELING OFBIOLOGICAL SYSTEMS 3

An introductory course in the methods, procedures,uses, and implications of digital computer modeling ofbiological processes from the molecular through thepopulation level of organization, with particular focuson the systems level. Prerequisite: BI190 and a 200-level biology course or permission of instructor. Twohours of lecture, two hours of lab a week. R. Meyers

BI 325. TROPICAL ECOLOGY 3An introduction to the ecology of tropical regions, withan emphasis on Central and South American forests.In this course, we will take an ecological approach toinvestigating the patterns, processes, and organismscharacterizing tropical ecosystems. We will study theforces that gave rise to tropical biodiversity, anddiscuss both the preservation and the destruction oftropical ecosystems. Prerequisites: BI 190 and 237.

M. Raveret Richter

BI 326. BEHAVIORAL GENETICS 4An introduction to the study of genetic mechanismsthat regulate the development and expression ofbehavior and the relationships between geneticvariation and variation in behavioral traits. Modelsystems examined will emphasize analysis of geneticcomponents of phenotypic variation and covariation,and mapping of genes involved in regulation andexpression of behavior. Three hours of lecture, threehours of lab per week. Prerequisites BI 233 and BI236. B. Possidente

BI 327. CONSERVATION ECOLOGY 3Focuses upon developing an understanding of thediversity of life, in an ecological and evolutionarycontext, and applying that understanding to criticalanalyses of issues and problems in conservationbiology. Prerequisites: BI190 and either BI236 or 237.

M. Raveret Richter

BI 337. PLANT PHYSIOLOGY 4The behavior, growth, transport processes, andenvironmental response of plants. Topics includemembrane dynamics and function, plant cell develop-ment and polarity, solute and water transport, mineraland vitamin nutrition, respiration photosynthesis,hormone action, photoperiodism, taxes and stressbiology. Two lectures, four hours of lab a week.Prerequisites: BI237 and CH106. D. Domozych

BI 338. PLANT BIOTECHNOLOGY 4A modern analysis of humankind’s use of plants andfungi and their derived products. Major subjectscovered include: ethnobotany, plant genetic engi-neering, plant biochemistry, techniques of plantproduction, agricultural practices, horticulture, andmedicinal botany/mycology. Three hours of lecture,three hours of lab a week. Prerequisite: BI237 orpermission of instructor. D. Domozych

BI 343. MOLECULAR BIOLOGY 4A study of biological function on a molecular level.Several representative macromolecules will beexplored on levels ranging from the genetic controlof their synthesis to their functional architecture.Three hours of lecture, three hours of lab per week.Prerequisites: BI233, CH106 or permission of instruc-tor. C. Eddy

BI 344. BIOLOGICAL CLOCKS 4Organisms in all the major taxonomic groups haveinternalized geophysical and other periodicities in theform of endogenous biological mechanism thatfunction as clocks. Theoretical, molecular, cellular,physiological, behavioral, ecological, and biomedicalaspects of biological clocks will be examined with anemphasis on circadian clocks. Three hours oflecture, three hours of lab per week. B. Possidente

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education of students concentrating in otherdisciplines.

As a component of the curriculum, studentshave regular interaction with the businessworld in part through the department's Busi-ness Advisory Council. The introductory cor-nerstone course and others involve integralparticipation by visiting business executives incourse exercises. The department encouragesstudy abroad, internships, and involvement incommunity projects to provide integrativelearning experiences. Students who wish toprepare in the area of public accounting maytake courses toward the satisfaction of theacademic requirements for the examination.

THE BUSINESS MAJOR: All business majorsmust take the basic business core, plus four300-level elective courses. BU399, Profes-sional Internship in Business, may not becounted as satisfying the four 300-level elec-tive requirement of the business major.

The basic business core is composed of thefollowing courses: BU107, 205, 214, 224, 234,235, 338, 349, EC103, 104, and 237. Thesuggested course sequence is: BU107, 205,EC103, 104, BU234, 235, 224, 214, EC237,BU338, BU 300-level electives (four); BU 349(senior year only.)

Students preparing to major in business areexpected to be proficient in English composi-tion and grammar, mathematics, economics,and computer applications. In addition to thosecourses already required for the major that areout of the discipline, these proficiencies maybe strengthened by taking the followingcourses: MA105, MA111, and CS105.

INTERDEPARTMENTAL MAJORS: In con-junction with other departments, the Manage-ment and Business Department offersinterdepartmental majors in business-econom-ics, business-French, business-German,business-Spanish, business-government, andbusiness-mathematics. See InterdepartmentalMajors. The department participates in theinternational affairs minor.

HONORS: To be eligible for departmentalhonors, a student must, in addition to fulfillingthe college requirements for honors, attain agrade point average of 3.5 or higher for allwork completed in the major, and receive atleast an A- on an honors thesis.

THE BUSINESS MINOR: For a businessminor, the student is required to completeBU107, 205, 214, 234, and two additionalcourses, at least one at the 300 level.

COOPERATIVE M.B.A. PROGRAMS: Quali-fied students have the opportunity to earn abaccalaureate degree from Skidmore and amaster’s degree in business administrationthrough cooperative programs with ClarksonUniversity and Rensselaer PolytechnicInstitute. In the 4 +1 M.B.A. Program withClarkson, students earn the master’s degreein the year following Skidmore graduation.

BI 371. INDEPENDENT STUDY 3An opportunity for students to pursue in depth spe-cialized topics not available through regular courseofferings. This is offered without a laboratory/fieldcomponent. Prerequisite: agreement of a facultymember to serve as tutor, a topic acceptable both tostudent and tutor, and permission of the department.Biology majors may take either B!371 or 375 onlyonce to substitute for a 300-level biology courserequirement. The Department

BI 375. RESEARCH IN BIOLOGY 4An opportunity for students to engage in laboratoryor field research under the guidance of a facultymember. The emphasis is on the development ofanalytical and technical expertise in biological re-search. Students present their results in the form of awritten thesis and an oral presentation. Prerequisite:agreement by a faculty member to serve as a tutor,completion of the 200-level course requirements, andpermission of the department. Biology majors maytake either BI371 or 375 only once to substitute for a300-level biology requirement; however, with depart-mental approval, BI375 may be repeated once forcredit toward all-College requirements.

The Department

BI 377, 378. SENIOR SEMINAR IN BIOLOGY 1, 1A seminar course designed to teach research skillsin the biological sciences. The course includespresentations by students and guest speakers,and instruction and practice in the use of libraryresources, research design and execution, andwriting of scientific papers. Offered on a satisfactory/unsatisfactory basis only. The Department

BI 399. PROFESSIONAL INTERNSHIP INBIOLOGY 3 or 6

Professional experience at an advanced level forjuniors and seniors with substantial academic experi-ence in the major field. With faculty sponsorship anddepartment approval, students may extend theireducational experience into such areas as laboratoryor field research, or clinical medicine. Does not counttoward the major. Offered satisfactory/unsatisfactoryonly. Prerequisite: completion of at least one related300-level course (as determined by the department).

Business

Chair of the Department of Management andBusiness: Roy J. Rotheim, Ph.D.

Professors: William Edwards, M.B.A., F. Will-iam Harder Professor of Business; PushkalaPrasad, Ph.D., Zankel Professor of Manage-ment for Liberal Arts Students; Roy J.Rotheim, Ph.D., Professor of Economics

Associate Professors: Betty V. Balevic, M.S.;Susan Belden, Ph.D; Martin J. Canavan,C.P.A., M.S.; Paul Corr,C.P.A., Ph.D.; MaryElizabeth Correa, Ph.D.; K. Gary McClure, Ph.D.

Assistant Professors: James J. Kennelly,Ph.D.; Elzbieta Lepkowska-White, Ph.D.; EricE. Lewis, Ph.D.; Christine Page, Ph.D.; MaryElizabeth Taber, Ph.D.; Mark A. Youndt, Ph.D.

Lecturers: Timothy Harper, M.B.A, TrusteeVisiting Scholar; *Christine Kopec, J.D.;Jeanette L. Lippitt, M.S.

Research Associate: *Benjamin Gordon, A.M.

The role of the Department of Managementand Business at Skidmore College is to pro-vide a distinctive undergraduate program inmanagement and international business thatbuilds on and enhances the liberal arts curricu-lum. Our aim is to prepare students to becommitted to a process of life-long learningand to pursue rewarding careers in a techno-logically changing and culturally diverse world.To this end, the Department of Managementand Business has created a learning environ-ment that encourages the integration of man-agement theory, research, and practice withina well-balanced program of study in the arts,sciences, and humanities.

The department provides a foundation in corefunctional areas, advanced courses, and awide variety of cocurricular learning opportuni-ties. While all courses take into account thelinkages across management disciplines, thecornerstone and capstone courses utilize anexplicitly integrative approach. Permeating oureducational offerings is an emphasis oninternational dimensions, discernment ofethical values, and development of communi-cation skills. Flexibility in the program enablesstudents to concentrate within a managementdiscipline or pursue joint programs with otherdepartments to prepare for careers andgraduate education.

The program serves the larger Skidmorecommunity by offering all students a concep-tual basis for managing fiscal and humanresources in scientific, artistic, human service,and business undertakings. Both in its presen-tation of foundation courses and in its upper-level courses, departmental offerings provideavenues for exploring the relationship betweenbusiness and society. In addition, departmen-tal faculty develop and contribute to a varietyof interdisciplinary courses and programs.Thus, the Department of Management andBusiness serves not only its own majors butadds depth, breadth, and value to the liberal

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The 3/2 Bachelor’s M.B.A. Program withRensselaer Polytechnic Institute, School ofManagement, is designed to facilitate thetransfer of students from Skidmore toRensselaer. Qualified students receive abachelor’s degree from Skidmore and anM.B.A. from Rensselaer within five to five-and-one half years. These programs are describedon page 146.

BU 107. BUSINESS ORGANIZATION ANDMANAGEMENT 3

A broadly based introduction to the field of businessthat can serve either as the first course in the depart-mental sequence or as an only course for a studentdesiring an overview of the business world from amanager’s perspective. Topics include strategicanalysis and planning, marketing, financial manage-ment, control, organizational design, human behavior,and communications. Students present individualwritten analyses and engage in group oral presentations.

BU 205. FOUNDATIONS OF BUSINESS IN THEINTERNATIONAL ENVIRONMENT 3

Examines the problems and issues that emerge asnations and firms operate internationally. Macro-economic determinants of trade will be analyzed in aglobal context. Emphasis will be placed on the effectsthis environment has on the decision making ofgeneral managers. Prerequisite: BU107 or permis-sion of the instructor.

BU 209. PERSONAL INCOME TAX 3A study of the federal tax structure and current lawsand regulations as applied to the individual taxpayer.Topics include income inclusions, exclusions, capitalgains, deductions, and special tax devices. Non-liberal arts.

BU 214. FOUNDATIONS OF MARKETING 3A comprehensive assessment of marketing’sdynamic role in contemporary global society. Thecourse emphasizes the development of marketingstrategies which reflect domestic and cross-nationalcompetitive structures and diverse market placerealities. Topics include consumer analyses, targetmarket identification, positioning, e-commerce, andcoordination of marketing mix elements. Prerequisite:BU107 or permission of instructor.

BU 224. FOUNDATIONS OFORGANIZATIONAL BEHAVIOR 3

The theoretical and experiential basis for the analysisof individual, group and organizational behavior inboth domestic and international contexts. Pre-requisite: BU107 or permission of instructor.

BU 234. FOUNDATIONS OF ACCOUNTING I 3An introductory course in financial accounting exam-ining the process of accumulating accounting infor-mation for decision-makers outside the organization.It introduces the accounting process, reviews thepreparation of financial statements, examines theaccounting for assets and liabilities, and concludeswith an examination of accounting for corporations.The course focuses on the interpretation and effec-tive use of financial statements and other financialdata. Prerequisite: BU107 or permission of instructor.

BU 235. FOUNDATIONS OF ACCOUNTING II 3Continuation of the study of financial accountingbegun in BU234. The course addresses internationalaccounting issues and emphasizes the effective useand interpretation of corporate financial statements.Approximately two-thirds of the course focuses onthe use of accounting information by managers forplanning, control, and decision making. It introduceskey management accounting concepts and tech-niques including manufacturing accounting, costsystems, budgeting, and responsibility accounting.Prerequisite: BU234. Non-liberal arts.

BU 301. TAXATION OF CORPORATIONS ANDPARTNERSHIPS 3

Reviews the basic concepts of corporate and partner-ship taxation. The course focuses on tax researchand emphasizes the importance of taxation in busi-ness decisions. Students look at the rationale behindprovisions of the tax laws and discuss landmark andcurrent court decisions that give insight into the work-ings of the income tax system. Prerequisite: BU234or permission of instructor. Non-liberal arts. P. Corr

BU 303. COST ACCOUNTING FORMANAGEMENT DECISIONS 3

A review of the various methods of cost accumulationfor product costing and the analysis of cost data forplanning and control. The course focuses on man-agement systems and emphasizes the application ofmanagement accounting concepts and principles todecision making. Prerequisite: BU235 or permissionof the instructor. Non-liberal arts.

BU 307. FINANCIAL ACCOUNTING I 3Examines the generally accepted accountingprinciples related to the preparation of financialstatements, with particular emphasis on balancesheet valuations and their relationship to incomedetermination. The course also examines the conceptof time-value of money; the application of presentvalue techniques to accounting valuations, and thevaluation and disclosure problems associated withcash, temporary investments, receivables, invento-ries, plant assets, intangible assets, and long-terminvestments. Prerequisite: BU235. Non-liberal arts.

BU 308. FINANCIAL ACCOUNTING II 3Advanced course continuing the study of financialaccounting begun in BU307. Students analyze theproblems arising in the application of accountingtheory to specific business situations. The courseexplores financial reporting and disclosure topicsincluding intercorporate investments, equity and debtfinancing, leases, and pensions. It also addressesproblems in income determination and reporting,including income tax allocation and earnings pershare. Prerequisite: BU307. Non-liberal arts.

BU 310. ADVANCED ACCOUNTING THEORY 3Examines the financial reporting issues of multi-national corporations. Included are internationalaccounting standards, accounting for foreign ex-change transactions, and issues relating to thepreparation of consolidated statements with foreignsubsidiaries. The course also focuses on not-for-profit accounting including governmental and othernonprofit institutions and agencies. Prerequisite:BU308. Non-liberal arts. E. Lewis

BU 313. CONSUMER BEHAVIOR 3Examination of the psychological, sociological, andanthropological theories related to consumer deci-sion-making. Among the separate topics covered inthe course are motivation, memory, cognition, atti-tude formation and change, persuasion, learning, andvalue systems of cultures and subcultures, all inter-related with the formation of marketing strategies.Prerequisite: BU214 or permission of instructor.

C. Page and E. Lepkowska-White

BU 314. ORGANIZATIONAL THEORY 3The development of alternative concepts, models,and theories of organizing as a basis for determiningstrategy and structure in both domestic and interna-tional organizations. The course provides the applica-tion of theory to organizations in the public, private,and not-for-profit sectors. Prerequisite: BU224 orpermission of instructor. M. Correa and P. Prasad

SB 315. WORK, FAMILY, ANDORGANIZATIONS 3

The analysis of various white-collar and blue-collaroccupations and their relationship to work and familylife. Topics include the changing nature of work;professionalization; working within organizations; andoccupational socialization, careers, and mobility.Prerequisite: SO101 or BU224 or permission ofinstructor. C. Berheide

BU 316. DYNAMICS OF LEADERSHIP 3Integrates traditional theories of leadership withcontemporary approaches to group dynamics in orderto provide a framework for the leadership rolesencountered in modern organizations, both publicand private enterprises. The course provides anintensive workshop to allow students to assess theirpersonal strengths and challenges as leaders. Thereis also a required practicum, which provides anopportunity to apply theory and to further develop andpractice leadership skill. Prerequisites: BU214, 224,and 338. Non-liberal arts. M. Correa

BU 317. MARKETING RESEARCH 3Focuses on fundamental issues in research designand analysis. Topics include problem formulation,data collection, sample selection, data analysis andinterpretation. Special topics include issues on theuse of the Internet for research purposes (such asdata collection) and those raised by global research.Prerequisites: BU214 and EC237 or its equivalent.

E. Lepkowska-White

BU 324. AUDITING 3A study of auditing concepts and procedures includ-ing professional ethics and legal liability methods ofverification and analysis as applied to asset, liability,equity, revenue, and expense accounts; and prepara-tion of working papers and reports. Prerequisite:BU308. Non-liberal arts.

BU 333. BUSINESS LAW I 3A study of the origin of laws, the court system, andlegal procedures with emphasis on their impact inbusiness and economic situations, in-depth study ofthe laws of contracts, agency, corporations, partner-ships, employment and labor law. Examination andbriefing of existing case law in these fields.

BU 334. BUSINESS LAW II 3A study of the laws of real property, sales, wills andestates, trusts, security instruments, mortgaging andleaseholds, personal property, and bailments. Pre-requisite: BU333.

BU 335 INTERNATIONAL BUSINESS LAW 3A study of the legal aspects of international businesstransactions, including international legal institutionsand the business law of different countries. Topicscovered include international sales contracts, foreigninvestment, licensing copyrights, trademarks, andpatents, employment law, nationalization, andmethods of dispute resolution. Prerequisite: BU333 orGO306.

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BU 337. ADVERTISING AND PROMOTION 3Examines advertising and promotion principles froman integrated marketing communications perspective,emphasizing the planning, design, and implementa-tion of advertising campaigns. Topics include con-sumer and market analysis, creative strategy, mediaselection, promotional budgeting, campaign evalua-tion, and agency relations. Prerequisites: BU107 and214. Non-liberal arts.

C. Page and E. Lepkowska-White

BU 338. FOUNDATIONS OF FINANCE 3Examines the fundamentals of business finance asinfluenced by political, cultural, economic, andphysical environmental forces. Attention is given tothe implications of entrepreneurial and internationalactivities on financial decisions. Topics include anoverview of the financial environment includinginvestments, capital markets and institutions, corpo-rate financial theory, asset pricing, financial analysisand planning, corporate capital structure and costs,and corporate investment decisions. Prerequisites:BU235 and EC237.

BU 339. INVESTMENTS 3An investigation of the concepts of security analysisand valuation and of the fundamentals of marketanalysis. Special attention will be paid to securitiesand security markets, risk-return characteristics ofinvestment types, and investment strategies includingthe use of convertible securities and options. Prereq-uisites: BU235 and 342. S. Belden

BU 343. CORPORATE FINANCIALMANAGEMENT 3

Extends the knowledge gained in BU338 to moreadvanced corporate financial management subjects.Topics include multinational financial activities, corpo-rate dividend policy, advanced forecasting and cashmanagement, debt and equity financing including therole of investment bankers, and corporate mergersand acquisitions. Prerequisite: BU338. G. McClure

BU 344. INTERNATIONAL MARKETING 3Examines the influence of cultural, political, legal,technological, socioeconomic, and physical environ-ments on international marketing decisions. Thecourse also covers the theory and practice of interna-tional marketing strategies. Topics include interna-tional planning, implementation and control decisions,international market research, international productdecisions, global pricing, distribution, internationaladvertising, and sales promotion. Special topicsinclude green marketing, international e-commerce,and global marketing ethics. Prerequisite: BU214 orpermission of instructor. E. Lepkowska-White

BU 345. GLOBAL FINANCIAL MANAGEMENT 3An extension of BU338 to the financial managementof corporations in the global environment. Topicsinclude the role of multinational industrial corporationsin world trade, an overview of international capitalmarkets and institutions, international financial analy-sis and planning, international debt and equity financ-ing, international corporate investment decisions, theinfluence of foreign currency on finance decisions, andthe relationship between business development andthe global physical environment. Prerequisite: BU 338or permission of instructor. G. McClure

BU 346. GLOBAL SALES ANDMERCHANDISING MANAGEMENT 3

This course examines the historical, societal, legal,and technological framework that affects the planningand implementation of strategies in professionalsales and merchandising within specific industrial,institutional, and international environments. Prereq-uisite: BU 107 or permission of instructor. B. Balevic

BU 347. COMPARATIVE MANAGEMENT 3Contemporary issues in comparative management,addressed through the paradigms of cultural anthro-pology, organizational theory, and area studies. Thiscourse focuses on two questions: the extent to whichmanagement theory is influenced by cultural andregional variables, and the extent to which keymanagement processes can transcend culturalboundaries. Open to juniors and seniors. Prerequi-sites: BU224 or permission of instructor. M. Correa

BU 349. BUSINESS STRATEGY 3Provides the final, integrating experience for thestudent. The course covers all of the functional areas the student has studied—marketing, finance,control systems, organizational behavior—but viewsthem from the integrating perspective of a generalmanager operating in a global environment. Pre-requisites: BU205, 214, 224, 235, and 342. Openonly to seniors. W. Edwards and M. Youndt

BU 350. ENTREPRENEURSHIP ANDSMALL BUSINESS 3

Designed to present problems faced by entrepre-neurs in developing, organizing and managing smallbusinesses. The course will consider all functionsrelating to small business decisions. The casemethod will be used extensively. Student projectsrelating to the formation and/or management of smallbusiness units will be required, primarily throughgroup analysis and presentations. These groupprojects will require field consultation exercises withowners/managers at small businesses. Prerequisite:Management and business majors/minors or permis-sion of instructor. Non-liberal arts.

BU 351, 352. SPECIAL TOPICS IN BUSINESS ANDMANAGEMENT 3, 3

Advanced and special topics in business whichreflect areas of current relevance. This course allowsthe student to study in depth an area only brieflycovered in the regular curriculum or to study anadvanced, currently relevant topic which would notnormally be covered in the regular course offerings.Topics will vary from semester to semester. May berepeated for credit with permission of departmentchair. Prerequisites: Will vary each time the course isoffered; there will always be some of the businesscore required for this course.

BU 355. BUSINESS, ETHICS AND SOCIETY 3An interdisciplinary approach to the role of businessin American society including ethical obligations toemployees, consumers, stockholders and others, andcorporate responsibility in the community. Emphasiswill be on application of ethics to actual businesssituations. Although readings in philosophy, govern-ment, and social issues will be assigned, this is acase-study course. Prerequisite: BU107 or permis-sion of instructor. J. Kennelly

BU 358. HUMAN RESOURCE MANAGEMENT 3Explores the history, theory, and practice of human-resource management. The course focuses onthinking systematically, strategically, and ethicallyabout managing employees. It examines the impor-tance of recruitment, selection, diversity, job design,performance appraisals, training, and compensationto both the worker and the organization. Prerequisite:BU224 or PS201 or SO101. M. Taber

BU 359. GLOBAL FINANCIAL INSTITUTIONS 3Extends BU338 to the role of private and publicfinancial institutions in the global environment includ-ing the U.S. Federal Reserve System, InternationalMonetary Fund, World Bank, European Union CentralBank, and Bank for International Settlements. Thecourse examines the history, role, and functions ofthese financial institutions and the important servicesprovided by financial institutions in the conduct ofboth domestic and international money and capitalmarket activities and funds transfers. Special empha-sis is placed on the role and contributions of commer-cial banks in the economic growth and developmentof nations and the world economy. Prerequisite:BU338 or permission on instructor. G. McClure

BU 364. MANUFACTURING STRATEGYAND INTERNATIONALCOMPETITIVENESS 3

Analyzes the critical role that manufacturing strategyplays in determining the overall competitiveness of abusiness and of a nation. Macro and micro economicvariables such as exchange rates and industrialfinancial systems will be examined along with techno-logical and scientific policies of business and govern-ment. Prerequisites: BU205, 214. J. Kennelly

BU 371, 372. INDEPENDENT STUDY 3, 3Research or special project in business. Independentstudy provides an opportunity for a student alreadywell grounded in an area to pursue an interest whichfalls outside the domain of courses offered by thedepartment. The student should carefully define asemester’s work that complements his or her back-ground, initiate a proposal with a study sponsor, andobtain formal approval from the student’s sponsorand the department chair. Application to do suchwork in any semester should be made and approvedprior to registration for that semester. A student mayor may not receive liberal arts credit for an indepen-dent study, at the discretion of both the departmentchair and the registrar (and, in exceptional instances,the Curriculum Committee of the College). Prerequi-sites: BU205,214, 224, 235, 342, and permission ofdepartment.

BU 373. SENIOR THESIS 3Advanced research paper in business. All completedtheses must be defended before the Managementand Business Department faculty.

BU 376. BUSINESS ISSUES 3Discussion, investigation, and analytical report oncontemporary business issues.

BU 382. RETAIL MANAGEMENT 3The study of retailing strategy and its implementationfrom the perspective of the chief executive office andher/his management team. Topics normally includeretail mergers and acquisitions, vertical integrationand specialty chain stores, global and transnationalexpansion, private-label sourcing and merchandising,supply chain management, and other relevant topics.Prerequisite: BU 235. Non-liberal arts. B. Balevic

BU 399. PROFESSIONAL INTERNSHIPIN BUSINESS 3 or 6

Professional experience at an advanced level forjuniors and seniors with substantial academicexperience in business. With faculty sponsorship anddepartment approval, students may extend theireducational experience into areas of business relatedto their academic course work. BU399 cannot becounted as one of the 300-level elective coursesrequired of the management and business major. Nostudent may earn more than six semester hours ofBU399. Non-liberal arts.

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Chemistry

Chair of the Department of Chemistry andPhysics: Raymond J. Giguere, Dr. rer. nat.

Chemistry Faculty:

Professors: Raymond J. Giguere, Dr. rer. nat.;Vasantha Narasimhan, Ph.D.

Associate Professor: Judith A. Halstead, Ph.D.

Assistant Professors: Steven T. Frey, Ph.D.;David Weis, Ph.D.

Senior Teaching Associates: Janis S. Ritorto,B.A.; Anne M. Wagner, M.A.

Chemistry is often characterized as “thecentral science” because of its interactionwith physics and mathematics on one hand,and with biology, medicine, environmentalsciences, and business and commerce on theother. Modern chemistry is a vast field withpotential for numerous professional applica-tions. Training in chemistry is required for awide variety of positions in academia, industry,and health care, ranging from research anddevelopment to management and administra-tion. The undergraduate preparation in chem-istry at Skidmore College provides studentswith a broad framework upon which they canbuild further toward graduate studies andspecific career goals.

The department offers both a major and aminor in chemistry, and a major in chemistrywith a biochemistry concentration. The require-ments are listed below. The department alsooffers an interdisciplinary biology-chemistrymajor in collaboration with the BiologyDepartment.

THE CHEMISTRY MAJOR: Students majoringin chemistry are required to:

1. Fulfill the general College requirements.

2. Complete the following:

a. a core curriculum consisting of CH105,106 (or 107 and 214*), 221, 222, 303, 332,333; one course from among 371, 372,375; 377 and 378; and two 300-levelelectives.

b. MA111, 113.

c. PY207, 208.

THE CHEMISTRY MAJOR WITHBIOCHEMISTRY CONCENTRATION:Students choosing the biochemistry concentra-tion within the chemistry major are required to:

1. Fulfill the general College requirements.

2. Complete the following:a. a core curriculum consisting of CH105, 106 (or 107 and 214*), 221, 222,330 or 332, 341, 342, 377, 378; 371 or372; and one 300-level elective.

b. BI190 and two additional biologycourses at or above the 200 level.

c. MA111, 113.

d. PY207, 208.

*Students with advanced preparation in high-school chemistry may enter the CH107, 214sequence rather than the CH105, 106 se-quence.

Students planning to pursue graduate workshould also take MA202.

American Chemical Society certification isavailable for both of the above courses ofstudy.Interested students should consult thedepartment chair concerning any additionalrequirements.

INTERDEPARTMENTAL MAJOR: In conjunc-tion with the Biology Department, the depart-ment offers a biology-chemistry major. SeeInterdepartmental Majors.

The majors lead to a bachelor of arts degree.

THE CHEMISTRY MINOR: Students minoringin chemistry are required to complete sevencourses in the department including: CH105,106 (or 107 and 214*), 303 and four fromamong 221, 222, 315, 332, 333, 341 and 342.The four elected courses must be approved bythe student’s chemistry advisor before theycan be counted toward the minor program.

ES 105. FIELD STUDIES IN ENVIRONMENTALSCIENCE

See environmental studies minor for description.

CH 101. FUNDAMENTALS OF CHEMISTRY 3An introductory course for students with little or nobackground in chemistry. It will emphasize the“language of chemistry” and will develop an ability tovisualize processes on an atomic and molecularlevel. The problem sessions will further the students’skills in solving algebraic problems. While the courseis primarily designed for those who wish to continuein science, it would also be appropriate for those whowish a one-semester survey of the subject. May notbe used to satisfy major or minor requirements inchemistry or biology-chemistry. Prerequisite: QR1.(Fulfills QR2 requirement; qualifies as nature-A [non-lab] course for breadth requirement.)

CH 103. FUNDAMENTALS OF CHEMISTRYWITH LAB 4

This course supplements the lectures of Chemistry101 with a lab experience. Experiments are per-formed which illustrate the concepts presented in thelecture and problem sessions. May not be used tosatisfy major or minor requirements in chemistry orbiology-chemistry. Prerequisite: QR1. (Fulfills QR2;qualifies as nature-B [lab] course for breadth require-ment.)

CH 105. CHEMICAL PRINCIPLES I 4Fundamental concepts of chemistry are presented.Emphasis is placed upon atomic and molecularstructure, physical and chemical properties related tostructure, periodic relationships, mass relationships,thermochemistry, and properties of solutions. The labexperiments provide applications of the principles.Prerequisite: high-school algebra (two years) andchemistry (one year), or CH101 or 103; and QR1.Three hours of lecture-discussion and three hours oflab a week. (Fulfills QR2; qualifies as nature-B [lab]course for breadth requirement.)

CH 106. CHEMICAL PRINCIPLES II 4Both theoretical and descriptive aspects of thechemistry of electrolytic solutions will be explored.The lecture material will be applied in the lab to theproblems of inorganic synthesis, quantitative chemis-try, and analytical separations. Prerequisite: CH105.Three hours of lecture-discussion and three hours oflab a week.

CH 107H. INTENSIVE GENERAL CHEMISTRY 4Basic concepts of chemistry will be presented withemphasis on atomic and molecular structures,periodicity of properties, structure-property relation-ship, basic principles and laws governing solid, liquid,gas phase as well as solution reactions, chemicalkinetics, and equilibria. The lab experiments providepractical applications of the basic principles ofchemistry.Three hours of lecture-discussion andthree hours of lab a week. Prerequisites: two years ofhigh-school chemistry and QR1. (This is an Honorscourse. It fulfills QR2 and qualifies as nature-B [lab]course for breadth requirement.)

CH 109. CHEMISTRY OF FOODS ANDFLAVORS 3

A study of the chemical makeup of food and nutri-ents, and their biochemical functions. Different foodprocessing techniques and their effects on thechemical, physical, and biological properties of foodwill be discussed. The chemical basis of flavor,composition of some common flavor ingredients, andthe role of flavor in nutrient assimilation will beexplored. Prerequisite: QR1. (Qualifies as a nature-A[non-lab] course for breadth requirement.)

V. Narasimhan

CH 110. CHEMISTRY OF FOODS ANDFLAVORS WITH LAB 4

A study of the chemical makeup of food and nutri-ents, and their biochemical functions. Different foodprocessing techniques and their effects on thechemical, physical, and biological properties of foodwill be discussed. The chemical basis of flavor,composition of some common flavor ingredients, andthe role of flavor in nutrient assimilation will beexplored. Three hours of lecture and three hours oflab per week. Prerequisite: QR1. (Qualifies as anature-B [lab] course for breadth requirement.)

V. Narasimhan

CH 111. ENVIRONMENTAL CHEMISTRY 3A study of fundamental chemical principles as theyrelate to environmental issues such as air pollution,acid rain, global warming, destruction of the ozonelayer, the production and consumption of energy, andwater pollution. A basic understanding of chemicalprinciples and practices is necessary to fully appreci-ate the scope and complexity of current globalenvironmental issues. Specific examples of interna-tional environmental problems are presented as casestudies to reinforce the course material. Chemicalconcepts such as atomic structure, bonding,themodynamics, nuclear chemistry, and chemicalreactivity are introduced as they pertain to particularenvironmental issues. Prerequisite: QR1. (FulfillsQR2 and qualifies as a nature-A [non-lab] course forbreath requirement.) S. Frey

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CH 333. MOLECULAR DYNAMICS ANDSTRUCTURE WITH LAB 5

The fundamental principles of kinetic theory, reactionkinetics, statistical thermodynamics, chemical appli-cation of quantum mechanics, bonding, molecularspectroscopy and structure. Lab and computer basedexperiments provide an opportunity for quantitativeexperimental investigation of phenomena such asreaction rates, transport properties, bonding, andspectroscopy. Three hours of lecture-discussion, fourhours of lab a week.Prerequisite: CH332 or permis-sion of the department. J. Halstead

CH 341. BIOCHEMISTRY: MACROMOLECULARSTRUCTURE AND FUNCTION 5

A study of the organic, physical, and biologicalchemistry of proteins, carbohydrates, lipids, nucleicacids, and enzymes. The biosynthesis of nucleicacids and proteins is also discussed. The lab in-cludes modern techniques for the purification andidentification of biomolecules. Prerequisite: CH222.Three hours of lecture-discussion and four hours oflab a week. V. Narasimhan

CH 342. BIOCHEMISTRY: INTERMEDIARYMETABOLISM 3

Intermediary metabolism, bioenergetics, and thenature of enzyme-catalyzed reactions are discussed.Prerequisite: CH341. Three hours of lecture-discus-sion a week. V. Narasimhan

CH 351, 352. SPECIAL TOPICS IN CHEMISTRY3, 3Advanced topics in chemistry will be offered to eithersmall groups of students or on an individual basis,allowing the student to study in depth areas of thescience which are not covered in the regular courseofferings. Prerequisite: CH222 and permission of thedepartment.

CH 371, 372. RESEARCH IN CHEMISTRY 3, 3An opportunity for qualified students to pursueresearch in any field of chemistry under the super-vision of a member of the department. Prerequisite:permission of the department.

CH 375. LITERATURE INVESTIGATION INCHEMISTRY 3

Students prepare an in-depth written report on acurrent topic in chemistry or biochemistry. Thechemical literature is investigated by both traditionalmethods and modern computer-based techniques.Individual and group conferences throughout thesemester, as well as oral presentations are required.Prerequisite: Permission of the department.

CH 377, 378. SENIOR SEMINAR IN CHEMISTRYAND BIOCHEMISTRY 1,1

Seminar courses designed to teach communicationskills relating to scientific research. The coursesinclude presentations by guest speakers, faculty andstudents, as well as discussions of the currentchemical literature. These courses are offered ona satisfactory/unsatisfactory basis only and arerequired of all senior chemistry majors. Each of thesecourses may be repeated once for credit.

CH 399. PROFESSIONAL INTERNSHIP INCHEMISTRY 3 or 6

Professional experience at an advanced level forjuniors and seniors with substantial academic andcocurricular experience in the major field. With facultysponsorship and department approval, students mayextend their educational experience into such areasas chemical research, environmental or materialscience, or chemical engineering. Only three semes-ter hours may count toward the major. Prerequisites:CH303 and one additional 300-level course inchemistry.

CH 301. POLYMER CHEMISTRY 3Introduction to all types of polymers with emphasis onorganic polymers. Mechanisms of polymerizationreactions, the characterization of products, and thetechnological application of polymers will be dis-cussed. Additionally, the student will be introducedsystematically to the historical and current literaturein the field. Prerequisite: CH222. V. Narasimhan

CH 303. MODERN ANALYTICAL CHEMISTRY 5This course describes modern analytical chemistrytechniques for the separation and identification ofchemical entities with an emphasis on instrumentalmethods. Sampling techniques and statistical treat-ment of data are also discussed. Prerequisites:CH222 and PY208. Three hours of lecture-discussionand four hours of lab a week.

CH 315. ADVANCED INORGANICCHEMISTRY 3

Modern theories of chemical bonding will be appliedto explain the structures and properties of inorganicsystems. Extensive discussion of current fields ofinorganic research will illustrate the theories. Pre-requisite: CH303 and 332. Three hours of lecture aweek. S. Frey

CH 324. ADVANCED ORGANIC CHEMISTRY 5Advanced synthetic methodology and mechanistictheory of organic chemistry will be studied. Pre-requisite: CH222. Three hours of lecture and fourhours of lab a week. R. Giguere

CH 330. THERMODYNAMICS 3The fundamental principles and concepts of equilib-rium thermodynamics including entropy, energy,temperature, heat, work, and chemical potential.Applications include chemical reactions, phasechanges, environmental science, and biochemicalsystems. Three hours of lecture-discussion per week.This nonlab course may be used to satisfy a require-ment for the biochemistry major but may not be usedto satisfy any requirements for the chemistry major.CH330 is the same as the lecture-discussion compo-nent of CH332. Prerequisites: CH106, MA113,PY208. J. Halstead

CH 331. MOLECULAR DYNAMICS ANDSTRUCTURE 3

The fundamental principles of kinetic theory, reactionkinetics, statistical thermodynamics, chemical appli-cation of quantum mechanics, bonding, molecularspectroscopy and structure. Three hours of lecture-discussion a week.Prerequisite: CH332 or permissionof the department. J. Halstead

CH 332. THERMODYNAMICS WITH LAB 5The fundamental principles and concepts of equilib-rium thermodynamics including entropy, energy,temperature, heat, work, and chemical potential.Applications include chemical reactions, phasechanges, environmental science, and biochemicalsystems. Lab experiments provide opportunities forquantitative experimental investigation of thermody-namic systems, including studies of heat exchange,chemical equilibrium, and phase equilibrium. Threehours of lecture-discussion and four hours of lab aweek. Prerequisites: CH222 or 303, MA113, PY208.

J. Halstead

CH 112. ENVIRONMENTAL CHEMISTRYWITH LAB 4

A study of fundamental chemical principles as theyrelate to environmental issues such as air pollution,acid rain, global warming, destruction of the ozonelayer, the production and consumption of energy, andwater pollution. A basic understanding of chemicalprinciples and practices is necessary to fully appreci-ate the scope and complexity of current globalenvironmental issues. Specific examples of interna-tional environmental problems are presented as casestudies to reinforce the course material. Chemicalconcepts such as atomic structure, bonding,themodynamics, nuclear chemistry, and chemicalreactivity are introduced as they pertain to particularenvironmental issues. Laboratory exercises thatrelate to the environmental issues presented inlectures serve to reinforce students' understanding ofthe underlying chemical principles. Prerequisite:QR1. (Fulfills QR2 and qualifies as a nature-B [lab]course for breath requirement.) S. Frey

CH 214. DESCRIPTIVE INORGANICCHEMISTRY 4

A systematic study of the chemical and physicalproperties of the elements. Emphasis will be onstructural and electronic correlations as predictors.The role of metal atoms in systems of industrial andbiological significance will be discussed. Three hoursof lecture-discussion per week and three hours of lab.Prerequisite: CH106 or 107 or permission of theinstructor. S. Frey

CH 221. ORGANIC CHEMISTRY I 5The structures, physical properties, reactivity, andreaction mechanisms of aliphatic and aromatichydrocarbons are investigated. The lab introducesthe student to synthesis, purification, and chemicaland spectroscopic methods of characterizing organiccompounds. Prerequisite: CH106 or 107. Threehours of lecture-discussion, and four hours of lab aweek. R. Giguere, J. Ritorto

CH 222. ORGANIC CHEMISTRY II 5The structure, physical properties, reactivity, andreaction mechanisms of important organic functionalgroups are investigated. The lab work focuses onstructure determination and synthesis projects.Prerequisite: CH221. Three hours of lecture-discussion and four hours of lab a week.

R. Giguere, J. Ritorto

CH 230. PHYSICAL CHEMISTRY 3The structure of matter in the gaseous, liquid, andsolid states, the energy changes accompanyingchemical reactions, and the rates of reactions will bestudied. Particular emphasis will be given to theapplication of physical chemical principles to systemsof interest in the life sciences. Prerequisite : CH106or 107. Three hours of lecture-discussion and a one-hour problem session each week.

CH 299. PROFESSIONAL INTERNSHIP INCHEMISTRY 3

Internship opportunity for students whose curricularfoundations and cocurricular experience have pre-pared them for professional work related to the majorfield. With faculty sponsorship and departmentalapproval, students may extend their educationalexperience into such areas as chemical research,environmental or material science, or chemicalengineering. Prerequisite: complete CH106 or 214.

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THE CLASSICS MAJOR: A minimum of ninecourses beyond the elementary language levelare required for the major. They must includethe following:

1. Reading proficiency of Greek or Latin at theadvanced level, demonstrated by comple-tion of two of the following: CL301, 302,307, or 308. Study in both Greek and Latinis highly desirable.

2. CL200

3. Two courses in area studies, neither fromthe same cluster:

A. Classical Literature in Translation:CL220, 222, 223, 224, 226.

B. Ancient Art History: AH212, 222, 223,232.

C. Greek and Roman History, Philosophyor Religion: HI201, 202; LS2 124, 156, 180;PH203; RE201, 202

4. Two 300-level courses:

A. CL365

B. One from CL371, 372, 390; AH376A;GO303; HI301, 361F, 375F; PH327A,327B.

HONORS: To be considered for honors inclassics, a student must, in addition to fulfillingCollege requirements for departmental honors,receive a grade of at least an A-on an honorsresearch paper in either CL365 or in anadvanced Greek or Latin course. Specificrequirements for the paper are established bythe department.

THE CLASSICS MINOR: A minimum of sevencourses beyond the elementary language levelare required for the minor. They must includethe following:

1. Reading proficiency of Greek or Latin at theadvanced level, demonstrated by comple-tion of either CL301, 302, 307, or 308.

2. Four courses from the group listed in (3)above.

3. Two of the courses must be on the 300level (a second semester of advanced Latinor Greek may be used to satisfy one of the300 level requirements).

Majors and minors are encouraged to studythe modern languages (French, German, andItalian) in which there is an abundance ofscholarship available in classics.

LATIN

CL 105. ELEMENTARY LATIN 4Intensive study of grammar and syntax designed toprepare the student to read Latin. This course meetsfive hours per week and covers one year of elemen-tary Latin in one semester. This course will be offeredevery fall semester.

CL 201. INTERMEDIATE LATIN I 3A review of Latin syntax, complemented by readingselected works by such authors as Caesar, Cicero, orLivy. Prerequisite: CL105, or permission of the chair.

CL 202. INTERMEDIATE LATIN II 3Readings from Vergil’s Aeneid or Ovid’s Metamor-phoses. Prerequisite: CL201 or permission of thechair.

CL 301. SEMINAR IN LATIN POETRY ANDDRAMA 3

Advanced reading and critical examination in Latin ofthe works of one of the following Latin poets ordramatists: Catullus, Horace, Juvenal, Lucretius,Plautus, Ovid, Terence, or Vergil. This course may betaken more than once. Prerequisite: CL202 or per-mission of the chair.

CL 302. SEMINAR IN LATIN PROSELITERATURE 3

Advanced reading and critical examination in Latin ofthe works of one of the following Latin prose authors:Caesar, Cicero, Livy, Petronius, Pliny, Suetonius, orTacitus. This course may be taken more than once.Prerequisite: CL202 or permission of the chair.

GREEK

CL 103. ELEMENTARY GREEK I 4An introductory course in the essentials of the Greeklanguage, with emphasis upon mastery of grammar,syntax, and vocabulary.

CL 104. ELEMENTARY GREEK II 4A continuation of CL103, completing the study ofgrammar and syntax and reading selected prose ofPlato or Xenophon. Prerequisite: CL103 or permis-sion of the chair.

CL 205. INTERMEDIATE GREEK I 3A review of Greek syntax, complemented by readingselected dialogues by Plato. Prerequisite: CL104 orpermission of the chair.

CL 206. INTERMEDIATE GREEK II 3Readings from at least two books of Homer’s Iliad orOdyssey. Prerequisite: CL205 or permission of thechair.

CL 307. SEMINAR IN GREEK POETRY ANDDRAMA 3

Advanced reading and critical examination in Greekof the works of one of the following Greek poets ordramatists: Aeschylos, Aristophanes, Bacchylides,Euripides, Hesiod, Homer, Pindar, Sophocles, orTheocritos. This course may be taken more thanonce. Prerequisite: CL206 or permission of the chair.

CL 308. SEMINAR IN GREEK PROSELITERATURE 3

Advanced reading and critical examination in Greekof the works of one of the following Greek proseauthors: Aristotle, Demosthenes, Herodotos, Lysias,Plato, Thucydides, or selections from the NewTestament. This course may be taken more thanonce. Prerequisite: CL206 or permission of the chair.

Classics

Chair of the Classics Department: LeslieMechem, B.A.

Visiting Professor: *David H. Porter, Ph.D.

Associate Professor: Michael Arnush, Ph.D.

Visiting Assistant Professor: Daniel Curley,Ph.D.

Lecturer: Leslie Mechem, B.A.

Affiliated Faculty:

Art and Art History: Penny JollyEnglish: Kate GreenspanForeign Languages and Literatures: Marc-André WiesmannGovernment: Timothy BurnsHistory: David BaumPhilosophy and Religion: Nicola Denzey,Francisco Gonzalez

The mission of the Classics Department is tohelp shape the future of our students throughthe study of the past. By using interdisciplinarymethodologies, students examine and expli-cate the languages, literatures, histories,religions, cultures, art, and artifacts of thepeoples of the ancient Mediterranean.Students apply multi- and cross-culturalperspectives to gender, ethnic, and socialissues in order to gain insight into the culturesof the classical world. In reading Greek andLatin prose and poetry, both in the originallanguages and in translation, studentscontextualize works of literature in their largercultural and historical settings and recognizetheir significance in the past and their rel-evance for the present and future. Studentsconduct research by traditional and digitalmethods in order to present oral and writtenarguments supported by primary sources,theoretical constructs, and established schol-arship. In acquiring these critical and analyticalskills, classics majors prepare themselves forlife beyond college both on the personal andprofessional level. Professional opportunitiescan include careers in education, communica-tion, arts, law and government, and librarysciences.

Both a major and a minor are available inclassics. Skidmore is a member of the Intercol-legiate Center for Classical Studies in Rome,which offers juniors the opportunity to studyclassical antiquity in Italy. Other semester andsummer study programs in Italy, Greece, andother countries may be arranged with the helpof the chair of classics. Students may fulfill theforeign language requirement by successfullycompleting Intermediate Latin II or Intermedi-ate Greek II.

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CL 226. GREEK AND ROMANHISTORIOGRAPHY 3

Readings in translation of the great chroniclers ofhistory from the Greek and Roman worlds: Greek,the works of Herodotos (the father of history),Thucydides and Xenophon; Roman, the works ofLivy, Polybius, and Tacitus. The course will focus onthe methodology of writing history, comparativestudies, and modern interpretations.

CL 365. TOPICS IN CLASSICAL STUDIES 3Selected aspects of classical antiquity that embraceboth the Greek and Roman worlds. Topics will varyfrom year to year based upon the instructor’s special-ization and interests. Courses may include suchtopics as women in antiquity, sex in the ancientworld, classical poetics, and ancient historiography.

CL 371, 372. INDEPENDENT STUDY 3,3Individual research in any aspect of classics notavailable in existing course offerings, which resultsin a written work. Supervised by a member of theclassics faculty. Prerequisite: Approval of thedirector.

CL 390. THESIS 3The senior student will undertake a substantialadvanced research project in any aspect of classicswhich will result in a written thesis of approximatelyfifty pages. Supervised by a member of the classicsfaculty. Prerequisite: Approval of the chair.

CL 399. PROFESSIONAL INTERNSHIP INCLASSICS 3 or 6

Professional experience at an advanced level forjuniors and seniors with substantial academic andcocurricular experience in the major field. With facultysponsorship and departmental approval, studentsmay extend their educational experience into suchareas as education, communication, the arts, librar-ies, and law and government. Does not count towardthe major. Must be taken S/U.

Computer Science

Chair of the Department of Mathematics andComputer Science: Mark Hofmann, Ph.D.

Mathematics and Computer Science Faculty:

Professors: Robert DeSieno, Ph.D.; R. DanielHurwitz, Ph.D.; Mark E. Huibregtse, Ph.D.

Associate Professors: Richard Speers, Ph.D.;Pierre von Kaenel, Ph.D.; Mark Hofmann,Ph.D.; Una Bray, Ph.D.; Alice M. Dean, Ph.D.;Gove W. Effinger, Ph.D.; David C. Vella, Ph.D.

Lecturer: *Frank Clark, M.S.

THE COMPUTER SCIENCE MAJOR:Students majoring in computer science fulfillthe departmental requirements by completingthe following:

1. Required computer science courses:CS106, 206, 318, and 330

2. Required mathematics courses: Any one ofthe following chosen in consultation withthe student's advisor: MA111, 113, 200, orMS104.

3. Required MC courses: MC115 and 306

4. Electives: Three CS or MC courses at the200 level or above. (Currently this includesCS276, 321, 340, 371, 372, 381, 382, 399,and MC302, 316. CS276 and 376 may betaken more than once for credit if offeredwith different topics.) For one of the threeelectives the student may instead take, withpermission of the department, a course inanother discipline that has substantialcomputer science content (for example,PY207 Workshop Physics).

Courses counting toward the major may not betaken satisfactory/unsatisfactory.

HONORS: Students wishing to qualify fordepartmental honors in the computer sciencemajor must: 1) complete all departmentalrequirements for the computer science majorand have a grade point average of 3.5 orhigher for all course work (MA, MC, and CS)taken in the department, together with PY207if taken as an elective with permission of thedepartment; 2) have a grade-point average of3.0 for all course work taken at Skidmore;3) file with the department, by the end of theofficial add-drop period of the spring semesterof the senior year, a declaration of intention toqualify for honors; and 4) submit an honorsthesis or project to be read by a review com-mittee, and give an oral presentation of thethesis or project to the department. The reviewcommittee will evaluate the thesis or project todetermine if it is of the exceptional qualitywhich merits honors; the committee’s recom-mendation will be submitted to the departmentfor final adjudication.

CLASSICAL STUDIES

CL 100. ENGLISH VOCABULARY FROMGREEK AND LATIN 1

An exploration of the heritage of Greek and Latin inthe English language, with particular emphasis ontechnical terminology from a variety of disciplines.Students will learn how to break down English wordsinto their Greek and Latin components, and to gener-ate English words from these same elements. Thiscourse is of interest to all students in the humanities,sciences, and social sciences, who wish not only toexpand their vocabularies but also to understand theongoing evolution of English. D. Curley

CL 200. THE CLASSICAL WORLD 3An introduction to classical antiquity for studentsinterested in ancient Greece and Rome, the impact ofantiquity on Medieval and Renaissance Europe, anda general background in the Western tradition. Thisinterdisciplinary course taught by a team of facultymembers from several departments and programsincludes studies in literature (epic, dramatic, and lyricpoetry, rhetoric, and fiction), history and historiogra-phy, art and architecture, philosophy and politicaltheory, and science and mathematics. (Fulfills LS2requirement.)

CL 220. CLASSICAL MYTHOLOGY 3A study of the important myths in Greek and Romanculture, with attention to their religious, psychological,and historical origins. Comparative mythology,structural analysis, modern psychological interpreta-tions and the development of classical myths inWestern literature and art receive attention. (Fulfillsarts-B component of breadth requirement.)

CL 222. GREEK TRAGEDY 3Readings in translation of some of the tragedies ofAeschylos, Sophocles, and Euripides in the contextof Athenian society in the fifth century B.C. Studentswill have the opportunity to write, produce, andperform an original tragedy based on Greek myth.(Fulfills the arts-B component of the breadth require-ment.) D. Curley

CL 223. SOCIETY ON THE STAGE: GREEKAND ROMAN COMEDY 3

Readings in translation of the plays of Aristophanes,Menander, Plautus, and Terence. Students exploreboth the origins and the fate of ancient comedy withinthe context of Greek and Roman society. Further-more, students will have the opportunity to produceand perform one of the plays on the course readinglist. (Fulfills arts-B component of breadth require-ment). D. Curley

CL 224. THE HERO(INE)’S TALE: TRADITIONSOF GREEK AND ROMAN EPIC 3

Readings in translation of the great epic poets of theGreek and Roman worlds, focusing on a comparativestudy of the works of Homer and Vergil. (Fulfills arts-B component of breadth requirement.)

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THE COMPUTER SCIENCE MINOR:Students minoring in computer science fulfillthe departmental requirements by completingCS106, 206, MC115, and three additional CSor MC courses, at most one of which may beat the 100 level, and at least one of whichmust be at the 300 level. For one of the threeadditional courses the student may insteadtake, with permission of the department, acourse in another discipline that has substan-tial computer science content (for example,PY207 Workshop Physics).

Students interested in learning how to usecomputers to solve problems in the quantita-tive disciplines should consider the courses:CS102A, 103,106, MS104.

NOTE: Courses numbered CS102 through CS382and MC115, 302, 306, and 316 have as a prerequi-site QR1 or permission of the department.

CS 102. COMPUTING IN CONTEXT 3A set of courses exploring interesting applications ofcomputing in a variety of disciplines. These coursesare primarily intended for students who wish to satisfythe QR requirement and enhance their abilities toapply computing to the solution of quantitative prob-lems. Courses including the following are offeredperiodically depending on faculty availability. (FulfillsQR2 requirement.)

A. Electronic Spreadsheets in the Sciences.In this course, students use electronic spreadsheetsto build quantitative models of natural systemsstudied in biology, chemistry, and physics. Thiscourse helps students understand quantitativedescription of natural phenomena, develop ability touse computational methods for describing thosephenomena, enhance their understanding of experi-mental design, and become aware of the limitationsin modeling of natural systems.

CS 103. STRUCTURED PROGRAMMING INBASIC 3

Introduction to the use of computer programming asa problem-solving tool. Students learn to design andimplement their own Windows software applicationsusing the Visual BASIC language. The coursestresses the logic of software design and the carefulimplementation and testing of programs. Primarily forstudents with little or no programming experience.Not open to students who have taken or are takingCS106. (Fulfills QR2 requirement.) The Department

CS 106. INTRODUCTION TO COMPUTERSCIENCE I 4

Design and testing of algorithms for the solution ofproblems with the aid of a computer using C++language. The course guides students throughsyntax, semantics, design procedures, control struc-tures, data structures and testing of conditions withBoolean expressions. (Fulfills QR2 requirement.)

The Department

MC 115. INTRODUCTION TO DISCRETEMATHEMATICS 3

An introduction to the study of discrete (as opposedto continuous) mathematical systems.These includesystems that are essential in computer science aswell as in more advanced mathematics courses.Mathematical reasoning and algorithms are funda-mental themes of the course. Topics include logicand sets, complexity of algorithms, computer arith-metic, arrays, mathematical proofs and induction,elementary combinatorics, and discrete probability,graphs, and trees. Prerequisite: high school prepara-tion including intermediate algebra or consent ofdepartment. (Fulfills QR2 requirement.)

The Department

CS 206. INTRODUCTION TO COMPUTERSCIENCE II 4

Continuation of CS 106: study of recursion, pointers,development strategies for large software projects,and introduction to data structures, analysis ofalgorithms, and program verification. Prerequisite:CS106 or permission of instructor. The Department

CS 276. SELECTED TOPICS IN COMPUTERSCIENCE 3

Topics that complement the established lower levelcourse offerings in computer science will be selected.May be repeated for credit. Prerequisite: permissionof instructor. The Department

MC 302. GRAPH THEORY 3An introduction to the theory and application ofgraphs. Topics may include graphs and digraphs,connectivity, trees, Euler and Hamiltonian cycles,and graph embeddings. Prerequisite: MC115 orMA200 or permission of the instructor. Fall 2000 andalternate years. The Department

MC 306. THEORY OF COMPUTATION 3A study of the major theoretical models of computa-tion. Topics include automata, nondeterminism,regular and context-free languages, Turing machines,unsolvability, computational complexity, and NP-completeness. Prerequisite: MC115 and CS106, orpermission of instructor. The Department

MC 316. NUMERICAL ALGORITHMS 3An introduction to using computation to obtain ap-proximate solutions to mathematical problems. Avariety of algorithms are studied, as are the limita-tions of using computational methods. Topics includealgorithms for solving equations, systems, anddifferential equations; approximating functions andintegrals; curve fitting; round-off errors, and conver-gence of algorithms. Prerequisites: CS106 andMA111 or permission of instructor. Offered in 2001and alternate years. The Department

CS 318. INTRODUCTION TO COMPUTERORGANIZATION 4

An introduction to multi-level machines, includingbasic components of a computer, digital circuits,microprogramming, machine and assembly lan-guages, and operating systems. Prerequisite: CS206and MC115. The Department

CS 321. DATA STRUCTURES 3The study of advanced data structures such as trees,multi-linked lists, hash tables, and graphs. Additionaltopics may include searching, sorting, and the con-cepts of object-oriented programming. Prerequisite:MC115 and CS206. The Department

CS 330. PROGRAMMING LANGUAGES 3An introduction to different programming languageparadigms: functional, logic, and object-orientedprogramming. Students will also study languageconcepts such as regular expressions, syntax gram-mars, and semantics. Specific topics may includePerl, egrep, Scheme, Lex & Yacc, Java, C++ andProlog. Prerequisite: CS206. The Department

CS 340. COMPUTER MODELING OFPHYSICAL SYSTEMS 3

The study of physical systems and natural lawwith the aid of computers and simulation software.Students explore the relationships between theoreti-cal scientific expression and behavior in nature bydesigning algorithms that probe experimental data,by examining cause and effect relationships inphysical systems, and by examining the conse-quences of diverse variation in simulated conditionsfor ideal and non-ideal systems. Prerequisites:PY207, 208, CS106. The Department

CS 371, 372. INDEPENDENT STUDY 3, 3Special study in computing outside of the regulardepartmental offerings. Prerequisite: consent ofdepartment. Non-liberal arts. The Department

CS 376. ADVANCED TOPICS IN COMPUTERSCIENCE 3

Advanced topics that complement the establishedcourse offerings in computer science will be selected.May be repeated for credit. Prerequisite: permissionof instructor. The Department

CS 381, 382. SENIOR THESIS 3,3Optional for computer science majors. Recom-mended for those working toward professionalcareers or graduate study in computer science, andthose seeking to satisfy the criteria for departmentalhonors.

CS 399. INTERNSHIP IN COMPUTERSCIENCE 3 or 6

Professional experience at an advanced level forjuniors and seniors with substantial academic experi-ence in computer science and mathematics.With faculty sponsorship and departmental approval,students may extend their educational experience incomputer science, software engineering, or appliedmathematics. This course may not be used to satisfythe requirements of any major or minor in the depart-ment. Prerequisites: MC115, CS206, one additionalcourse in mathematics or computer science at the200 level or above, and permission of the depart-ment. Non-liberal arts.

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Dance

Chair of the Department of Exercise Science,Dance, and Athletics: Jeffrey Segrave, Ph.D.

Director of the Dance Program: Mary DiSanto-Rose, Ed.D.

Dance Faculty:Associate Professors: Isabel H. Brown, M.S.;Mary DiSanto-Rose, Ed.D.; DebraFernandez, B.A.; Denise Warner Limoli

Lecturers: *Adriana Markovska, M.M.; *TinaBaird, B.A.; *Lisa Hoffmaster, M.F.A.; *PatriciaHenderer

Artist-in-Residence: Yacub Addy

Visiting Artist-in-Residence: *Yoel Cassell, B.F.A.

Dance Musicians: Stacey Fox, M.M.; PatriciaHadfield, B.M.; Carol Ann Elze, B.A.

Dance Theater Technical Director: LoriDawson, M.F.A.

The Department of Exercise Science, Dance,and Athletics provides a range of curricularand cocurricular programs for students,including:

1. Opportunities to major or minor in exercisescience or dance, or pursue an interdepart-mental major in dance-theater;

2. Experiences through which majors andnonmajors can develop an appreciation forand an understanding of humanmovement, performance, and the art ofdance;

3. Opportunities to develop competence invarious individual, lifetime, and teamsports; and

4. A variety of intercollegiate, intramural, andclub opportunities.

THE MAJOR IN DANCE: The technical andtheoretical study of classical ballet and mod-ern/contemporary dance provides the neces-sary foundation for the major in dance. Thisstudy is supported by opportunities for techni-cal and theoretical training in a number ofWestern and Eastern dance forms. Studentsselect a specific area of study within the major:general dance, performance/choreography, ordance history/criticism. The major leads to abachelor of science degree.

Areas of Study

General Dance:

1. Eighteen semester hours of technique toinclude at least four semester hours out-side the primary discipline.

2. Sixteen semester hours of theory to includeDA227, 228 and 230.

Performance/Choreography:

1. Sixteen semester hours of technique toinclude at least four semester hours out-side the primary discipline.

2. Twelve semester hours of theory to includeDA227, 228, and 230.

3. Six semester hours of workshop/production.

Dance History/Criticism:

1. Eighteen semester hours of technique toinclude at least four semester hours out-side the primary discipline.

2. Sixteen semester hours of theory to includeDA230, 335, and 376.

INTERDEPARTMENTAL MAJOR: Inconjunction with the Theater Department,the Department of Exercise Science, Dance,and Athletics offers a major in dance-theater.See Interdepartmental Majors.

THE MINOR IN DANCE:1. Required courses in department: DA230;

and fourteen semester hours to include atleast one experience outside the primarydiscipline; and an additional theory orworkshop/production course (totaling 19-20semester hours).

2. Two of the required courses in dance mustbe at the 300 level.

3. Students should declare their minors by fallsemester of the junior year.

GUEST ARTISTS: Each year outstandingartists are brought to the campus to teach,lecture, conduct workshops and set dancepieces on the dance students.

DANCE TECHNIQUE COURSES —Dance Faculty

Arts requirement (Class of 2000): One three-semester-hour course or two dance courses(ballet, improvisation, modern, Western, and/ornon-Western) in successive terms totaling two-, three-, or four-semester hours will meet thearts requirement, as will DA228 or 328.Breadth requirement (Classes of 2001, 2002,2003): DA210-213, DB101/102, DB111-142,DB211-242, DM111-142, DM211-242 may betaken to fulfill arts-A component of breadthrequirement. DA227, 228, or 230 may betaken to fulfill arts-B component of breadthrequirement.

DA 210, 211. WESTERN DANCE FORMS I † 1,1Studies of various Western dance forms and tech-niques. The following courses are offered periodicallydepending on faculty availability:

A. Pointe IB. Character IC. Jazz ID. Modern Special I/IIE. Ballet Special I/IIF. Pre-Classical Dance FormsG. Dance for ChildrenH. Spanish DanceI. Tap

Pointe class may only be taken along with a Ballet II,III, or IV technique class. Non-liberal arts.

DA 212, 213. NON-WESTERN DANCEFORMS I † 1,1

Studies of various non-Western dance forms andtechniques. The following courses are offered peri-odically depending on faculty availability and mayinclude:

A. Bharata Natyam I (South India—ClassicalDance)

B. Kathak (North India—Classical Dance)C. Hawaiian DanceD. African DanceE. T’ai ChiF. Yoga Non-liberal arts.

DA 301, 302. WESTERN DANCE FORMS II † 1,1The following courses are offered periodically de-pending on faculty availability:

A. Pointe IIB. Character IIC. Jazz IID. Modern Special III/IVE. Ballet Special III/IV

Pointe class may only be taken along with a Ballet II,III, or IV technique class. Non-liberal arts.

DA 303, 304. NON-WESTERN DANCEFORMS II † 1,1

The following courses are offered periodically de-pending on faculty availability and may include:

Bharata Natyam II (South India—ClassicalDance) Non-liberal arts.

BALLET TECHNIQUE COURSES —Ballet Faculty

DB 101, 102. INTRODUCTION TO BALLET2 or 3, 2 or 3

Applied basic vocabulary of ballet for the beginnerstudent. The class stresses proper body alignment,coordination and conditioning. Non-liberal arts.

Course numbers for the following courses aredetermined by class standing.

DB 111/112, 121/122, 131/132, 141/142. BALLET I— ELEMENTARY 2 or 3, 2 or 3

Expanded study in basic vocabulary and technique ofballet with the prerequisite of Introduction to Ballet orprevious training. Non-liberal arts.

DB 211/212, 221/222, 231/232, 241/242. BALLET II— INTERMEDIATE 2 or 3, 2 or 3

Students at this level should have complete knowl-edge of the basic ballet terminology and techniquewith the ability to properly execute barre, adagio,pirouettes, small and large allegro. Non-liberal arts.

† May be repeated for credit

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DB 311/312, 321/322, 331/332, 341/342. BALLET III— ADVANCED 2 or 3, 2 or 3

Students must have acquired full command of theballet vocabulary and technique with the capability tosustain increasingly difficult work. The class mayinclude pointe work at the discretion of the instructor.Non-liberal arts.

DB 351/352, 361/362, 381/382, 391/392. BALLETIV-ADVANCED-POINTE 2 or 3, 2 or 3

This class is designed to develop artistic awarenessof students who have already reached a high degreeof technical proficiency. They should be prepared toperform the entire class on pointe. By permission.Non-liberal arts.

MODERN DANCE TECHNIQUE COURSES—Modern Dance Faculty

Course numbers for the following courses aredetermined by class standing.

DM 111/112, 121/122, 131/132, 141/142. MODERNDANCE I 2 or 3, 2 or 3

Study of technique stressing unique quality of mod-ern dance, beginning level. Non-liberal arts.

DM 211/212, 221/222, 231/232, 241/242. MODERNDANCE II 2 or 3, 2 or 3

Theory and style — continuation of technical study,low intermediate and intermediate level. Non-liberalarts.

DM 311/312, 321/322, 331/332, 341/342. MODERNDANCE III 2 or 3, 2 or 3

Continued theory and style, high intermediate techni-cal study. Non-liberal arts.

DM 351/352, 361/362, 381/382, 391/392. MODERNDANCE IV 2 or 3, 2 or 3

Advanced theory and style, technical study. Bypermission. Non-liberal arts.

WORKSHOP/PRODUCTION

DB 393, 394. BALLET WORKSHOP † 2, 2Students apply their technique to rehearsal andperformance of choreographic material created byfaculty members and qualified students, with anemphasis on learning basic production elements. Bypermission of instructor. Non-liberal arts.

D. Fernandez, D. Limoli

DM 393, 394. MODERN DANCE WORKSHOP † 2, 2Style, repertory, production, advanced choreography.The emphasis of the workshop may vary accordingto the style and experience of the teacher. Extrarehearsals to be arranged as needed. By permissionand/or audition. Non-liberal arts. M. DiSanto-Rose

DANCE THEORY

DA 227. IMPROVISATION I 2Experiences in the spontaneous use of movementin structures derived from movement concepts,imagery, props, and media sources. Designed to helpstudents discover and develop their own movementpotential and apply it in dance performance. Non-liberal arts. (Partially fulfills arts requirement.)

M. DiSanto-Rose

DA 228. CHOREOGRAPHY I 3Deals with solo and group choreographic techniquesand related musical and production resources. Non-liberal arts. (Fulfills arts requirement.) D. Fernandez

DA 230. INTRODUCTION TO DANCE HISTORY,LITERATURE, AND REPERTORY 3

Introduction to dance history of the Eastern andWestern traditions. Using film, slides, videos, demon-strations, and discussion, the course introducesstudents to the literature and repertory of the greatclassical and modern dance forms.

I. Brown, M. DiSanto-Rose

DA 274. SPECIAL STUDIES IN DANCE THEORYAND APPRECIATION 2

Liberal arts studies in dance theory and appreciationdesigned to broaden student awareness and under-standing of dance and its related disciplines.

Dance FacultyDA 327. IMPROVISATION II 2Advanced study in the spontaneous use ofmovement in structures derived from movementconcepts, imagery, props, and media sources.Designed to help students further discover anddevelop their own movement potential and apply itin dance performance. Prerequisite: DA227 orpermission of instructor. Non-liberal Arts. (Partiallyfulfills arts requirement.)

DA 328. CHOREOGRAPHY II 3Advanced study of the solo and group choreographictechniques and related musical and productionresources. Prerequisite: DA228 or permission ofinstructor. Non-liberal arts. (Fulfills arts requirement.)

DA 335. MAJOR PERIODS IN DANCEHISTORY 3

The study of major periods in dance history withparticular emphasis on the societies out of which thedance developed. I. Brown

DA 371, 372. INDEPENDENT STUDY 3, 3Advanced research or technical study under theguidance of a faculty member. A student may or maynot receive liberal arts credit at the discretion of boththe director of the Dance Program and the registrar(and, in exceptional instances, the Curriculum Com-mittee of the College). Dance Faculty

DA 376. SEMINAR 4A study of the style and technique of the mainschools of classical dancing (Russian, French, Italian,Danish). The impact of these schools on the develop-ment of classical dancing in England and America willprovide a topic for discussion and debate. The coursealso will examine the style and technique of the mainschools of American and European modern danceand their respective impacts on the development oftheatrical dance in the twentieth century. I. Brown

Economics

Chair of the Department of Economics:Mehmet Odekon, Ph.D.

Professors: Roy J. Rotheim, Ph.D.; SandyBaum, Ph.D.

Associate Professors: Robert J. Jones, Ph.D.;Tim Koechlin, Ph.D.; Mehmet Odekon, Ph.D.

Assistant Professors: Ngina S. Chiteji, Ph.D.;Lynda D. Vargha, Ph.D.

Students majoring in economics learn analyticalskills and methods of the field, including deduc-tive reasoning, decision-making techniques,quantitative analysis, and modeling principles,and apply these skills in analysis of the ways inwhich economic forces affect national andinternational policies and issues. In keepingwith the liberal arts tradition and goals of theCollege, the economics major supports thestudents' growth in critical thinking, problemsolving, global understanding and appreciation,and communication skills. In core courses,students learn analytical and quantitative skills.In upper-level courses, students apply theseanalytical, quantitative, and writing skills andfocus on a variety of domestic and internationalpolicy-oriented issues and engage in indepen-dent research.

THE ECONOMICS MAJOR: Requirements fora major in economics are: EC103, 104, 235,236, 237, and at least fifteen additional credithours in economics.

HONORS: To be considered for honors ineconomics, students must meet the collegerequirements of a grade point average of 3.0overall and 3.5 in the major. They must receivea grade of at least A-on an independent-studypaper, which they must defend orally beforethe department.

INTERDEPARTMENTAL MAJORS: Inconjunction with relevant departments, theEconomics Department offers majors inbusiness-economics, political economy,economics-French, economics-German,economics-Spanish, economics-mathematics,economics-philosophy, and economics-sociology. See Interdepartmental Majors.The department participates in the Interna-tional Affairs, Environmental Studies, Law andSociety, Women's Studies, and Asian StudiesPrograms.

THE ECONOMICS MINOR: The departmentoffers a minor in economics that consists ofthe following: EC103, 104, 235 or 236 and atleast six additional credit hours at the 300level.

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OMICRON DELTA EPSILON, ALPHA ZETACHAPTER: Omicron Delta Epsilon is an eco-nomics honor society that was initially formedin 1915 and became an international honorsociety in 1969. Omicron honors academicachievement in economics and encouragesdevotion and advancement in the field. Theeligibility requirements include: (1) a stronginterest in economics, (2) completion of atleast four economics courses and a 3.40 orhigher average in economics, and (3) a GPAof 3.40 or higher in all college courses taken.

EC 100. INEQUALITY, RACE, AND GENDER 3Designed for nonmajors, this course uses political-economic principles to analyze social issues. Using avariety of theoretical perspectives, the course ad-dresses the gender, race, and class inequalities thatcharacterize the United States economy. Other topicsmay include the economics of the environment, theimplications of increasing economic interdependence,the relationship between capitalism and democracy.Does not count toward the major. T. Koechlin

EC 103. INTRODUCTION TOMACROECONOMICS 4

An introduction to national income analysis, moneyand banking, and balance of payments. The coursedeals with theory and policies of a mixed economy—using the United States as a prime example. Empha-sis is placed upon the determination of public policiesto solve the problems of unemployment, inflation, andstable economic growth. Prerequisite: QR1. (FulfillsQR2 and society-A component of breadth require-ments.) The Department

EC 104. INTRODUCTION TOMICROECONOMICS 4

An introduction to the study of markets. The coursedevelops the basic economic model of supply anddemand to illustrate how choices regarding theproduction and distribution of goods and services aremade by firms and households in a market economy.The course also examines the possibility of marketfailure and the appropriate government response.Policy topics may include poverty and homelessness,health care, the environment, antitrust, discrimination,international trade, unions, and minimum wage laws.Prerequisite: QR1. (Fulfills QR2 and society-Acomponent of breadth requirements.)

The Department

EC 235. MACROECONOMIC THEORY 4A study of the forces determining the levels of na-tional income and employment, with emphasis uponpublic policy to attain basic economic goals such aseconomic growth, stable prices, and full employment.The course also addresses issues concerning inter-national macroeconomic relations Prerequisites:EC103 and 104. The Department

EC 236. MICROECONOMIC THEORY 4Develops the basic models of behavior that econo-mists use to study market relations. Discussion ofhow consumer choices determine demand and howprofit-maximizing firms, operating in different marketstructures, determine supply. Within this framework,the course considers a variety of real-world problems,which may include job market discrimination, busi-ness pricing policy, minimum wages, taxation, anti-trust policy, international trade, and environmentaland safety regulation. Prerequisites: EC103 and 104.

The Department

EC 320. LAW AND ECONOMICS 3Students will analyze the law from an economicperspective and will examine the effects of variousaspects of law on the economy. Topics of discussionmay include economic analysis of criminal behavior;determining optimal punishments; the costs andbenefits of alternative law enforcement strategies; thepros and cons of legalizing drugs and prostitution;labor law; immigration law; utility regulation; and rentcontrol laws. Prerequisite: EC104, or permission ofinstructor. S. Baum

EC 321. LABOR ECONOMICS 3Analysis of labor as a human activity and an economicresource. Critical examination of the structure andfunctioning of the American labor market. Topicsinclude determinants of labor force participation, thelevel and structure of wages, and the allocation andutilization of workers; the roles of labor unions andcollective bargaining; and the changing situations ofwomen and minorities in the labor market. Pre-requisites: EC 236, 237. The Department

EC 334. INTERNATIONAL POLITICALECONOMY 3

An examination of the interplay of internationaleconomics and politics. The course contrasts main-stream theories of international trade and investmentwith theories highlighting class relations, power, andmarket imperfections. Among the subjects to beaddressed are: multinational corporations, capitalflight, theories of imperialism, and the prospects fornational economic policy. Prerequisites: EC235 orpermission of instructor. T. Koechlin

EC 335. ADVANCED MACROECONOMICTHEORY AND POLICY 3

Domestic monetary and fiscal policies of advancedcapitalist economies with emphasis on the UnitedStates’ historical experience. Topics include: busi-ness cycle theories; Neoclassical, Keynesian, andpost-Keynesian theories of money and the state;industrial policy, monetary and fiscal interventionconsidered theoretically and historically. Prerequisite:EC235. R. Rotheim

EC 336. INDUSTRIAL ORGANIZATION ANDPERFORMANCE OF ECONOMY 3

A study of changing market structures in the UnitedStates economy and their impact on its performance.The specific topics covered in this course include thedeterminants of market structure and oligopolisticbehaviors of large corporations in such areas aspricing, profits, and technological innovations. Alsoconsidered are public policies concerning monopolis-tic and oligopolistic business enterprises. Prerequi-site: EC236. The Department

EC 339. APPLIED ECONOMETRICS 3Theory and practice of econometrics applied toeconomic models. Topics include: econometrictechniques for analyzing economic relationships,methods for handling economic data, empiricaltesting of theoretical models, and techniques fordeveloping testable models. Prerequisites: EC235 or236; 237. R. Jones

EC 343. ENVIRONMENTAL AND RESOURCEECONOMICS 3

Analysis of contemporary environmental and re-source problems (e.g., air, water, noise and aestheticpollution, extinction of animal and plant species)through the use of economic theories and techniquesof evaluation. Environmental policies dealing withthese problems will also be considered. Prerequisite:EC 104 or consent of instructor. The Department

EC 237. STATISTICAL METHODS 4An introduction to summarizing and interpretingquantitative information: central tendency and disper-sion, probability, significance tests, regression andcorrelation, time series analysis, and the use of indexnumbers. An introduction to the use of the computeras a tool for handling large amounts of data. Pre-requisites: QR1, EC103, 104 or permission of theinstructor; prerequisites may be waived for interde-partmental business majors by permission of theinstructor. (Fulfills QR2 requirement.)

S. Baum, R. Jones, T. Koechlin

EC 261. INTERMEDIATE TOPICS INECONOMICS 3

This course will give students an opportunity to studyone or a few related current topics in economics at anintermediate level. While the topic(s), instructor, andspecific prerequisites will vary each time the course isoffered, there will be at least one 100-level courserequired. May be repeated once with permission ofdepartment chair. Prerequisite: EC103 and/or 104.

The Department

EC 314. INTERNATIONAL ECONOMICS 3An analysis of international economic relations with anemphasis on policy issues. Topics include: commoditycomposition and direction of trade, tariffs, U.S.commercial policy, international and regional tradeagreements, and international financial relations.Prerequisites: EC103 and 104. The Department

EC 315. OPEN ECONOMYMACROECONOMICS 3

Integration of closed economy macroeconomicswith foreign trade and payments balances. Topicsinclude: exchange rate systems, asset markets, priceand income effects, and monetary and fiscal policiesfor internal and external balance. Prerequisite: EC234or 235 or permission of instructor. M. Odekon

EC 316. ECONOMICS OF DEVELOPMENT 3The theory and practice of economic development inthe third world. Topics include: analysis of worldincome distribution and causes of world incomeinequalities; the contribution of social change, politics,economics and economic planning to the process ofdevelopment; means of improving the quantity andquality of domestic and international economic re-sources; methods for improving sectoral output andproductivity; policies for redistribution and basic needsand for combating the equity-efficiency trade-off indevelopment strategies. Prerequisites: EC 103 and104, or permission of instructor. M. Odekon

EC 319. ECONOMICS OF INCOMEDISTRIBUTION AND POVERTY 3

The definition and measurement of economicinequality and poverty and the investigation of eco-nomic factors determining the distribution of incomeand wealth. On the macro level, the course examinesthe dynamics of input markets, including productivityand technological change. The micro level focuses onthe personal distribution of income and poverty in theUnited States. Alternative theories are examined.Other topics include the role of the governmentthrough policies such as taxes, transfers, and publiceducation. Prerequisites: EC103 and 104 or permis-sion of instructor. S. Baum, M. Odekon

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EC 376. SENIOR THESIS 3Advanced research paper in economics. Open to allseniors with departmental approval. All completedtheses must be defended before the economicsfaculty. The Department

EC 399. INTERNSHIP IN ECONOMICS 3Professional experience at an advanced level forjuniors and seniors with substantial academic experi-ence in economics. With faculty sponsorship anddepartment approval, students may extend theireducational experience into areas such as economicresearch and consulting, forecasting, regulation, andpolicy analysis. Work will be supplemented by appro-priate written assignments. Only three semester-hourcredits may count toward the requirements for themajor, and none toward the minor. Prerequisites: twoof the following: EC235, 236, 237, and at least two300-level economic courses.

EC 344. PUBLIC FINANCE 3Study of government expenditures and taxationpolicies from both institutional and theoretical per-spectives. The course will focus on the economicroles of federal, state, and local governments inimplementing decisions about defense spending,social programs, income, sales, property, and SocialSecurity taxes. Prerequisite: EC236. S. Baum

EC 345. MONETARY THEORY AND POLICY 3Foundations of money, financial markets, and centralbanking within a capitalist framework. Theoreticalemphasis will be placed on monetarist and postKeynesian explanations for money, interest, employ-ment, and prices. Policy discussions will focus on therelationship between money market instruments andcentral bank policies in the context of the abovetheoretical frameworks. A major term paper, whichcompares the recent monetary policies of the FederalReserve System with those of another central bank,is expected of all students. Prerequisites: EC 103 and104. Open only to juniors and seniors. R. Rotheim

EC 351. WOMEN IN THE ECONOMY 3This course examines the ways in which the eco-nomic experiences of women in the United Statesdiffer from those of men. Topics include labormarkets and wages, discrimination, poverty, theeconomics of the household, and the economicsof reproduction. The particular situations of variousethnic groups and occupational groups are dis-cussed. The economic experiences of women areanalyzed in their social, political, and historical context.Prerequisite: EC104. S. Baum

EC 355. HISTORY OF ECONOMIC THOUGHT 3The development of Western economic thinkingfrom Adam Smith to the present, stressing in itshistorical context the conflict between the mainstreamof economic thought and important alternatives suchas the Marxist, institutional, and anarchist traditions.Emphasis is on the works of a few major writers.Prerequisites: EC 235 and 236, or permission ofinstructor. R. Rotheim

EC 361. ADVANCED TOPICS IN ECONOMICS 3This course will give students an opportunity to studyone or a few related current topics in economics at anadvanced level. While the topic(s), instructor, andspecific prerequisites will vary each time the courseis offered, there will be at least one 200-level courserequired. May be repeated with permission of depart-ment chair. The Department

EC 371, 372. INDEPENDENT STUDY 3, 3An opportunity for qualified students to engage inin-depth reading and research in any field of econom-ics. Project should be based on work in a 300-levelcourse the student has taken. Each student worksclosely with a faculty advisor and participates in aweekly independent study seminar. Prerequisite:permission of the department required.

The DepartmentEC. 375 SENIOR SEMINAR 3A capstone experience for senior economics majors,this course builds on the theoretical frameworkdeveloped in other economics courses to analyzecurrent economic-policy issues. Specific topics differfrom year to year. Representative topics includeinequality in the U.S., the Social Security debate,unemployment and public policy, the economics ofhigher education, and economic and political reformsin Mexico. The Department

Education

Chair of the Department of Education: RuthAndrea Levinson, Ph.D.

Professor: Susan S. Lehr, Ph.D.

Associate Professor: Ruth Andrea Levinson, Ph.D.

Assistant Professor: Paul Michalec, Ph.D.,Director of Student Teaching

Lecturers: *Karen Brackett, M.S.; Joyce Rubin,M.S.; *Richard Lyman, M.A.; *Donna Brent,Ph.D.

Director of Skidmore Early Childhood Center:Karen Brackett, M.S.

The Education Department's content core andpedagogy build upon the knowledge base andcore abilities gained from studies in the liberalarts and sciences. Education studies majorsand early childhood minors are prepared toenter careers in education and/or to continueon to graduate studies. The department'smission is to develop competent, knowledge-able, and reflective educators, who arecapable of meeting the diverse learning anddevelopmental needs of students within variedlearning contexts. Education studies graduateswill be able to teach the New York StateLearning Standards, to think through complexeducational situations, to make effective teach-ing decisions, and to communicate ideas tostudents, colleagues, parents, and concernedcitizens.

A constructivist philosophy informs and directlyaffects the teaching of the Education Depart-ment faculty. Students are challenged toconstruct, to participate in, and to take respon-sibility for their own learning and continuedprofessional development. Students integratetheory into practice at increasing levels ofresponsibility and sophistication during fieldplacement experiences.

The education studies curriculum is designedto foster the following core knowledge, abili-ties, and commitments: delivering the contentknowledge of childhood education programs;utilizing a constructivist model in instruction;applying critical thinking and problem solvingskills; practicing communication and socialinteraction skills; integrating assessment andevaluation into reflective teaching practice;promoting cross cultural perspectives; facilitat-ing social justice and equity for all students;and contributing as professional leaders.

The successful completion of a major ineducation studies prepares students as candi-dates for an initial New York State certificationin childhood education (grades 1-6). Studentsmay also choose to minor in early childhoodeducation.

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POLICIES AND PROCEDURES:Admission: Students must apply for admis-sion to the major during their sophomore yearand are selected on the basis of demon-strated competence in academic subjects andcommunication skills, and demonstratedsuitability for teaching. Students planning togo abroad should talk to the department chairin their first year.

Students who successfully complete theteacher education program, the Drug Educa-tion Workshop, and are recommended by theCollege will, upon graduation, be eligible forNew York State certification. The New YorkState Teacher Certification Examinations(liberal arts and sciences, written assessmentof teaching skills) are also required by the NewYork State Education Department for issuanceof a Certificate of Qualification. The Certificateof Qualification is effective for five years, oruntil either initial employment or a request bythe holder that the Provisional Certificate beissued, whichever comes first. If the individualis employed in the public schools of New YorkState, the Certificate of Qualification must beexchanged for the Provisional Certificate. Pro-visional certification is effective for five years.

Pending approval by the New York StateLegislature, students in the Class of 2004 andbeyond, who successfully complete theteacher education program, the Drug Educa-tion Workshop, an additional New York StateTeacher Certification Examination (contentspecialty test), and are recommended by theCollege, will upon graduation be eligible for theNew York State Initial Certificate. The initialcertificate will be in childhood education(grades 1-6).

Changes in regulations enacted by the NewYork State Board of Regents and the StateLegislature modify and take precedence overthe above certification procedures.

THE EDUCATION STUDIES MAJOR (Classesof 2001, 2002, 2003)

The education studies major must successfullycomplete the following courses:

1. ED 200, 215, 231A or B, 233, 335, 336,342, 344, 350

2. A concentration or a major in one of theliberal arts or sciences.

The education studies major supports the NewYork State Education Department guidelines,and it is approved by the New York StateEducation Department. Prospective majorsshould consult with Skidmore’s Department ofEducation during the spring of their first year todiscuss the major and plan a course program.Formal application for acceptance to the pro-gram is made in the sophomore year. Studentsgoing abroad should explore the possibility ofgoing abroad during the sophomore year or inthe summer in order to take ED233 and thejunior block on schedule.

The Department of Education requires that allcandidates for student teaching placementsmust earn a C or better in each of the juniorblock courses, including the recommendationof the department.

Students must demonstrate proficiency duringthe student teaching experience in knowledgeand performance skills with a grade of C orbetter in each placement in order to be recom-mended for certification.

The nature of the program requires that thedepartment reserve the right to limit the num-ber of students accepted. If interested in themajor, students are urged to obtain materialfrom the Education Department office provid-ing information concerning application proce-dures, acceptance criteria, and a detailedprogram description.

HONORS: To be eligible for departmentalhonors, a student must (1) complete all depart-mental requirements for the education majorand have a grade-point average of 3.5 orhigher for all course work taken in the depart-ment; (2) complete ED350 with a grade of A-or better; (3) complete ED351 with a grade ofA for the research paper or project, which mustalso be presented to the faculty; and (4) havea grade-point average of 3.0 or higher for allcourse work taken at Skidmore.

EARLY CHILDHOOD MINOR: Students wish-ing to pursue this minor should consult with theEducation Department. Required coursesinclude ED200 or PS207, ED213, 222, 231A,322, and one of the following: PS305, AR358,ED371, SB315, or ED314.

EARLY CHILDHOOD CENTER: The center isa lab school affiliated with the EducationDepartment. As a lab school, its missionincludes service to children and their families,the education of college students, andresearch. The faculty and staff have expertisein the supervision of college students’ labexperiences and in the design and imple-mentation of learning experiences for youngchildren. Skidmore students, who may partici-pate through academic programs, the WorkStudy Program, or volunteerism, have theopportunity to observe academic theory ap-plied and tested in the real world. The centeroperates a prekindergarten class and classesfor three- and four-year-old children.

SECONDARY EDUCATION: Skidmore’saffiliated program with Union College leads tothe master of arts in teaching degree. Seepage 148.

ED 100. EXPLORATION OF EARLY CHILD-HOOD CLASSROOM TEACHING 1

Observation and participation in the teachingprograms of the Skidmore Early Childhood Center.Students are required to participate a minimum of twohours per week in one of the assigned classroomsunder the supervision of the classroom teacher andmeet one hour a week with other participants and afaculty member to discuss observation, experiences,and issues. Non-liberal arts. J. Rubin

ED 103. INTRODUCTION TO TEACHING 3Consideration of the role of the teacher, the nature ofthe learner, conceptions of teaching, factors affectinginstructional decisions, philosophies of education thatguide the practice of teaching, curriculum innovationsand trends, and the school as an institution. Includesobservation and field work in local schools, K-12.(Not open to students who have completed ED203.

J. Rubin

ED 104. HUMAN INTELLIGENCE(S) ANDLEARNING ENVIRONMENTS 3

The investigation, analysis, and evaluation of re-search, theory, and history concerning humanintelligence(s) and giftedness. Students will learn thathow and why we measure intelligence is related tothe needs of a changing society. They will becomefamiliar with procedures for measuring intelligenceand educational practices that respond to intellectualdiversity. They will also develop an appreciation forwhat it is like to possess exceptional or unusualpotential and better understand the unique character-istics, needs, and concomitant problems of giftedlearners. Students will examine qualities of learningenvironments that are responsive to these needs andabilities. Readings and audiovisual materials will beused to demonstrate how theory informs practice.

J. Rubin

ED 200. CHILD DEVELOPMENT ANDLEARNING 3

Development of the child to age twelve with a focuson learning, factors affecting learning potential, andrecent research on cognitive development. Studentsengage in systematic observations of childrenattending the Greenberg Child Care Center on theSkidmore campus. Required of majors. Must becompleted before the second semester of the junioryear. R. A. Levinson

ED 213. THE EXCEPTIONAL CHILD IN THEELEMENTARY SCHOOL 3

A comprehensive survey of the field of specialeducation with special emphasis on individual differ-ences and the strategies for adapting programs toeducationally handicapped and gifted children.Topics will include the impact of PL 94-142 andSection 504 on the elementary school program. Fallsemester. D. Brent

ED 215. SCHOOL AND SOCIETY 3An introduction to the social, historical, and philo-sophical foundations of the issues involved in educat-ing young people in the United States. The socialcontext of education in the U.S. is explored, includingthe influence of the courts, politics, multiculturalism,and recurring controversy over issues of race, class,and gender. In addition, this course will help studentsdevelop the skills necessary for interpreting andresolving new issues as they arise, including acritical, reflective perspective toward the publicdebate of educational issues. (Fulfills society-Acomponent of breadth requirement.) P. Michalec

ED 216. HISTORY OF EDUCATION IN THEUNITED STATES 3

An examination, from a historical perspective, of therole of formal and informal education in the UnitedStates with particular attention to the origins andevolution of the common school, the changing statusof children, and related social issues. Prerequisite:one course in United States history or Americanstudies, or permission of instructor. Not open tostudents who have taken ED315. (Fulfills LS2requirement.) P. Michalec

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ED 344. PRACTICUM IN TEACHING ANDINSTRUCTION 4

Prepares students to make decisions related toplanning, methods of instruction, classroom manage-ment, evaluation, and teaching strategies. Super-vised observation and participation in elementaryschool classrooms. Taken concurrently with ED335,336, and 342. Open only to juniors admitted to theprofessional sequence or permission of instructor.Non-liberal arts. J. Rubin

ED 350. ELEMENTARY EDUCATIONSTUDENT TEACHING 16

Student teaching integrated with methods andmaterials of teaching in the elementary school usinga full-time semester block plan. Seniors who havesatisfactorily completed the junior year program andhave demonstrated professional attitudes and prac-tices included in the program description are eligible.Fall semester only. Non-liberal arts.

The Department

ED 351. ISSUES IN EDUCATION 3A colloquium in which students research and discusscurrent issues in education. A major paper reportingthe results of library or empirical research is required.While students are encouraged to pursue topicswhich integrate work in the major or concentrationand educational issues, other topics may be consid-ered, especially for those students with a doublemajor. Meets the department requirement that seniormajors complete a major paper and culminatingexperience. Required of senior majors. Note: Begin-ning with the Class of 2001, required only of thosesenior majors seeking departmental honors.

The Department

ED 361. ADVANCED TOPICS IN EDUCATION 3Advanced study of selected topics in education.Such topics may differ from year to year and mightinclude: “The Classical Roots of Western Education,”“From Orbis Pictus to Alice in Wonderland: TheHistory of Children’s Books,” and “A History ofWomen in Education.” This course may be repeatedwith a different topic. The Department

ED 371, 372. INDEPENDENT STUDY IN THEFOUNDATIONS OF EDUCATION 3, 3

An opportunity for study in depth of an educationalproblem. The topic is chosen by the student. One ormore investigative approaches may be utilized, suchas selected readings, field projects, and case studies.Students should consult the chair of the departmentto plan their study. These units are or are not creditedas units in liberal arts, at the discretion of both thedepartment chair and the registrar (and, in excep-tional instances, the Curriculum Committee of theCollege). The Department

AR 358. ART FOR CHILDREN 3Introduction to the basic materials, methods, andtechniques used in the classroom as related toelementary school curriculum, children’s needs,interests, and development. The role of art in ahumanities program will also be considered. Non-liberal arts. Doretta Miller

ED 217. ALTERNATIVE EDUCATION IN THEUNITED STATES: POLITICAL ANDSOCIAL PERSPECTIVES 3

Alternative education models have historically been avital component of the educational environment of theUnited States. Students will investigate a variety ofalternative education models from at least threeperspectives: historical, political, and social. Studentsin this course will study the origins and motivations tocreate alternative education models and the effectsthat implementation of these models may have on thelearning and policy decisions related to education atthe local, state, and national levels. (Fulfills LS2requirement.) The Department

ED 222. THE YOUNG CHILD AND THEEDUCATIONAL PROCESS 3

The study of child development and educationalpractice as it pertains to young children from birth toeight years. The course includes a history of earlychildhood programs and a consideration of differentprogram models. Students will engage in extensiveobservation at the Skidmore Early Childhood Center,as well as selected off-campus environments, tostrengthen understanding of models of early educa-tion. Prerequisite: ED200 or PS207. Fall semester.

K. Brackett

ED 231. CHILDREN’S LITERATURE 3A survey of children’s literature. Students will beintroduced to a variety of genres, authors, andillustrators with an emphasis on selection criteria andimplementation of literature-based programs in theelementary classroom. A consideration of trends andissues in children’s literature. Exploration of topicsrelated to censorship, gender roles, violence, andpolitical and social themes. A. Literature for theyoung child, or B. Literature for the older child. Bothsections are not open to first-year students. S. Lehr

ED 233. EMERGENT LITERACY 4A general introduction to children’s emergent literacyusing a sociopsycholinguistic framework. Topicsinclude children’s language acquisition; the nature oflanguage; language variations and implications forteaching the history of the English language as abasis for exploring the history of reading instruction inthe United States; basic linguistic concepts and theirrelation to controversial phonics instruction in theUnited States; models of reading and an understand-ing of the reading process; writing development inyoung children; the writing process and spellingdevelopment; the use of literature as the basis of thereading program. Prerequisite: Open only to juniorsadmitted to the professional sequence or permissionof instructor. Fall semester. S. Lehr

ED 261. THEMES IN EDUCATION 3Introductory exploration of selected topics in educa-tion. Such topics may differ from year to year andmight include: “Technology and Education,” “TheImage of the Child in Literature,” “The Art of PictureBook Illustration,” and “Comparative Studies inEducation.” This course may be repeated with adifferent topic. The Department

ED 299. PROFESSIONAL INTERNSHIP INEDUCATION 3

Internship opportunity for students whose curricularfoundations and cocurricular experiences haveprepared them for professional work related to themajor field. With faculty sponsorship and departmen-tal approval, students may extend their educationalexperience into specialized educational programssuch as preschool, gifted and talented, special needsstudents, or educational administration. Does notcount toward the major. Non-liberal arts.

The Department

ED 314. EDUCATIONAL ASSESSMENT ANDTHE EXCEPTIONAL CHILD 3

The study of educational assessment procedures andinstruments and their interpretation and application inpreparing educational environments for children whoare disabled and nondisabled. Students will developcomprehensive evaluation plans, design criterionreferenced tests and observational systems, andassess individual children. Prerequisite: ED213.Spring semester. Non-liberal arts. D. Brent

ED 322. LEARNING IN EARLY CHILDHOODSETTINGS 4

The application of developmental curricula tolearning settings for young children. Students willparticipate two half-days each week in a classroomsetting within the Skidmore Early Childhood Center orin an early-childhood program within the communityat the N-3 level. The course will focus on planningstrategies, teaching styles and techniques, manage-ment, relevant legislation, issues and trends in thefields of education, as well as observation andassessment. Prerequisite: ED222. Spring semester.Non-liberal arts. K. Brackett

ED 323. ADOLESCENT DEVELOPMENT 3Examination of the adolescent period to determinewhat characteristics distinguish this stage of life fromthat of childhood and adulthood. Readings fromanthropological, historical, sociological, biological,psychological, and literary perspectives are used toinvestigate the adolescent experience and to deter-mine whether it is universal or particular. Not open tostudents who have taken ED202. Prerequisites:ED200, PS201 or PS207 or permission of instructor.

R. A. Levinson

ED 335. TEACHING READING IN THEELEMENTARY SCHOOL 4

An advanced reading course which includes theeffective teaching of reading in the content areas,constructing and administering informal readinginventories, exploring current models of remediationand implementing thematic webbing in the elemen-tary classroom. Taken concurrently with ED336, 342,and 344. Prerequisite: ED233. Open only to juniorsadmitted to the professional sequence or permissionof instructor. Non-liberal arts. S. Lehr

ED 336. TEACHING ELEMENTARYMATHEMATICS 4

A course designed to introduce students to currentprinciples and methods for teaching mathematics asa creative discipline in the elementary school. Topicsin mathematics will be addressed utilizing manipula-tive materials, cooperative learning strategies,questioning techniques, assessment techniques, andcurrent research of interest and relevance to educa-tors. Taken concurrently with ED335, 342, and 344.Open only to juniors admitted to the professionalsequence or permission of instructor. Non-liberal arts.

The Department

ED 342. INTEGRATED TEACHING 4Provides students with the knowledge and theexperiences to make teaching decisions whichfacilitate children’s learning in the classroom environ-ment. Integration and applications of methods usedto teach science and social studies curricula areillustrated and practiced. Taken concurrently withED335, 336, and 344. Open only to juniors admittedto the professional sequence or permission of instruc-tor. Non-liberal arts. R. A. Levinson

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English

Chair of the Department of English: SarahWebster Goodwin, Ph.D.Associate Chair of the Department: PhilipBoshoff, Ph.D.

Professors: Robert Boyers, M. A., TischProfessor of Arts and Letters; Thomas S. W.Lewis, Ph.D., Quadracci Professor of SocialResponsibility; Murray J. Levith, Ph.D.; PhyllisA. Roth, Ph.D.; Barry Goldensohn, M.A.; *Char-lotte M. Goodman, Ph.D.; Regina M. Janes,Ph.D.; Terence Diggory, D. Phil., Courtneyand Steven Ross Professor of Interdiscipli-nary Studies ; Steven Millhauser, B.A.; SusanKress, Ph.D., Class of 1948 Professor forExellence in Teaching; Sarah WebsterGoodwin, Ph.D.; Kathryn Davis, B.A.; Victor L.Cahn, Ph.D.

Associate Professors: James Kiehl, Ph.D.;*Jon R. Ramsey, Ph.D.; Joanne Devine,Ph.D.; Rajagopal Parthasarathy, Ph.D.;Catherine Golden, Ph.D.; Philip Boshoff,Ph.D.; Michael S. Marx, Ph.D.; Kate Green-span, Ph.D.; Barbara Black, Ph.D.; LindaSimon, Ph.D.

Visiting Associate Professors: *Wilma Hall, Ph.D.;Alan Wheelock, Ph.D.

Assistant Professors: Mason Stokes, Ph.D.;Ann Seaton, Ph.D.

Writer-in-Residence: Steve Stern, M.F.A.

Visiting Writer-in-Residence: Douglas Glover,M.F.A.

Lecturers: *Marc Woodworth, M.A.; FrancoisBonneville, Ph.D.; *Sandra Welter, M.A.

Research Associate: Deborah Cadman, Ph.D.

The English Department offers variousperspectives on the study of language andliterature. In consultation with a faculty advisor,students design their programs to meet indi-vidual interests and goals. The major offersstudents the option of concentrating in literarystudies or creative writing. The concentrationin literary studies entails a minimum of ninecourses; the concentration in creative writingentails at least eleven courses. Both concen-trations require seven core courses. While thecore gives students an understanding ofgenres, a foundation in literary history, andtraining in close reading, the concentrationallows students a chance to pursue individualinterests.

THE ENGLISH MAJOR

The English major requires a minimum of thirtycredit hours in one of the two following con-centrations:

I. Literary Studies — a total of at least ninecourses (four at the 200 level and five atthe 300 level), including the core and atleast two other courses, one from thecategories Advanced Courses in Britishand American Literature or Senior TutorialStudies. The major requires completion ofat least thirty credit hours. Normally, thismeans that at least one course in additionto EN201 and 202 must carry four credithours.

II. Creative Writing — a total of at least elevencourses (five at the 200 level and six at the300 level), including the core and fourselected from: EN281 or 282; EN379(which may be taken twice for credit);EN380 (which may be taken twice forcredit); EN381; Independent Study (EN371,372) in creative writing; Senior Projects(EN373, 374) in creative writing.

The Core (required of all majors):

I. Introductory requirement: FOUR courses atthe 200 level:

A. Evolving Canon requirement: EN201,202: Evolving Canon I and II, in that order.

B. Genre requirement: one course fromamong EN211, 213, 215

C. Topics requirement: one course fromamong EN205, 206, 207, 208, 217, 223,225, 227, 229, 230, 231, 232, 234, 243.

II. Advanced requirement: THREE literaturecourses at the 300 level from the catego-ries Advanced Courses in British andAmerican Literature or Senior TutorialStudies:

A. Early Period requirement: ONE of thethree must be EN341, 342, 343, 344, 345,346, 347, 348, 350, 363A or, when indi-cated in departmental prospectus copy,377, 378.

B. Later Period requirement: ONE of thethree must be EN315, 316, 351, 352, 356,363B or, when indicated in departmentalprospectus copy, 377, 378.

C. ONE other 300-level course in literature.

Before enrolling in any 300-level course,majors must complete EN201 and EN202 insequence, and EN211, or 213, or 215. Inaddition, students must also fulfill the generalCollege requirements for the B.A. degree.

The ability to write is fundamental to theEnglish major. The department stronglyrecommends that all majors complete at leastone of the following writing courses: EN205,206, or 303.

INTERDEPARTMENTAL MAJORS: Inconjunction with the relevant departments, theEnglish Department offers majors in English-philosophy and English-French, English-German, and English-Spanish. Studentswishing to declare an interdepartmental majorchould consult with the chairs for specificprogram planning. See InterdepartmentalMajors.

HONORS: Departmental honors are awardedto a senior major who has maintained therequired college and department grade aver-ages and who, by the end of the first semesterof the senior year, has filed with the depart-ment a Declaration of Intention to Qualify forHonors or who has enrolled in Senior Thesis.In addition to the necessary grade averages,qualification requires work of exceptional meritin a Senior Thesis, Senior Project, or SeniorHonors Plan, specified in the student’s Decla-ration, that will represent a culmination of thestudent’s work in the major.

THE ENGLISH MINOR: Students wishing todeclare a minor in English should conslut withthe chair for specific program planning. Theminor normally includes six courses in one ofthree areas of concentration:

Literature: Six courses in the department,including two chosen from the categoryAdvanced Courses in British and AmericanLiterature (other than EN371 and 372), andthree from the categories Genre Courses,General Courses, and Literature in Translation.

Creative Writing: Six courses in the depart-ment, including EN281 or 282; 211 or 213; atleast two from the category Advanced Coursesin British and American Literature (other thanEN371 and 372); and one of the followingcombinations: (a) 379 and 380; (b) two semes-ters of either 379 or 380; (c) 380 and either381 or an Independent Study in writing;(d) 379 and either 381 or an IndependentStudy in writing.

Expository Writing: Six courses in the depart-ment, including EN205 or 206; 207; 303 or anadvanced writing project developed within theguidelines of EN373, 374, or 399; and twocourses from the categories Genre Courses,General Courses, Literature in Translation,and Advanced Courses in British and Ameri-can Literature (other than EN371 and 372).

Students wishing to complete a minor inEnglish should file a Declaration of Minor withthe Registrar before the last semester of thesenior year at Skidmore and maintain at leasta 2.0 grade average in their concentration forthe minor. Courses at the 100 level may not becredited toward the minor.

NOTE: 200-level courses in English are opento first-year students unless prerequisites orrestrictions are stated in the description.

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B. Personal Experience and the Critical Voice.Intensive practice in the writing of polished essaysthat begin with the writer’s experiences and move onto explore the relationship of the self to the largerworld. Emphasis will be placed on finding a personalvoice, exploring a variety of contemporary issues,developing one’s ideas, and effectively revising one’swork. Readings include personal essays by bothclassic and contemporary writers such as Montaigne,Lamb, Didion, and Gates.

C. The Arts Review. Intensive practice in writingarts reviews on topics such as art exhibits, musicperformances, dance, films, public lectures, andcurrent literature. Writing assignments focus on formssuch as the short review, the essay review, and theprofile. Reading of selected reviews by accomplishedwriters and critics, and analysis of writing from thepopular press, scholarly journals, and arts maga-zines. Requirements for the course include atten-dance at arts events on the Skidmore campus andthroughout the Capital District.

D. Special Topics in Nonfiction Writing.Intensive practice in a particular form of expositorywriting or intensive exploration of a subject withspecial attention to style and the development of thewriter’s voice. Topics may include, for example,biography, technical writing, or writing and theInternet.

EN 206. WRITING ABOUT LITERATURE 3Writing and revising short critical essays on literarytopics in various genres: drama, verse, prose fiction.Instruction in ordering ideas and in focusing a topicby assessing purpose and audience and by makingan acute thesis and choosing a voice for effect. Alsoinstruction in supporting the thesis and managingsecondary sources: qualities of evidence and reason-ing; methods of persuasive demonstration andexplanation; manners of citation. Primarily for sopho-more and junior English majors, this course assistsstudents already competent at writing explanatoryessays to develop the more specialized skillsdemanded for writing about literature. Prerequisite:EN105 or 105H and either 211, 213, or 215; orpermission of instructor. The Department

EN 303H. PEER TUTORING PROJECT INEXPOSITORY WRITING 4

Examination of rhetoric, grammar, and compositiontheory essential to writing, collaborative learning, andpeer tutoring. Students practice analytical writing andcritique expository essays. Weekly writing assign-ments and a term project explore composition theoryand tutoring practices and analyze EN 103 assign-ments. Participation in a weekly supervised peertutoring practicum with EN 103 students. Prerequi-site: EN 201 and 202 (in sequence); and EN 211, or213, or 215; and upperclass standing; and permis-sion of instructor. (This is an Honors course.) P. Boshoff, C. Golden, M. Marx, or L. Simon

COURSES IN LANGUAGE

EN 207. THE NATURE OF LANGUAGE 3A general introduction to language with specialemphasis on the nature and structure of linguisticsystems, the representation of meaning in language,and social and biological aspects of human language.Topics include study of the origins and definingcharacteristics of language; the relationship betweenlanguage and culture; the causes and impact oflanguage variation; children’s acquisition of language;and the manipulation of language, especially in themedia and in advertising. J. Devine

EN 208. LANGUAGE AND GENDER 3Investigates the interaction of language and genderby raising questions about society and culture inrelation to language use. Systematic examination ofthe following topics: the historical roots of bothbeliefs and practices related to gendered-languagedifferences in speech and writing; differing structuraland functional characteristics of the language usedby women and men; the development of thesedifferences in early childhood and their personal andsocial purposes; and the language behavior of menand women in cross-cultural contexts. J. Devine

GENRE COURSES

EN 211. FICTION 3Designed to enhance the student’s capacity to readnovels and short stories. Explores fundamentaltechniques of fiction, such as symbol and myth, irony,parody, and stream-of-consciousness, within bothconventional and experimental forms. Recommendedpreparation for advanced courses in fiction. (Fulfillsarts-B component of breadth requirement.)

The Department

EN 213. POETRY 3Designed to bring the general student into a familiarrelationship with the language and structure ofpoetry. General readings from the whole range ofEnglish and American poetry—from early ballads tocontemporary free forms—introduce students torepresentative poets and forms. Recommendedpreparation for all advanced courses in poetry.(Fulfills arts-B component of breadth requirement.)

The DepartmentEN 215. DRAMA 3The study of drama as literature. Reading of playsfrom different historic periods, focusing on modes ofcomedy, tragedy, romance, tragicomedy, and melo-drama. Introduction to the varied possibilities of form,such as expressionism, naturalism, and the absurd.Recommended preparation for advanced courses indrama. (Fulfills arts-B component of breadth require-ment.) The Department

EN 217. FILM 3Study of selected films that demonstrate the develop-ment of various rhetorical or expressive techniques inthe history of the movies. The course offers practicalapproaches to film as a medium of communicationand as an art by examining a historical and interna-tional array of films — both English language andsubtitled — by such masters as: Griffith, Eisenstein,Chaplin, Stroheim, Lubitsch, Murnau, Pabst, Lang,Clair, Sternberg, Renoir, Carne, Hitchcock, Wells,Ford, DeSica, Rossellini, Ozu, Bergman, Antonioni,Ray, Truffaut, Resnais, Tanner, and others. Lab fee:$25. R. Boyers, J. Kiehl, or A. Wheelock

GENERAL COURSES

EN 201. EVOLVING CANON I 4The first of a coordinated pair of courses offeringinstruction in key writers, important texts, and thehistorical sequence of literary movements fromclassical, continental, British, and American literature.Evolving Canon I extends chronologically throughthe first half of the seventeenth century. Intended asa foundation for the English major, this courseestablishes a shared experience of texts and con-cepts. Required of all majors as preparation for 300-level courses. EN 201 is a prerequisite for EN 202.(Fulfills arts-B component of breadth requirement.)

The Department

COURSES IN COMPOSITION

EN A. WRITING CLINICFor those students in the College who are havingdifficulty writing essays and term papers. The studentattends private tutorial sessions with an Englishinstructor. No credit. The Department

EN 100. ENGLISH LANGUAGE SKILLS 3Basic skills of the English language for specialinterest students requiring such a course. Non-liberalarts. The Department

EN 103. WRITING SEMINAR I 4Introduction to expository writing with weeklywriting assignments emphasizing skills in developingideas, organizing material, and creating thesisstatements. Assignments provide practice in descrip-tion, definition, comparison and contrast, and argu-mentation. Additional focus on grammar, syntax, andusage. Students and instructor meet in seminar threehours a week; students are also required to meetregularly with a Writing Center tutor. This coursedoes not fulfill the all-College requirement in exposi-tory writing. The Department

EN 105. WRITING SEMINAR II 4This seminar immerses students in the process ofproducing finished analytical essays informed bycritical reading and careful reasoning. Special atten-tion is given to developing ideas, writing fromsources, organizing material, and revising drafts.Additional emphasis is on grammar, style, and formalconventions of writing. Students respond to oneanother's work in workshops or peer critique ses-sions. Weekly informal writing complements assign-ments of longer finished papers. This course fulfillsthe all-College requirement in expository writing.

The Department

EN 105H. WRITING SEMINAR II 4The honors sections of EN105 offer highly motivatedstudents with strong verbal skills the opportunity torefine their ability to analyze sophisticated ideas, tohone their rhetorical strategies, and to developcogent arguments. Toward these goals, studentswrite and revise essays drawing upon a variety ofchallenging readings and critique each other's workwith an eye to depth and complexity of thought, logicof supporting evidence, and subtleties of style. TheEnglish Department places some students inEN105H and encourages other students to consultwith their advisors, the director of the Honors Forum,or the director of the Expository Writing Program todetermine if this level of Writing Seminar is appropri-ate. Each section of EN105H focuses on a topic thatis listed in the master schedule and described in theEnglish Department's prospectus and on its Webpage. This course fulfills the all-College requirementin expository writing. The Department

EN 205. NONFICTION WRITING 4Intensive practice in writing nonfiction prose, withemphasis on expanding the writer’s options, findinga distinctive voice, and using strategies of inquiry,description, exposition, argumentation, and persua-sion. Prerequisite: completion of College expositorywriting requirement. (This course may be repeatedfor credit with a different topic.) The Department

A. Argumentation. Instruction in classical andcontemporary argumentative writing. Practice intaking a stand and building a case. Analysis ofarguments from the perspective of logic, rhetoricalappeals, and audience.

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EN 202. EVOLVING CANON II 4The second of a coordinated pair of courses offeringinstruction in key writers, important texts, and thehistorical sequence of literary movements fromclassical, continental, British, and American literature.Evolving Canon II extends chronologically from thesecond half of the seventeenth century through theearly twentieth century. Intended as a foundation forthe English major, this course establishes a sharedexperience of texts and concepts. Required of allmajors as preparation for 300-level courses. Prereq-uisite: Evolving Canon I. The Department

EN 223. WOMEN AND LITERATURE 3An introduction to the study of women and literature,with particular attention to the various ways literaryworks have helped construct and also questiondifferences between femininity and masculinity.Matters considered include defining basic terms(character, plot, genre, author, sex, gender) andexploring the relations among those terms.

The Department

EN 225. INTRODUCTION TO SHAKESPEARE 3Selected comedies, histories, and tragedies. Prima-rily for nonmajors. M. Levith, V. Cahn, or

K. Greenspan

EN 227. INTRODUCTION TO AFRICAN-AMERICAN LITERATURE 3

A chronological exploration of literature by African-Americans from the early 1700s to the present,focusing on changes in the content and style and thereasons for those changes, as well as on specificwriters. A. Seaton, M. Stokes

EN 229. SPECIAL STUDIES IN LITERATURE 3Introduction to a selected topic in literature and/orlanguage. May be repeated with a different topic.

The Department

EN 243. NON-WESTERN ENGLISHLITERATURE 3

A study of the literatures in English from the ThirdWorld (India, Africa, and the Caribbean) since theend of colonialism. Major writers studied includeNarayan, Rao, Anand, Achebe, Ngugi, Aidoo, Head,Naipaul, Walcott, and Rhys. Students read the textsin an interdisciplinary and cross-cultural context. Thecourse examines the implications of the emergenceof English as a global lingua franca, the conditions ofsocieties caught up between the opposing pressuresof tradition and modernity, and the displacement ofthe oral by the written tradition. (Fulfills non-Westernculture requirement.) R. Parthasarathy

LITERATURE IN TRANSLATION

EN 230. THE BIBLE AS LITERATURE 3Acquaints students with the contents of the Bible,introduces them to its history (dates of composition,establishment of canon, history of translations ,especially in English), and provides practice inidentifying and interpreting Biblical allusion in literaryworks. Some attention will also be given to doctrinesand theological controversy. R. Janes

EN 231. NON-WESTERN LITERATURE:THE CLASSICAL WORLD 3

Hebrew, Sanskrit, Chinese, and Japanese literaturesin translation; readings may include books from theHebrew Bible; selections from the Mahabharata, theworks of Kalidasa, Somadeva, Li Po, Tu Fu, PoChu-i, Wu Ch’eng-en, and Murasaki Shikibu.Students read the texts in an interdisciplinary andcross-cultural context. (Fulfills non-Western culturerequirement.) R. Parthasarathy

EN 232. NON-WESTERN LITERATURE:THE MODERN WORLD 3

Hebrew, Hindi, Urdu, Bengali, Chinese, and Japa-nese literatures in translation; readings may includeselections from the works of Agnon, Amichai, Oz,Megged, Yizhar, Premchand, Manto, Tagore, Lu Xun,Zhang Jie, Kawabata, Mishima, Enchi Fumiko, andHayashi Fumiko. Students read the texts in aninterdisciplinary and cross-cultural context. (Fulfillsnon-Western culture requirement.) R. Parthasarathy

EN 234. WESTERN LITERATURE:THE MODERN WORLD 3

Books of the New Testament; selections fromthe works of St. Augustine, Apuleius, Dante,Rabelais, Montaigne, Shakespeare, Cervantes,Swift, Nietzsche, and Dostoyevsky. (Fulfills arts-Bcomponent of breadth requirement.) The Department

EN 335. THE CONTINENTAL NOVEL:NINETEENTH CENTURY 3

The continental novel as an expression of nineteenth-century social, intellectual, and artistic problems; notan historical survey. Goethe, Stendhal, Flaubert,Gogol, Dostoyevsky, Turgenev, Tolstoy, Zola. Pre-requisite: EN201 and 202 (in sequence); and EN211,or 213, or 215; or permission of the instructor.

R. Boyers or S. Goodwin

EN 336. THE CONTINENTAL NOVEL:TWENTIETH CENTURY 3

The continental novel as an expression of twentieth-century social, intellectual, and artistic problems; notan historical survey. Readings include Proust, Gide,Mann, and other major novelists. Prerequisite: EN201and 202 (in sequence); and EN211, or 213, or 215; orpermission of the instructor. R. Boyers or S. Goodwin

EN 339. MODERN EUROPEAN DRAMA 3Modern writers and principal modes (realism, expres-sionism, absurdism) of the European drama since thelate nineteenth century. Readings in such figures asIbsen, Strindberg, Chekhov, Pirandello, Brecht,Ionesco, Genet, Beckett. Prerequisite: EN201 and202 (in sequence); and EN211, or 213, or 215; orpermission of the instructor. T. Diggory or V. Cahn

COURSES IN CREATIVE WRITING

Students considering a concentration increative writing should start with EN281, Intro-duction to Fiction Writing or EN282, Introduc-tion to Poetry Writing, the course prerequisitesfor the workshops. Admission to EN381, Ad-vanced Projects in Writing, and, in specialcases, to EN371, Independent Study, is basedupon the requirement that the student will havetaken two workshops.

EN 281. INTRODUCTION TO FICTIONWRITING 3

An introduction to the writing of short stories. Writingand reading assignments are geared to the beginningwriter of fiction. Workshop format with the majority ofclass time devoted to discussions of student writing.Prerequisite: EN211. (Fulfills arts-A component ofbreadth requirement.) K. Davis, S. Millhauser,

S. Stern, or T. Tolstaya

EN 282. INTRODUCTION TO POETRYWRITING 3

An introduction to the writing of poetry. Writing andreading assignments are geared to the beginningpoet. Workshop format with the majority of class timedevoted to discussions of student writing. Prerequi-site: EN213. (Fulfills arts-A component of breadthrequirement.) B. Goldensohn or R. Parthasarathy

EN 379. POETRY WORKSHOP 3Intensive practice in the writing of poetry. May berepeated once for credit . Workshop format with mostclass time devoted to discussion of student writing.Reading and weekly writing assignments aimed atincreasing the poet’s range and technical sophistica-tion. Prerequisite: EN201 and 202 (in sequence); andEN282; or permission of instructor. B. Goldensohn

EN 380. FICTION WORKSHOP 3Intensive practice in the writing of fiction. May berepeated once for credit. Workshop format with mostclass time devoted to discussion of student writing.Readings and weekly writing assignments aimed atincreasing the fiction writer’s range and technicalsophistication. Prerequisite: EN201 and 202 (insequence); and EN281; or permission of instructor. K. Davis, S. Millhauser, S. Stern, or T. Tolstaya

EN 381. ADVANCED PROJECTS IN WRITING 3Workshop format concentrating on discussion ofprojects. The instructor determines whether thecourse will be offered in fiction or in poetry. Prepara-tion of manuscript to be considered for departmentalhonors, in support of application for graduate writingprograms, and/or for publication. Prerequisite: Twosections in the workshop of the appropriate genre(EN379 for Advanced Projects in Poetry, EN380 forAdvanced Projects in Fiction); or permission ofinstructor. The Department

ADVANCED COURSES IN BRITISH ANDAMERICAN LITERATURE

EN 310. THE AMERICAN NOVEL 3Critical approaches to the American novel. Readingsmay vary from one year to the next, but usuallyinclude works by Hawthorne, Melville, James, Twain,Dreiser, Cather, Hemingway, Faulkner, Bellow, andMorrison.Prerequisite: EN201 and 202 (in sequence);and EN211, or 213, or 215; or permission of theinstructor. C. Goodman, S. Kress,

A. Wheelock, or M. Stokes

EN 311. RECENT FICTION 3Studies of selected works of fiction published sincethe 1960s, with particular reference to the expandingpossibilities of the genre. The readings featureauthors such as Donald Barthelme, Heinrich Boll,Jorge Luis Borges, Margaret Drabble, John Fowles,John Gardner, William Gass, Gabriel GarciáMárquez, and Joyce Carol Oates. Prerequisite:EN201and 202 (in sequence); and EN211, or 213, or215; or permission of instructor. The Department

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EN 312. MODERN ENGLISH NOVEL 3Study of generic, thematic, and cultural relationshipsamong selected novels of early twentieth-centurywriters such as Conrad, Ford, Joyce, Lawrence,Forster, Woolf, and Huxley. Prerequisite: EN201 and202 (in sequence); and EN211, or 213, or 215; orpermission of the instructor.

T. Lewis, J. Kiehl, or P. Boshoff

EN 313. MODERNIST POETRY: 1890-1940 3A study of major British, Irish, and American poets asexponents of modernity—Yeats, Lawrence, Moore,Frost, Eliot, Pound, and Stevens.Prerequisite: EN201and 202 (in sequence); and EN211, or 213, or 215; orpermission of the instructor. R. Boyers, T. Diggory, B. Goldensohn, or R. Parthasarathy

EN 314. CONTEMPORARY POETRY 3A study of British, Irish, and American poets since the1930s—Auden, Thomas, Larkin, Heaney, Lowell,Berryman, Plath, and Rich. Prerequisite: EN201 and202 (in sequence); and EN211, or 213, or 215; orpermission of the instructor. R. Boyers, T. Diggory,

B. Goldensohn or R. Parthasarathy

EN 315. EIGHTEENTH-CENTURY NOVEL 3A generic, thematic, and cultural consideration ofselected romances and novels by Behn, Defoe, Swift,Richardson, Fielding, Sterne, Goldsmith, Burney, andAusten. The study begins with the formulae of fic-tional romance and examines the development of themore sophisticated, psychological novel as it rises toeminence in English literature. Prerequisite: EN201and 202 (in sequence); and EN211, or 213, or 215; orpermission of the instructor. J. Kiehl or R. Janes

EN 316. NINETEENTH-CENTURY NOVEL 3A generic, thematic and cultural consideration ofselected novels by Austen, the Brontes, Thackeray,Dickens, Eliot, Trollope, and others. Prerequisite:EN201 and 202 (in sequence); and EN211, or 213, or215; or permission of the instructor.

C. Golden, or B. Black

EN 341. SPECIAL STUDIES IN MEDIEVALLITERATURE 3

Investigation of a special topic in medieval Englishliterature with special attention to medieval literaryconventions and to the cultural context in which theydeveloped. Topics studied may draw on the works ofthe Gawain-poet, Langland, Malory, and others, andmay focus on a genre, a theme, or a period. Pre-requisite: EN201 and 202 (in sequence); and EN211,or 213, or 215; or permission of the instructor. Withpermission of the department, the course may berepeated once for credit. K. Greenspan

EN 342. CHAUCER 3Chaucer’s dream visions and The Canterbury Tales(ca. 1370-1400). The social, economic, religious, andliterary background of the High Middle Ages willclarify the satiric aspects of individual tales.Chaucer’s innovative handling of the conventions offrame and link-between-tales leads to speculationabout the structure of the fragment as a competitivesequence and about the formal correlatives to ajustice if not judicial at least poetic. Prerequisite:EN201 and 202 (in sequence); and EN211, or 213, or215; or permission of the instructor. K. Greenspan

EN 343. ELIZABETHAN AND JACOBEANDRAMA 3

Study of the drama of the late sixteenth and earlyseventeenth centuries, exclusive of Shakespeare, butincluding such writers as Marlowe, Jonson, Webster,Beaumont and Fletcher. Prerequisite: EN201 and202 (in sequence); and EN211, or 213, or 215; orpermission of the instructor. Offered alternate years.

M. Levith or R. Janes

EN 344. SPECIAL STUDIES IN SIXTEENTH-CENTURY, NON-DRAMATICLITERATURE 3

Topics, genres, traditions and authors selected fromthe wide range of sixteenth-century non-dramaticliterature, poetry and/or prose. Topics studied maydraw on such authors as More, Sidney, Spenser,Shakespeare, and Queen Elizabeth. Selections willvary depending upon the area of interest emphasizedin a given semester. Prerequisite: EN201 and 202(in sequence); and EN211, or 213, or 215; or permis-sion of the instructor. Offered alternate years.

M. Levith or R. Janes

EN 345. SHAKESPEARE: COMEDIES,HISTORIES AND ROMANCES 3

A study of selected comedies, histories, and ro-mances. Prerequisite: EN201 and 202(in sequence); and EN211, or 213, or 215; orpermission of the instructor. M. Levith or V. Cahn

EN 346. SHAKESPEARE: THE TRAGEDIES 3A study of ten tragedies. Prerequisite: EN201 and202 (in sequence); and EN211, or 213, or 215; orpermission of the instructor. M. Levith or V. Cahn

EN 347. SPECIAL STUDIES INSEVENTEENTH-CENTURY,NON-DRAMATIC LITERATURE 3

Topics, genres, traditions and authors selected fromthe non-dramatic literature of the seventeenth cen-tury, poetry and/or prose. Selections will vary de-pending upon the area of interest emphasized in agiven semester. Topics studied may draw on suchauthors as Donne, Jonson, Bacon, Burton, Locke,Newton, and others. Prerequisite: EN201 and 202(in sequence); and EN211, or 213, or 215; or permis-sion of the instructor. EN213, 230, 234. Offeredalternate years. M. Levith or B. Goldensohn

EN 348. MILTON 3Milton’s English poetry, the vision it expresses, and itsstylistic range. The course focuses on a measured,close examination of Paradise Lost—especiallynoticing its heritage, its structural genius, and itspsychologizing—and indicates the ways in which thisepic anticipates the succeeding ages of great Englishfiction. Prerequisite: EN201 and 202 (in sequence);and EN211, or 213, or 215; or permission of instruc-tor. Offered alternate years. M. Levith or J. Kiehl

EN 350. RESTORATION AND EIGHTEENTH-CENTURY LITERATURE 3

Literature in the ages of Dryden, Congreve, Swift,Addison, Pope, Johnson, and Sheridan. Plays,essays, and the tradition of derivative-epic poems,studied with regard to major social and intellectualdispositions of culture: humanism, the new science,individualism, psychology, mercantilism, urbanization,and sentimentality. The study appreciates the vigor-ously renewed dramatic tradition from the reopeningof the theaters in 1660. It also recognizes the shiftfrom patrician verse toward bourgeois prose mannerin literature. Prerequisite: EN201 and 202 (in se-quence); and EN211, or 213, or 215; or permission ofthe instructor. J. Kiehl or R. Janes

EN 351. ENGLISH ROMANTICISM 3Studies in English romanticism, its philosophic andpsychological departures from neoclassic poetry,and its consequences for modern literature. Empha-sis on the major works of Blake, Coleridge, Words-worth, Byron, Keats, and Shelley. Prerequisite:EN201 and 202 (in sequence); and EN211, or 213, or215; or permission of the instructor.

S. Goodwin, J. Ramsey, or B. Black

EN 352. VICTORIAN LITERATURE ANDCULTURE 3

A study of nineteenth-century English literature andthought, featuring such principal prose writers asJohn Stuart Mill, Matthew Arnold, John Ruskin,Thomas Carlyle, Walter Pater, and William Morris,and such poets as Alfred Tennyson, Robert Brown-ing, and Christina Rossetti. Emphasis is given to awide range of topics including political reform,evolution, the rise of liberalism, the hero in history,the meaning of literary ideas, and conceptions ofbeauty. Prerequisite: EN201 and 202 (in sequence);and EN211, or 213, or 215; or permission of instructor.

R. Boyers or B. Black

EN 356. AMERICAN ROMANTICISM 3Studies in American literature in the first half of thenineteenth century, with particular attention to the NewEngland Transcendentalist movement. Readings mayvary from one year to the next, but usually includeworks by Irving, Cooper, Poe, Hawthorne, Emerson,Thoreau, Fuller, Melville, Stowe, Douglass, andWhitman. Prerequisite: EN201 and 202 (in sequence);and EN211, or 213, or 215; or permission of instructor. C. Goodman, S. Kress, T. Lewis, or M. Stokes

EN 357. THE RISE OF MODERN AMERICANLITERATURE 3

Studies in American literature extending from theCivil War to World War I and remarking the disinte-gration of Romanticism. Readings may vary from oneyear to the next, but usually include works by Twain,Howells, Dickinson, James, Chopin, Crane, Dreiser,Wharton, Frost, and Robinson. Prerequisite: EN201and 202 (in sequence); and EN211, or 213, or 215; orpermission of instructor. C. Goodman, S. Kress,

A. Wheelock, or M. Stokes

EN 358. TWENTIETH-CENTURY AMERICANLITERATURE 3

Studies in literature extending from World War Ithrough the 1960s, with particular attention to thedistinctive forms and movements of twentieth-centurywriting in America. Readings may vary from one yearto the next, but usually include works by Cather,Fitzgerald, Hemingway, Porter, Eliot, Stevens,Faulkner, Hurston, O’Connor, Bellow, and Ellison.Prerequisite: EN201 and 202 (in sequence); andEN211, or 213, or 215; or permission of instructor. C. Goodman, S. Kress, or M. Stokes

EN 359. MODERN BRITISH AND AMERICANDRAMA 3

Major English, Irish, and American dramatists sincethe late nineteenth century, selected with attention toopposing trends in the theater of the time (realism vs.expressionism, verse drama vs. prose drama, com-edy of manners vs. folk comedy). Readings in suchfigures as Wilde, Shaw, Yeats, Synge, O’Casey,O’Neill, Williams, Miller, Albee, Osborne, Pinter.Prerequisite: EN201 and 202 (in sequence); andEN211, or 213, or 215; or permission of instructor.

T. Diggory, V. Cahn, or C. Goodman

EN 360. WOMEN WRITERS 3Advanced studies in selected women writers.Students will read a group of women writers in thecontext of recent literary criticism and feminist theory.Issues addressed may include the relations amonggender and style, psychological constructs, genre,literary history, audience, and social context. Prereq-uisite: EN201 and 202 (in sequence); and EN211, or213, or 215; or permission of instructor. The Department

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EN 361. THEORIES OF LITERARY CRITICISM 3An examination of modern literary methodologies,including new criticism, structuralism, archetypalcriticism, and psychoanalytic criticism. The courseexplores both the theories and their practical applica-tion, with a concentration on a particular literaryproblem of significance, such as the question ofmeaning, the nature of the text, or the contribution ofreader response. Prerequisite: EN201 and 202 (insequence); and EN211, or 213, or 215; or permissionof instructor. The English Department will acceptPH330E as the equivalent of EN361.

T. Diggory or S. Goodwin

EN 363. SPECIAL STUDIES IN LITERARYHISTORY 3

Studies in one or two authors of the British andAmerican traditions, or in a specific literary topic,genre, or question in literary history or theory. Pre-requisite: EN201 and 202 (in sequence); and twoadditional courses at the 200-level; or permission ofinstructor. Meets specific major requirements asdesignated: A. Meets Early Period literature requirement. B. Meets Later Period literature requirement. C. Meets other 300-level literature requirement.

The Department

EN. 364. ADVANCED SPECIAL STUDIES INLITERATURE AND LANGUAGE 3

Advanced study of a selected topic in literature and/or language. May be repeated with a different topic.

The Department

EN 371, 372. INDEPENDENT STUDY 3, 3Research in English or American literature andspecial projects in creative writing. Independent studyprovides an opportunity for any student already wellgrounded in a special area to pursue a literary orcreative writing interest that falls outside the domainof courses regularly offered by the department. Thestudent should carefully define a term’s work whichcomplements her or his background, initiate theproposal with a study-sponsor, and obtain formalapproval from the student’s advisor and the depart-ment chair. Application to do such work in anysemester should be made and approved prior topreregistration for that semester or, at the very latest,before the first day of classes for the term. Englishmajors may take only one Independent Study to meetrequirements in Advanced Courses in British andAmerican Literature. Prerequisite: EN201 and 202(in sequence); andEN 211, or 213, or 215; or permis-sion of the instructor. The Department

SENIOR TUTORIAL STUDIES

EN 373, 374. SENIOR PROJECTS 3, 3This offering allows a senior the opportunity todevelop a particular facet of English study that he orshe is interested in and has already explored to someextent. It could include such projects as teaching,creative writing, journalism, and film production aswell as specialized reading and writing on literarytopics. Outstanding work may qualify the senior fordepartmental honors. All requirements for a regularindependent study apply. Prerequisites: EN201 and202 (in sequence); and EN211, or 213, or 215; andpermission of department. The Department

EN 377, 378. RESEARCH SEMINAR 4, 4A seminar in which students explore a topic, author,or text while progressing through the stages of writinga research paper. Common discussion of individualprojects and reading of published scholarshipemphasize research as a process of shared inquiry.Students practice research methods, present work inprogress, and complete a substantial paper. Out-standing work may qualify the senior for departmentalhonors. May substitute for EN389. Recommended forseniors and advanced juniors. Prerequisite: EN201and 202 (in sequence); and EN211, or 213, or 215;and permission of instructor. The Department

EN 389. PREPARATION FOR THE SENIORTHESIS 3

Required of all second-semester junior or first-semester senior English majors who intend to writea thesis (EN390). Under the direction of a thesisadvisor, the student reads extensively in primary andsecondary sources related to the proposed thesistopic, develops his or her research skills, and bringsthe thesis topic to focus by writing an outline andseries of brief papers which will contribute to thethesis. Offered only with approval in advance by thedepartment. Prerequisite: EN201 and 202 (in se-quence); and EN211, or 213, or 215; or permission ofinstructor. The Department

EN 390. SENIOR THESIS 3Intensive writing and revising of a senior thesis underthe close guidance of the student’s thesis committee.The thesis provides an opportunity for English majorsto develop sophisticated research and writing skills,read extensively on a topic of special interest, andproduce a major critical paper of 40 to 80 pages. Notrequired for the English major but strongly recom-mended as a valuable conclusion to the major andas preparation for graduate study. Prerequisite:Either EN377, or 378, or 389; and approval in ad-vance of the thesis proposal by the department.

The Department

EN 399. PROFESSIONAL INTERNSHIP INENGLISH 3 or 6

Professional experience at an advanced level forjuniors and seniors with substantial academic andcocurricular experience in the major field. With facultysponsorship and department approval, students mayextend their educational experience into such areasas journalism, publishing, editing, and broadcasting.Work will be supplemented by appropriate academicassignments and jointly supervised by a representa-tive of the employer and a faculty member of thedepartment. Only three semester hours credit maycount toward the 300-level requirement of the major.Prerequisite: EN201 and 202 (in sequence); andEN211, or 213, or 215; or permission of instructor.Must be taken S/U.

Environmental Studies

Director of the Environmental StudiesProgram: Judith Halstead, Ph.D.

Lecturer: Karen Kellogg, Ph.D.

Affiliated Faculty:American Studies: Wilma Hall, Gregory PfitzerBiology: David Domozych, Roy Meyers,

Monica Raveret Richter, Corey Freeman-Gallant

Business: James KennellyChemistry and Physics: Steven Frey,

Raymond Giguere, Judith Halstead,Vasantha Narasimhan, Janis Skog Ritorto,Anne Wagner

Education: Paul MihalecGeology: Kenneth Johnson, John Thomas,

Richard Lindemann,Government: Roy GinsbergLibrary: Jane GravesMathematics and Computer Science: Una

Bray, Robert DeSienoSociology, Anthropology, and Social Work:

Susan Bender, Michael Ennis-McMillan

The Skidmore College Environmental StudiesProgram builds upon and enhances the mis-sion of the College. First, the program helpsstudents become environmentally literatecitizens. Such citizens as consumers, parents,voters, and community leaders will servesociety by acting responsibly as we face theenvironmentally related challenges of thecoming century. Secondly, the program pro-vides an understanding of the connectionsbetween academic fields and an interdiscipli-nary perspective in the preparation of studentsinterested in environmentally oriented careerpaths in a wide diversity of disciplines. AllSkidmore College students may enroll in theEnvironmetnal Studies Program.

Students and faculty in the program investi-gate the interrelationships among culturaltraditions, social change, and institutions, andthe physical and biological environment inwhich we live. Because of their increasingcomplexity, emerging environmental issuesrequire knowledge, methods, and responsesthat flow from many disciplines. Hence theprogram depends heavily on a balanced un-derstanding of many perspectives drawn fromthe natural and social sciences, humanities,arts, and preprofessional programs. The pro-gram culminates with an individually structuredcapstone project, frequently in the student'smajor, which merges theory into practice byemploying the student's environmental skillsand knowledge in the examination and presen-tation of an environmental issue.

THE ENVIRONMENTAL STUDIES MINORThe minor consists of seven courses including:

1. A foundation course, ES100: EnvironmentalConcerns in Perspective.

2. Two courses selected from sciences cluster.

3. Two courses selected from policy cluster.

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ES 399. PROFESSIONAL INTERNSHIP INENVIRONMENTAL STUDIES 3, 6.

Interdisciplinary professional experience at an ad-vanced level for juniors or seniors with substantialacademic experience in environmental studies. Withfaculty sponsorship and Environmental StudiesCommittee approval, students may extend theireducational experience in environmentally relatedinterdisciplinary areas, such as environmental con-sulting, environmental advocacy, environmental law,and environmental outreach. Offered S/U only.

Sciences Cluster

AN 102. Anthropology of the Human PastBI 135. Environmental ScienceBI 140. Marine BiologyBI 160. Conservation BiologyBI 180. Introductory BotanyBI 190. Populations and AdaptationsBI 237. Plant BiologyBI 307. OrnithologyBI 312 . Field Zoology of VertebratesBI 316. Animal BehaviorBI 317. EcologyBI 324. EvolutionBI 325. Tropical EcologyBI 327. Conservation EcologyBI 370. Computer Modeling of Biological

SystemsCH 103. Fundamentals of Chemistry with LabCH 105. Chemical Principles ICH 106. Chemical Principles IICH 303. Analytical ChemistryES 104. Ecological Studies in Environmental

ScienceES 105. Field Studies in Environmental

ScienceGE 101. Physical GeologyGE 102. Historical GeologyGE 112. Oceanography — Introduction to the

Marine EnvironmentGE 207. Environmental GeologyGE 304. GeomorphologyGE 315. Sedimentology

Policy Cluster

AM 250. Regional Culture:B. "The West"

AM 260. Themes in American Culture:B. “The Machine in the Garden”F. “Environment in American Culture”

AM 376 Topics in American Culture:F. “America and the Sea ”

AN 345. Ecological AnthropologyEC 316. Economics of DevelopmentEC 343. Environmental and Resource

EconomicsGO 222. State and Local GovernmentGO 305. Interest Groups and Public PolicyLS2 103. Science, Technology, and National

SecurityLS2 137. Business and the Natural EnvironmentLS2 146. Environmental IssuesLS2 160. A Green World: Human/Plant

CoevolutionLS2 166. Human Interaction with the Land —

Attitudes and ImpactsPH 230. Topics in Philosophy:

A. “Philosophy of Science”SO 322. Environmental Sociology

Exercise Science

Chair of the Department of Exercise Science,Dance, and Athletics Jeffrey Segrave, Ph.D.

Exercise Science Faculty:

Professors: P. Timothy Brown, P.E.D.; JeffreySegrave, Ph.D.

Associate Professors: Denise Smith, Ph.D.;Patricia Fehling, Ph.D.; Paul Arciero, Ph.D.

Teaching Associates in Athletics: MichaelGarcia, M.S.; Erika Gillis, M.S.; Ron Plourde,M.S.; John Quattrochi, M.A.; James P. Tucci, B.S;Stacie L. Wetzel, M.A..

The Department of Exercise Science, Dance,and Athletics provides a range of curricularand cocurricular programs for students, includ-ing:1. Opportunities to major or minor in exercise

science or dance, or pursue an interdepart-mental major in dance-theater;

2. Experiences through which majors andnonmajors can develop an appreciation forand an understanding of humanmovement, performance, and the art ofdance;

3. Opportunities to develop competence inhealth-related physical fitness activities andvarious sports; and

4. A variety of intercollegiate, intramural, andclub opportunities.

THE MAJOR IN EXERCISE SCIENCE:Exercise science comprises the study andexpansion of knowledge concerning the rela-tionship between physical activity and humanhealth. Course work and research emphasizean understanding of the effects of acute andchronic exercise on human function andhealth, and the physiological and biochemicalmechanisms that underlie the response andadaptations to exercise. Underlying the cur-riculum is a commitment to physical fitness,health promotion, and disease prevention.

The bachelor of science degree in exercisescience is designed to prepare students forgraduate study and careers in exercisescience and allied health fields. The exercisescience major serves as the academic founda-tion for advanced studies in several sub-disciplines of the field, including: exercisephysiology, bioenergetics, nutrition, sportsmedicine, biomechanics, and kinesiology.The major can also serve as the academicfoundation for advanced study and careers inallied health fields, including physical therapy,athletic training, cardiac rehabilitation, andoccupational therapy.

4. One additional course selected from eitherthe sciences cluster or policy cluster.

5. An environmentally focused independentstudy/research/ internship (chosen fromcourses numbered 371, 372; 375, 376;or 399 in the respective department; orED351), approved by the EnvironmentalStudies Committee, and upon completion,presented to the committee. Upperclassresearch or a senior thesis required forthe student’s major may satisfy thisrequirement.

Excluding the capstone course, no more thantwo courses from either cluster may be takenin a single department. No more than twocourses from the student’s major may countfor the minor, and these must be approved bythe Environmental Studies Committee in con-sultation with the student’s major department.

Environmental Studies Curriculum

ES 100. ENVIRONMENTAL CONCERNS INPERSPECTIVE 3

An interdisciplinary, multiple-perspective approach tothe study of environmental concerns. In this course,students study the interaction of human beings andtheir social, political, and economic institutions withthe natural environment. Issues such as air pollution,water pollution, and land management are discussedfrom the perspectives of both the natural sciencesand the social sciences. Local, regional, national,international, and historical perspectives on theseissues are also discussed. Prerequisite: QR1.

J. Halstead

ES 104. ECOLOGICAL STUDIES INENVIRONMENTAL SCIENCE 4

This course provides an introduction to basic ecologi-cal concepts using the North Woods as a laboratoryto explore these concepts. Topics range from naturalcommunity structure and function to ecosysteminteractions. The course will also include an examina-tion of historical and present-day land-use patternsas a means of synthesizing ecological concepts anddemonstrating the interplay of society, economics,and the environment. Three hours of lecture, threehours of lab per week. Offered in the fall semester.(Qualifies as Nature-B [lab] component of breadthrequirement.) K. Kellogg

ES 105. FIELD STUDIES IN ENVIRONMENTALSCIENCE 4

An interdisciplinary approach to the study of environ-mental issues. The primary focus of this course is thedrinking water supply for Saratoga Springs, Lough-berry Lake. The source of the lake's water, chemicalcharacteristics of the lake, and the nature of the landsurrounding the lake are considered from a geologicand chemical perspective. The course involves fieldwork and emphasizes the scientific method, tech-niques, and theories used to measure and analyzechanges in the environment. The course also ex-plores energy use and conservation and the effectsof an individual's lifestyle on the environment. Threehours of lecture, three hours of lab a week. Prerequi-site: QR1. (Qualifies as a nature-B [lab] component ofbreadth requirement; fulfills QR2 requirement.)

J. Thomas, J. Halstead, S. Frey

ES 371, 372. INDEPENDENT STUDY 3, 3An opportunity for qualified students to pursueindependent study or research in environmentalstudies under the supervision of an appropriatefaculty member. The written study proposal must beapproved by the Environmental Studies Committee.

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Students who major in exercise science must(1) fulfill the general College requirements; (2)complete nine courses in exercise science aslisted below; (3) complete two physical activitycourses as listed below; (4) complete CH103,105, 107H, or 110 (preferably in the first year);and (5) have CPR certification by the end ofthe second year.

The nine courses in exercise science mustinclude EX111, 119, 126, 127, 241, 311, 355,361, and 374 or 375. The two physical activitycourses must include one semester hour inweight training,* and one semester hour in anaerobic fitness activity.**

Students interested in professional courses ofstudy at the graduate level should consult withthe chair of the department so that the neces-sary biology, chemistry, physics, psychology,and other prerequisites become part of thefour-year curriculum plan.

HONORS: To be considered for honors inexercise science students must meet theCollege grade-point average requirement of3.0 overall and 3.5 in the major. Students mustalso receive a grade of at least A- in EX374 or375, Senior Research, a capstone experiencerequired of all majors.

THE MINOR IN EXERCISE SCIENCEThe minor consists of five courses to includeEX111, 119, 126, 127, 311; one physicalactivity course in weight training,* and onephysical activity course in an aerobic fitnessactivity.**

* chosen from beginning weight training, inter-mediate weight training, bodybuilding, orpower lifting

** chosen from swim for fitness, advancedswim for fitness, marathon training or self-paced fitness

PHYSICAL ACTIVITY AND SPORT FOR ALL:Instructional classes focus on increasing thelevel of skill in an activity, understanding thebasic principles of movement involved, andapplying them in a particular situation. Coursesare sectioned according to ability level.

Classes meet for two hours a week. Seasonalsports are limited to a six-week period.

Some activities, e.g., SCUBA diving and ridingcarry an instructional fee (listing of fees postedat registration).

The Department of Exercise Science, Dance,and Athletics and the Athletic Council workclosely together to provide a well balancedprogram of recreational and interest groupactivities. The Athletic Council provides oppor-tunities for all students to engage in competi-tive and recreational sport activities within theCollege community.

GUEST LECTURERS: Outstanding special-ists are brought to the campus each year tolecture and conduct clinics or workshops in anarea of exercise science.

ACTIVITY COURSES

Courses are designated 100 level (beginning), 200level (intermediate), 300 level (advanced).The department expects students to enroll forthe appropriate level based on their previousexperiences and skills levels; the departmentreserves the right to make adjustments asneeded. Physical activity courses may not berepeated for credit but may be repeated as audits.Students are allowed one credit per level peractivity toward graduation. Riding courses carryprerequisites. Courses may be added or deletedas appropriate. Course series are half-creditofferings. Non-liberal arts.PHYSICAL ACTIVITY I

A. AquaticsPA101A Beginning Swimming

B. SportsPA101/102B Beginning TennisPA103/104B Beginning GolfPA105/106B Mountain BikingPA107/108B Indoor SoccerPA109/110B SoftballPA111/112B LacrossePA113/114B Flag FootballPA115/116B Fly FishingPA120B Beginning RacquetballPA121B Beginning SquashPA 122B Beginning HandballPA123B VolleyballPA124B BadmintonPA125B Small-sided SoccerPA126B BasketballPA127B Group Games

C. Conditioning (includes Martial Arts)PA101/102C JoggingPA110C Aerobic DancePA111C Self-paced FitnessPA112C Beginning Weight TrainingPA113C Beginning RowingPA114C JudoPA115C KaratePA116 C Self Defense

R. RidingPA101R Introduction to Riding IPA102R Introduction to Riding IIPA103R Position and Control IPA104R Position and Control IIPA105R Novice Equitation IPA106R Novice Equitation II

Each of these riding courses has the course before itas a prerequisite or permission of instructor.

PHYSICAL ACTIVITY II

A. AquaticsPA201A Intermediate SwimmingPA202A Swim for FitnessPA203A Scuba

B. SportsPA201/202B Intermediate TennisPA203/204B Intermediate GoldPA220B Intermediate RacquetballPA221B Intermediate SquashPA222B Intermediate Handball

C. Conditioning (Includes Martial Arts)PA201/202C Intermediate JoggingPA210C Intermediate Aerobic DancePA211C Intermediate Self-paced FitnessPA212C Intermediate Weight TrainingPA213C Intermediate RowingPA214C Marathon Training

F. First AidPA201F First Aid and CPR (cardiopulmonaryresuscitation)

R. RidingPA201R Intermediate Equitation IPA202R Intermediate Equitation IIPA203R Advance EquitationPA204R Combined Training IPA205R Combined Training IIPA206R Introduction to DressagePA207R Schooling

PA 106R is prerequisite for PA201R and PA201R isprerequisite for 202R, or permission of instructor forboth. PA203R-207R require permission of instructor.

PHYSICAL ACTIVITY III

A. AquaticsPA302A Advanced Swim for FitnessPA304A Lifeguard TrainingPA305A Water Safety Instructor

B. SportsPA301/302B Advanced TennisPA303/304B Advanced GolfPA320B Advanced RacquetballPA321B Advanced SquashPA322B Advanced Handball

C. Conditioning (includes Martial Arts)PA308C Power LiftingPA309C Body Building

R. RidingPA301R Applied SchoolingPA302R Applied DressagePA303R Stable Management Independent Study:PA304R Introduction to TeachingPA305R Intermediate TeachingPA306R Advanced Teaching

The 300-level riding courses require permission ofinstructor; PA304R-306R are taught one-on-one.

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THEORY

EX 111. INTRODUCTION TO EXERCISESCIENCE 4

An introduction to the scientific basis of physicalactivity. Emphasis is placed upon the study of thephysiological change and adaptations that occur as aresult of the stress of exercise. Students will be activeparticipants in laboratory experiments that examinethe body's response to exercise. Three hours oflecture, two hours of laboratory per week. (Qualifiesas a nature-B [lab] course for breadth requirement.)

P. Fehling or P. Arciero

EX 119. SPORT AND SOCIAL ISSUES 3An introduction to the academic study of sport andthe use of sociological, psychological, historical, andphilosophical tools for the study of critical issuessurrounding the cultural phenomenon of sport.(Fulfills society-A component of breadth require-ment.) J. Segrave

EX 126. HUMAN ANATOMY ANDPHYSIOLOGY I 4

Students will actively study the structure and functionof the human body. Students will acquire an under-standing of fundamental principles of biochemistry,cell biology, and histology, as well as the integumen-tary, skeletal, muscular, and nervous systems.Students will explore the interdependence of struc-ture and function at both the cellular and systemlevel. Three hours of lecture, two hours of laboratorya week. (Qualifies as a nature-B [lab] course forbreadth requirement.) D. Smith

EX. 127. HUMAN ANATOMY ANDPHYSIOLOGY II 4

A continuation of the study of the structure andfunction of the human body. Students will study thecirculatory, respiratory, digestive, urinary, endocrine,immune, and reproductive systems. Emphasis isplaced on understanding the interrelationshipsamong the body systems and their role in maintaininghomeostasis. Three hours of lecture, two hours of laba week. Prerequisites: EX126. (Qualifies as a nature-B [lab] course for breadth requirement.) D. Smith

EX 212. INTRODUCTION TO SPORTSMEDICINE AND ATHLETIC TRAINING 3

An introduction to the field of sports medicine ingeneral and athletic training in particular. Throughlectures and labs students will learn basic evaluation,management, and prevention of athletic injuries aswell as current methods of sports conditioning.Prerequisite: EX126, 127, or permission of instructor.Non-liberal arts. M. Garcia

EX 241. EXERCISE TESTING ANDPRESCRIPTION 4

Exploration of the theoretical and applied aspects ofexercise testing and exercise prescription. Studentswill study the role of exercise testing in predictingdisease, assessing fitness level, and prescribingexercise programs. Attention will be given to thedevelopment of appropriate exercise prescriptions tovarious populations. Prerequisites: EX111 and CPRcertification. Non-liberal arts. P. Arciero or P. Fehling

EX 299. PROFESSIONAL INTERNSHIP INEXERCISE SCIENCE 3

An internship opportunity for students whose curricularfoundations and cocurricular experience have pre-pared them for professional work related to the majorfield. With faculty sponsorship and department ap-proval, students may extend their educational experi-ence into such areas as sports medicine, physicaltherapy, and related fields. Prerequisite: CPR certifi-cation may be required depending upon the nature ofthe internship. Non-liberal arts. Must be taken S/U.

EX 311. PHYSIOLOGY OF EXERCISE 4Exploration of the physiological changes in the humanbody that occur during physical activity as well as thestructural and physiological adaptations that occur asa result of a training program. Students will be activeparticipants in laboratories that investigate the physi-ological mechanisms responsible for the exerciseresponse and training adaptations. Prerequisites:EX111, 126, 127, 241 and CPR certification. Threehours of lecture, three hours of lab. D. Smith

EX 355. RESEARCH DESIGN 3An examination of the fundamental concepts ofresearch design in the field of exercise science. Studentswill develop the skills necessary to systematically investi-gate, describe, and interpret events required for a thesisresearch proposal. Primary emphasis will be on thedesign, execution and writing of original research. Thiscourse prepares students for EX374 and 375. Prerequi-sites: two EX theory courses. The Department

EX 361. TOPICS IN EXERCISE SCIENCE 3Advanced study in special topics or current issues.The specific topic will vary each time the course isoffered. May be repeated for credit with a differenttopic.

A. Nutrition and Bioenergetics. An investigation ofthe many specific aspects of nutrition in health andexercise. Students will acquire an understanding ofthe biochemical and physiological adaptationsfollowing nutritional manipulation and supplementa-tion. Primary focus will be on recent research exam-ining nutrient metabolism in exercise and diseaseprevention. Prerequisites: CH103, EX111, 126, 127.

P. Arciero

B. Cardiorespiratory Aspects of Human Perfor-mance. Advanced study of the cardiovascular,respiratory, and metabolic aspects of human physicalperformance and fitness. Students will acquire anunderstanding of both the acute and chronic adapta-tions of the cardiorespiratory system to exercisestress and will explore the neural control mechanismsresponsible for regulating the cardiorespiratoryresponse to static and dynamic exercise. Prerequi-sites: EX111, 126, 127, and CPR certifications.

D. Smith

C. Applied Anatomy and Kinesiology. Advancedstudy of the anatomical and mechanical principles ofhuman movement. Emphasis will be placed on theanalysis of health-related movements, i.e., sitting,standing, and transitional postures, walking andrunning gaits and low-back problems. Students willlearn to apply these kinesiological principles tospecial populations including children, aged, andinjured. Prerequisites: EX126,127. P. Fehling

D. Advanced Sports Medicine and AthleticTraining. Exploration of the current issues andresearch in sports medicine and the application ofthis research to athletic training. Students will study avariety of topics, which may include rehabilitation,preventative measures, the effects of ingesta, andcontroversial training practices. Prerequisites: EX212and CPR certification. M. Garcia

E. Neuromuscular Aspects of Human Perfor-mance. Advanced exploration of the neural, muscu-lar, and skeletal aspects of human physicalperformance and fitness. Students will acquire anunderstanding of both the exercise response andtraining adaptations of the neuromuscular systems toexercise stress, and will explore ways of enhancingperformance via structured resistance training andthe usefulness of various nutritional supplements.Prerequisites: EX111, 126, 127. D. Smith

F. Body Composition. Advanced study of thehuman body composition. Students will study thevarious constituents of the body, as well as theassumptions and violations of those assumptionsassociated with various methodologies of determiningbody composition. Additionally students will analyzethe changes that occur in body composition withaging weight-reduction or weight-gaining programs,and certain disease states. Prerequisites: EX111,126, 127. P. Fehling

EX 371, 372. INDEPENDENT STUDY 3, 3Advanced research under guidance of a facultymember. A student may receive liberal arts credit atthe discretion of both the department chair and theregistrar. Prerequisite: Permission of the department;CPR certification may be required depending uponthe nature of the research. The Department

EX 374, 375. SENIOR RESEARCH 3, 3A capstone experience required of all exercisescience majors. Study involves research in thediscipline of exercise science. Students work on aspecialized topic chosen during the fall semester inconsultation with a member of the department facultywho agrees to serve as advisor. This course willinclude a written and oral presentation of the com-pleted thesis to a research committee. Prerequisite:EX355 and CPR certification. Non-liberal arts.

The Department

EX 376. SEMINAR 3This course provides an exploration of a variety ofperspectives and issues in exercise science.

The Department

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approved by the department, that shouldinclude two courses from among FF213, 214,216, 219 or 221; at least four courses onFrench topics from four other departments; atleast three courses in French on the 300 levelas well as 374 (Thesis), or 376 (Seminar) inwhich the written project integrates materialsdrawn from several disciplines in the particulararea of interest. Students in this program mayelect a concentration in a particular period or aparticular topic, for example: France in thenineteenth century, the status of women, therole of money, or the tradition of revolution inFrance.

INTERDEPARTMENTAL MAJORS: Inconjunction with the relevant departments,the Department of Foreign Languages andLiteratures offers majors in business-French,business-German, business-Spanish; econom-ics-French, economics-German, economics-Spanish; English-French, English-German,English-Spanish; government-French, govern-ment-German, and government-Spanish.See Interdepartmental Majors. The departmentparticipates in the international affairs minor.

HONORS: To be eligible for departmentalhonors, a student must write a thesis in theforeign language and pass an oral defense ofthe thesis, complete courses 374 in Germanand Spanish and 373 and 374 in French with agrade of A- or better, and have at least a 3.5average in the major. Outstanding studentsare also eligible for nomination to the Omicron-Omicron chapter of Phi Sigma Iota, the na-tional foreign language honor society, andSigma Delta Pi, the national Spanish honorsociety.

THE FRENCH MINOR: A student electing tominor in French, upon acceptance by thedepartment, chooses an advisor in the Depart-ment of Foreign Languages and Literatures toassist in working out a program suitable to thatperson’s aims and needs. The minor programconsists of six courses beyond the 205 inter-mediate level in French language, literature, orcivilization, including FF208 and 210; and twocourses from among FF213, 214, 216, 219 or221; one may be a course designated FL.Exceptions to these requirements must beapproved by the department. At least three ofthe courses that are counted toward the minormust be taken at Skidmore.

THE GERMAN MINOR: A student electing aminor in German, upon acceptance by thedepartment, chooses an advisor in the Depart-ment of Foreign Languages and Literatures toassist in working out a program suitable to thatperson’s aims and needs. The minor programconsists of six courses beyond the 202 inter-mediate level in German language, literature,or civilization, including 213 and 214; one maybe an FL-designated course. LS2 109 and 110may be used to meet the requirements. Excep-tions to these requirements must be approvedby the department. At least three of thecourses that are counted toward the minormust be taken at Skidmore.

Foreign Languages andLiteratures

Chair of the Department of Foreign Languagesand Literatures: Giuseppe Faustini, Ph.D.

Professors: Lynne Gelber, Ph.D.; JohnAnzalone, Ph.D.; Juan-Carlos Lértora, Ph.D.;Giuseppe Faustini, Ph.D.; Patricia Rubio, Ph.D.

Associate Professors: Grace Burton, Ph.D.;Hédi A. Jaouad, Ph.D.; Mary-Elizabeth O’Brien,Ph.D.; Shirley Smith, Ph.D.; Mao Chen, Ph.D.;Marc-André Wiesmann, Ph.D.; MichaelMudrovic, Ph.D.; Adrienne Zuerner, Ph.D

Visiting Associate Professor: Reinhard Mayer, Ph.D.

Assistant Professor: Viviana Rangil, Ph.D.

Lecturers: Charlene Grant, M.A.; CynthiaEvans, M.A.; Masako Inamoto, M.S.; DianaBarnes M.A.; Richard Bonanno, M.A.; PatriciaHan, M.Phil.; Regina Schroeder, M.A.; DarenSnider, M.A.

Study-Abroad Lecturers: Angel Berenguer,D.es L.; Joan Berenguer, D. es L.; AlainMatthey de l’Etang, Ph.D.

Foreign Language Resource Center Director:Cynthia Evans, M.A.

Self-Instructional Languages Coordinator:Adrienne Zuerner, Ph.D.

Self-Instructional Language Assistants: *ManoelCartagenes, A.A.; *Veena Chandra, M.M.; *SoniaGoldman, M.S.; *Regina Hartmann, Ph.D.; *SangLee, M.S.; *Polina Shvartsman, M.S.M.E.

The principal aims of the Department of For-eign Languages and Literatures are to developin the student an ability to understand, speak,and write the languages of his or her choice,and to read with appreciation literary andcultural texts in the foreign languages. Thestudy of a foreign language enables studentsto understand a foreign culture and to broadenperspectives on their own culture.

The department is the primary resource for theCollege’s requirement of intermediate compe-tency in a foreign language. Advanced litera-ture courses provide students with the skillsneeded to interpret texts linguistically, stylisti-cally, and historically and enable them to gainknowledge of major periods, authors, andgenres of literature. Courses in culture andcivilization explore major achievements in art,history, politics, economics, media, and intel-lectual history as well as issues of gender andrace. Advanced language courses providepractical skills for specific purposes such astranslation, business, and other professionalapplications.

The department supports academic and extra-curricular programs both on the campus andabroad in order to enhance understanding offoreign languages and cultures. Departmentfaculty are key advisors in such self-deter-mined majors as Italian, and they are commit-ted to participating in such College inter-disciplinary programs as Liberal Studies, AsianStudies, International Affairs, Classics, andWomen’s Studies. The department is commit-ted to the delivery of the all-College non-Western requirement, and to offering lesscommonly taught languages through the self-instructional language program.

Since the department offers a rotation ofadvanced courses in French, German, andSpanish, students desiring a major in one ofthese languages should begin as sophomoresto plan their programs for their junior andsenior years.

Students majoring in the department areexpected to acquire fluency and accuracy inone or more of the modern languages; ageneral knowledge of the civilization andculture that the language expresses; an abilityto interpret texts linguistically, stylistically, andhistorically; and an intensive knowledge ofcertain, defined periods of literature.Students with a score of 570 or above on theforeign language Achievement Test (ETS) orwho receive an Advanced Placement score ofat least 3 should register for courses num-bered 206 or higher. Students who earn 540 to560 in the Achievement Test should registerfor 202 , 203, or, in the case of French, 205.Those with scores of 500 to 530 should regis-ter for 201 or 203 in the cases of French andSpanish, and those with scores of 0 to 490should register for 103. Students with scoreson an A.P. test of 4 or 5 may receive credittoward graduation.

THE FRENCH MAJOR: Students majoring inFrench fulfill the departmental requirements bycompleting a minimum of eleven coursesabove the intermediate level, including FF208and 210; two from among FF213, 214, 216,219, or 221; and 376. As many as two coursesdesignated FL may be taken.

THE GERMAN MAJOR: Students majoring inGerman fulfill the departmental requirementsby completing a minimum of eleven coursesabove the intermediate level, including FG213,214, and 376. As many as two courses desig-nated FL may be taken. LS2109 and 110 maybe used to meet the requirements.

THE SPANISH MAJOR: Students majoring inSpanish fulfill the departmental requirementsby completing a minimum of eleven coursesabove the intermediate level, including FS208,211, 212, and 376. As many as two coursesdesignated FL may be taken.

FRENCH AREA STUDIES PROGRAM:Students may elect a program designed toincorporate several aspects of French culturein order to develop in-depth knowledge of thecountry and civilization. Each student will workout an individual eleven-course program, as

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Supérieur de Français des Affaires offered bythe Chambre de Commerce et d’Industrie deParis. Both the Certificat and the Diplôme attestto students’ knowledge of business French andto their ability to express themselves orally andin writing. The department gives these ParisChamber of Commerce examinations annually.

GERMAN FOR BUSINESS CERTIFICATION:The department encourages qualified studentsof economics and business to take the Zertifi-kat Deutsch für den Beruf (ZDfB). This exami-nation, jointly developed by the GoetheInstitute and the Deutscher Volkshochschul-verband, attests to students' knowledge ofbusiness German and their ability to expressthemselves orally and in writing. The depart-ment administers the ZDfB examination annually.

PROGRAMS ABROAD: The departmentencourages qualified students to participate inSkidmore’s programs in Paris or Madrid and totake advantage of accredited programs inGermany, Italy, and Spanish America.

Courses offered in English are designatedFL.

CHINESE

FC 101. ELEMENTARY CHINESE I 4An introduction of modern Mandarin. Basic grammar,conversation, reading, and writing. Four hours ofclass, one hour of lab per week. M. Chen

FC 102. ELEMENTARY CHINESE II 4Continuing study of basic grammar and conversationwith an increased emphasis on reading and writing.Four hours of class, one hour of lab per week.

M. ChenFC 201. INTERMEDIATE CHINESE I 4Review of grammar, practice in conversation andtranslation, preparing the student to read vernacularstyle Chinese (baihuawen) and to write simpleessays. Four hours of class, one hour of lab perweek. M. Chen

FC 202. INTERMEDIATE CHINESE II 4Continuing review of grammar, practice in conversa-tion, writing and translation, readings of selectedtexts concerning Chinese history and culture.Discussion in Chinese on assigned materials. Fourhours of class, one hour of lab per week. (Fulfillsnon-Western culture requirement.) M. Chen

FC 208. ADVANCED CHINESECONVERSATION ANDCOMPOSITION 4

Intensive practice in daily use of Chinese in a culturalcontext. Review of grammar, idioms, vocabulary, andwriting skills. Prerequisite: FC202 or permission ofthe instructor. M. Chen

FC 363. SPECIAL STUDIES IN CHINESE 3Advanced literary or critical study in an author, agenre, a period, or a topic. Texts may include litera-ture, newspaper articles, television dramas, films,poetry, painting, and music. Prerequisite: permissionof instructor. (Fulfills non-Western culture require-ment.) Course must enroll at least five students to beoffered. M. Chen

FC 371, 372. INDEPENDENT STUDY 3Individual study projects under the guidance of thedepartment. M. Chen

THE ITALIAN MINOR: A student electing aminor in Italian, upon acceptance by thedepartment, chooses an advisor in the Depart-ment of Foreign Languages and Literatures toassist in working out a program suitable to thatperson’s aims and needs. The minor programconsists of six courses beyond the 202 inter-mediate level in the Italian language, literature,and civilization, including 211 and 212; onemay be a course designated FL. Exceptions tothese requirements must be approved by thedepartment. At least three of the courses thatare counted toward the minor must be taken atSkidmore.

THE SPANISH MINOR: A student electing aminor in Spanish, upon acceptance by thedepartment, chooses an advisor in the Depart-ment of Foreign Languages and Literatures toassist in working out a program suitable to thatperson’s aims and needs. The minor programshall consist of six courses beyond the 203intermediate level in Hispanic language, litera-ture, or civilization, including 208, 211 and212; one may be a course designated FL.Exceptions to these requirements must beapproved by the department. At least three ofthe courses that are counted towad the minormust be taken at Skidmore.

CLASSICAL LANGUAGES: Instruction inclassical Greek and Latin is offered throughthe advanced level. For the course listings andrequirements for the classics major and minor,see Classics.

SELF-INSTRUCTIONAL LANGUAGES: In-struction in Arabic, Hebrew, Hindi, Korean,Portuguese, and Russian is offered on anindependent study basis. The student workswith textbooks and tapes and meets with anative tutor for two hours a week of oral prac-tice. A final examination is given by an outsideexaminer approved by the National Associationof Self-Instructional Language Programs from aneighboring university. Students interested inpursuing these courses should consult withProfessor Zuerner in the Department of ForeignLanguages and Literatures before spring regis-tration for the following academic year.

FOREIGN LANGUAGE RESOURCE CENTER:The FLRC accommodates a twenty-station Maclab-classroom network providing access tomultimedia materials developed by Skidmorefaculty, commercially produced languagesoftware, foreign-language word processingprograms, as well as access to the Internet andWorld Wide Web. An additional videodiscstation supports the use of multimedia pro-grams. A scanning workstation enables usersto digitize materials for multimedia lessons andWeb pages. Audio equipment provides supportfor cassette-tape programs in alllanguages. The center receives and tapesforeign satellite broadcasts and maintains apermanent video collection.

PARIS CHAMBER OF COMMERCE EXAMI-NATIONS: The department encourages quali-fied students of economics and business totake the Certificat Pratique de Français Com-mercial et Economique or the Diplôme

FRENCH

Courses in Language

FF 101. ELEMENTARY FRENCH I 4Basic grammar, composition, conversation, andreadings. Four hours of class, one hour of lab.Presupposes no previous study of French.

The Department

FF 102. ELEMENTARY FRENCH II 4Continuation of FF 101. Basic grammar, composition,conversation and readings. Four hours of class, onehour of lab. Prerequisite: FF101. The Department

FF 103. INTENSIVE ELEMENTARY FRENCH 4Intensive review of introductory reading, speaking,oral comprehension, writing, and grammatical struc-tures of the language for those with some experiencein the fundamentals but who still need to acquire thecompetency expected at the completion of theequivalent of 102. Four hours of class, one hour oflab. The Department

FF 201. INTERMEDIATE FRENCH I 3Review of grammar, reading of selected texts,practice in conversation and writing. Three hours ofclass, one hour of lab. Prerequisite: FF102 or 103 orpermission of instructor based on placement test.

The Department

FF 202. INTERMEDIATE FRENCH II 3Continuation of FF201. Review of grammar, readingof selected texts, practice in conversation and writing.Three hours of class, one hour of lab. Prerequisite:FF201 or permission of instructor based on place-ment test. The Department

FF 203. INTENSIVE INTERMEDIATE FRENCH 4Continuing intensive study of the structures of theFrench language. Extensive practice in conversationand writing. Vocabulary building through the readingof appropriate texts in the literature and culture. Fourhours of class and one hour of lab. The Department

FF 205. INTERMEDIATE CONVERSATIONALFRENCH 3

Development of nonliterary, informal spoken vocabu-lary, and expressions used in everyday situations.Extensive practice in conversational idioms and workon accent and intonation. Prerequisite: two years ofhigh-school French or equivalent or permission ofinstructor. The Department

The following courses satisfy major requirements.

FF 208. ADVANCED GRAMMAR ANDCOMPOSITION 3

Review of grammar, idioms, and vocabulary. Inten-sive practice in writing short essays. Prerequisite:FF202, 203, or 205 or permission of instructor. Thiscourse is required for the major. The Department

FF 210. INTRODUCTION TO LITERARYANALYSIS 3

Reading and discussion of literary texts in the majorgenres—poetry, theater, and prose—through closetextual analysis. This course emphasizes the devel-opment of the analytical skills involved in doing aclose reading and the critical skill needed for writingexplications de texte. Regular papers required.Prerequisite: FF202, 203 or permission of the instruc-tor. This course is required for the major in French.(Fulfills arts-B component of breadth requirement.)

The Department

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FF 318. FRENCH DRAMATIC LITERATURE 3Study of dramatic techniques and themes throughcareful examination of representative texts andattention to the role of the theater in French culture.Prerequisite: FF214 or 216, 219 or 221 or consent ofinstructor. Offered alternate years. The Department

FF 332. SURREALISM 3Study of surrealism as an historical and ontologicalmovement through analysis of poetry, novel, cinema,theater, and painting. The course examines theimpact of surrealism on current literary, critical, andartistic expressions. Prerequisite: FF210 or permis-sion of the instructor. H. Jaouad

FF 363. SPECIAL STUDIES IN FRENCH 3Advanced literary or cultural study in an author, agenre, a period, or a topic. Prerequisite: permissionof instructor. The Department

FF 371, 372. INDEPENDENT STUDY 3, 3Individual study projects under the guidance of thedepartment. The Department

FF 373. PREPARATION FOR SENIOR THESIS 3Required for all second-semester junior or first-semester senior French majors who intend to write athesis (FF374). Under the direction of a thesis advi-sor, the student reads extensively in primary andsecondary sources related to the proposed thesistopic, develops research skills, and brings the thesistopic into focus by writing an outline and a series ofbrief papers that contribute to the thesis. Prerequi-sites: FF208, FF210, and second-semester junior orfirst-semester senior status. The Department

FF 374. THESIS 3An extended research project culminating in a paperbased on readings and extensive individual confer-ences. Required of all majors who wish to be consid-ered for departmental honors. Prerequisite: FF376,senior standing, permission of instructor, and 3.5grade-point average in the major. The Department

FF 376. SEMINAR 3A detailed study of an author, a period, or themeprominent in France, Africa, Canada, or the Frenchspeaking countries of the Caribbean. Frequent oralreports. Close attention to development, organization,and writing of an extensive paper. Prerequisite:Senior status. The Department

FF 301. BUSINESS FRENCH 3Study of communication and cultural understandingin commercial transactions of everyday French life.The course covers such topics as real estate, man-agement, advertising, marketing, insurance, person-nel relations, banking, imports and exports, and doingbusiness in France. These topics will be consideredin the context of the geography of France, itsagriculture and industrial production, its trade,transportation and taxation systems. Students will beencouraged to take the Paris Chamber of Commerceexam at the end of the semester. Required forbusiness-French major. Prerequisite: FF 208 orpermission of instructor. M. Wiesmann

FF 304. ADVANCED CONVERSATION ANDPRONUNCIATION 3

Development of oral skills to increase active vocabu-lary, fluency, and use of authentic French structuresand intonation through reading and discussion ofissues in contemporary French society such asimmigration, unemployment, gender distinctions,changing family patterns, education, and politicalparties in the "hexagon," and the influence of theEuropean community on French life. L. Gelber

FF 306. TRANSLATION AND STYLISTICS 3A translation course for the study of the structure ofthe French language through comparative examina-tion of vocabulary, grammar, and cultural influences.The course provides extensive practice of the tradi-tional exercise of thème et version (translations backand forth of texts from a variety of disciplines) todevelop an awareness of the idiomatic distinctions ofFrench and English, the variety of written styles andwhat constitutes one’s own prose expression.Prerequisite: FF208 or consent of instructor.

J. Anzalone

Courses in Literature and Civilization

FF 213. MEDIEVAL AND RENAISSANCEFRENCH LITERATURE 3

A survey of medieval and Renaissance Frenchliterature focusing on the origins and development ofepic and lyric poetry, theater, and prose, including theessai. Readings will include such works and authorsas La Chanson de Roland, Chrétien de Troyes, Mariede France, Christine de Pisan, Villon, La Farce deMaître Pathelin, Le Roman de la Rose, Marguerite deNavarre, Ronsard, Du Bellay, Louise Labé, Rabelais,and Montaigne. Prerequisite: FF210 or permission ofthe instructor. Offered in alternate years. (Fulfills arts-B component of breadth requirement.) M. Wiesmann

FF 214. FRENCH LITERATURE OF THESEVENTEENTH CENTURY 3

Introduction to the concepts of classic and baroque,including social, artistic, and intellectual develop-ments in the seventeenth century through study ofthe masterpieces of such authors as Corneille,Racine, Moliere, Pascal, Descartes, Mme. deSévigné, La Fontaine, La Rochefoucauld, and Mme.de Lafayette. Prerequisite: FF210 or permission ofinstructor. (Fulfills arts-B component of breadthrequirement.) A. Zuerner

FF 216. FRENCH LITERATURE OF THEEIGHTEENTH CENTURY 3

Study of the social, intellectual and artistic develop-ment of the Enlightenment in the works of suchauthors as Montesquieu, Mme. de Graffigny, Voltaire,Rousseau, Diderot, Lesage, Marivaux, Beau-marchais, Mme. Roland, and Olympe de Gouges.Spring semester. Prerequisite: FF210 or permissionof instructor. (Fulfills arts-B component of breadthrequirement.) M. Wiesmann or A. Zuerner

FF 219. ROMANTICISM, REALISM,NATURALISM, AND SYMBOLISM 3

Introduction to the social, intellectual, and artisticdevelopments of the nineteenth century throughstudy of the literary masterpieces of such poets,playwrights, and novelists as Chateaubriand, Mme.de Staël, Lamartine, Hugo, Vigny, Balzac, Sand,Baudelaire, Flaubert, Zola, Rimbaud, and Mallarmé.Fall semester. Prerequisite: FF210 or permission ofinstructor. (Fulfills arts-B component of breadthrequirement.) J. Anzalone or L. Gelber

FF 221. TWENTIETH-CENTURY LITERATURE 3Introduction to the poetry, novels and plays of Francethrough study of the works of such writers as Gide,Apollinaire, Proust, Cocteau, Mauriac, de Beauvoir,Sartre, Beckett, Aragon, Duras, Sarraute, andRobbe-Grillet. The course will also focus on contem-porary artistic, social, and intellectual trends since1890. Spring semester. Prerequisite: FF210 orpermission of instructor. (Fulfills arts-B component ofbreadth requirement.) L. Gelber

FF 223. INTRODUCTION TO ISSUES IN THEFRANCOPHONE WORLD 3

Study of aspects of the Francophone world (Carib-bean, Africa, Canada) with particular emphasis onhistorical, political, and social problems. Reading anddiscussion of texts and documents from a variety ofsources. Practice in writing critical and literaryessays. Prerequisite: FF210 or permission of instruc-tor. (Fulfills non-Western culture requirement.)

H. Jaouad

FF 224. FRENCH CIVILIZATION FROM GAUL TO1815 3

French culture and civilization from the Gallo-Romanperiod to the 1789 revolution and its immediateaftermath. This course will trace the succession ofbroad political and societal phenomena defined bytraditional historians, employing a spectrum ofdocuments representative of social, gender andreligious diversity. These documents will draw equallyfrom music, painting, science, philosophy, andliterature. Through a series of films we will questionthe interplay between “history” and its representa-tions. (Fulfills society-B component of breadth re-quirement.) M.Wiesmann

FF 316. FRENCH POETRY 3Study of fundamentals and development of theFrench poetic form through close textual analysis ofrepresentative poets and major movements. Pre-requisite: FF214 or 216, 219 or 221 or consent ofinstructor. Offered in alternate years. J. Anzalone

FF 317. FRENCH NARRATIVE PROSE 3Exploration of major themes and techniques ofnarrative fiction as it has developed in French-speaking cultures. Prerequisite: FF214 or 216, 219 or221 or consent of instructor. Offered in alternateyears. M. Wiesmann

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GERMAN

Courses in Language

FG 101. ELEMENTARY GERMAN I 4Basic grammar, composition, conversation, andreadings. Four hours of class, one hour of lab.Presupposes no previous study of German.

The Department

FG 102. ELEMENTARY GERMAN II 4Systematic studies of the structure of the language,exercises in composition and conversation, readingof selected literary texts. Four hours of class, onehour of lab. Prerequisite: FG101 or permission of thedepartment. The Department

FG 103. INTENSIVE ELEMENTARY GERMAN 4Intensive review of introductory reading, speaking,oral comprehension, and grammatical structures ofthe language for those with some experience in thefundamentals but who still need to acquire thecompetency expected at the completion of FG102.Four hours of class, one hour of lab. Prerequisite:one year of high-school German or permission ofdepartment. The Department

FG 201, 202. INTERMEDIATE GERMAN 3, 3Review of grammar, extensive practice in conversa-tion, writing, and reading of selected texts. Threehours of class, one hour of lab. Prerequisite: FG101,102, or two years of high school German.

The Department

FG 208. GERMAN CONVERSATION ANDCOMPOSITION 3

Intensive practice in daily use of German in acultural context. Review of idioms, vocabulary, andwriting skills. Prerequisite: FG202 or permission ofinstructor. R. Mayer

FG 301. COMMERCIAL GERMAN 3An introduction to business institutions in Germany.The course focuses on economic geography,correspondence, and government requirements forbusiness, as well as vocabulary used in banking,advertising, stock market, insurance, communica-tions, and export and import. Primarily for studentsmajoring in German and business. R. Mayer

FG 304 ADVANCED GERMAN COMPOSITIONAND CONVERSATION 3

Intensive practice of oral and written German toincrease active vocabulary and fluency in Germanand to develop further and refine writing skills. Threehours of class. Prerequisite FG208 or permission ofinstructor. M. O’Brien

Courses in Literature and Civilization

FG 213. ENLIGHTENMENT TO PRE-MARCH 3An introduction to the development of Germanliterature from the Enlightenment to the revolutionaryPre-March period of 1848 focusing on major authors(Lessing, Goethe, Schiller, Hoffmann, Heine,Büchner) and literary movements. Prerequisite:FG202 or permission of instructor. This course isrequired for the major in German. Offered in alternateyears. (Fulfills arts-B component of breadth require-ment.) R. Mayer

FG 214. POETIC REALISM TO THE PRESENT 3An introduction to the development of Germanliterature from Poetic Realism to the present focusingon major authors (Keller, Hauptmann, Mann, Kafka,Brecht, Sachs, Seghers, Wolf) and literary move-ments. Prerequisite: FG202 or permission of instruc-tor. This course is required for the major in German.Offered in alternate years. (Fulfills arts-B componentof breadth requirement.) M.E. O’Brien

FG 341. THE AGE OF GOETHE 3An examination of the artistic, intellectual, andcultural trends of the period 1749-1832 through thestudy of the works of Goethe, Schiller, and theircontemporaries. Prerequisite: FG213 or 214 orpermission of instructor. R. Mayer

FG 343. THE GERMAN NOVEL 3An exploration of great German novels from Goetheto the present. Students will encounter a variety ofcritical approaches for the study of major texts fromauthors such as Goethe, Kafka, Mann, Döblin, Boll,and Grass. M.E. O’Brien

FG 356. THEATER IN THE GERMAN-SPEAKING WORLD 3

Theater and its cultural impact in the nineteenth andtwentieth centuries. Topics include social drama,operatic spectacles, epic theater, cabaret, post-warand contemporary experimental theater and perfor-mance art. Works from such dramatists as Buchner,Wagner, Brecht, Weiss, Handke, and Müller will beexamined. R. Mayer

FG 357. GERMAN LITERATURE OF THETWENTIETH CENTURY 3

A critical study of German poetry, drama, and prosein the twentieth century with emphasis on majorartistic and sociopolitical movements. Readings varyfrom year to year but usually include works by Mann,Brecht, Sachs, Hesse, Boll, Grass, Bachmann, andWolf. Prerequisite: FG213 or 214 or permission ofinstructor. M.E. O’Brien

FG 358. THE CONTEMPORARY GERMAN-SPEAKING WORLD 3

An exploration of life and art in the contemporaryGerman-speaking world. Aesthetic, political, andsocial issues to be considered include therelationships between politics and art, the statusand cultural productivity of women, Gastarbeiter,the Greens, and the ever-pertinent issue ofVergangenheitsbewältigung (coming to terms withthe past). Texts will include journalism, literature,video, film, painting, and music. M.E. O’Brien

FG 359. GERMANY FROM THE MIDDLE AGESTO THE REFORMATION AND THETHIRTY YEARS’ WAR 3

A study of the culture of the Middle Ages. Topicsinclude the artistic legacy, court life and the realitiesof serfdom, cities and modern capitalism, the role ofwomen in business and the home. We will alsoexamine prevailing intellectual and religious attitudesand debates, culminating in Luther’s ProtestantReformation, the Catholic Counter-Reformation andthe Thirty Years’ War. The Department

FG 363. SPECIAL STUDIES IN GERMAN 3Advanced literary or cultural study in an author, agenre, a period, or a topic. Prerequisite: permissionof instructor. The Department

FG 371, 372. INDEPENDENT STUDY 3, 3Individual study projects under the guidance of thedepartment. The Department

FG 374. THESIS 3An extended research project culminating in a paperbased on readings and extensive individual confer-ences. Required of all majors who wish to be consid-ered for departmental honors. Prerequisite: FG376,senior standing, permission of instructor, and 3.5grade-point average in the major. The Department

FG 376. SEMINAR 3The study of an author, a period, or topic prominentin the literature of Germany, Austria, or Switzerland.Close attention to the development, organization, andwriting of an extensive paper. Prerequisite: Seniorstatus. M.E. O’Brien

GREEK

For complete course listings, see Classics.

100

JAPANESE

FJ 101. ELEMENTARY JAPANESE I 4Basic grammar, conversation, reading, and writing.The emphasis is upon thorough mastery of the basicstructure of Japanese through aural-oral exercisesand practice. Four hours of class, one hour of lab.

M. Inamoto

FJ 102. ELEMENTARY JAPANESE II 4Continuation of FJ 101. Basic grammar, conversa-tion, reading, and writing. Four hours of class, onehour of lab. Prerequisite: FJ101 or permission ofinstructor. M. Inamoto

FJ 201. INTERMEDIATE JAPANESE I 4Continuation of systematic study of low-intermediateJapanese linguistic structures. Practice in conversa-tion and writing. Reading of selected texts. Fourhours of class, one hour of lab. Prerequisite: FJ102.

M. Inamoto

FJ 202. INTERMEDIATE JAPANESE II 4Review of grammar. Further development of oral,reading, and writing skills. Reading of selected texts.Four hours of class, one hour of lab. Prerequisite:FJ201. (Fulfills non-Western culture requirement.)

M. Inamoto

FJ 204. ADVANCED INTERMEDIATEJAPANESE I 3

Systematic study of advanced intermediate Japaneselinguistic structures. Reading of selected texts con-cerning Japanese culture/society. Discussion inJapanese based on the reading. Intensive practicein writing short essays. Prerequisite: FJ202 or per-mission of instructor. M. Inamoto

FJ 206. ADVANCED INTERMEDIATEJAPANESE II 3

Continuation of FJ204. Further study of grammar,idioms, and vocabulary. Reading of authentic materi-als such as newspapers/magazine articles. Aural-oralexercises and intensive practice in writing shortessays. Prerequisite: FJ204 or permission of theinstructor. M. Inamoto

FJ 363. SPECIAL STUDIES IN JAPANESE 3Advanced literary or cultural study in an author, agenre, a period, or a topic. Prerequisite: permissionof instructor. (Fulfills non-Western culture require-ment.) Course must enroll at least five students to beoffered. M. Inamoto

FJ 371, 372. INDEPENDENT STUDY 3Individual study projects under the guidance of thedepartment. M. Inamoto

LATIN

For complete course listings, see Classics.

ITALIAN

Courses in Language

FI 101. ELEMENTARY ITALIAN I 4Basic grammar, composition, conversation, andreadings. Four hours of class, one hour of lab.

R. Bonanno, S. Smith

FI 102. ELEMENTARY ITALIAN II 4Continuing study of basic grammar, composition,conversation, and readings. Four hours of class, onehour of lab. Prerequisite: FI101 or permission ofdepartment. R. Bonanno, S. Smith

FI 103. INTENSIVE ELEMENTARY ITALIAN 4Intensive review of introductory reading, speaking,oral comprehension, and grammatical structures ofthe language for those with some experience in thefundamentals but who still need to acquire thecompetency expected at the completion of theequivalent of FI102. Four hours of class, one hour oflab. R. Bonanno, S. Smith

FI 201. INTERMEDIATE ITALIAN I 3Review of grammar, extensive practice in conversa-tion, writing, and reading of selected texts. Threehours of class, one hour of lab. Prerequisite: FI102 orpermission of department. R. Bonanno, S. Smith

FI 202. INTERMEDIATE ITALIAN II 3Continuing review of grammar, extensive practice inconversation, writing, and reading of selected texts.Three hours of class, one hour of lab. Prerequisite:FI201 or permission of department. G. Faustini

FI 208. ITALIAN CONVERSATION ANDCOMPOSITION 3

Intensive practice in daily use of Italian in a culturalcontext. Review of idioms, vocabulary, and writingskills. Prerequisite: FI202 or permission of instructor.

G. Faustini, S. Smith

FI 304. ADVANCED CONVERSATION ANDCOMPOSITION 3

Intensive practice of oral and written Italian to in-crease active vocabulary and fluency in spokenItalian and to develop and refine writing skills. Threehours of class, one hour of discussion.

G. Faustini, S. Smith

Courses in Literature and Civilization

FI 210. INTRODUCTION TO LITERARYANALYSIS 3

Reading and discussion of literary texts in the majorgenres—poetry, theater, and prose—through closetextual analysis. This course emphasizes the devel-opment of the analytical skills involved in doing aclose reading and the critical skills needed for writingcritical literary analysis. Regular papers required.Prerequisite: FI202 or permission of instructor. Notopen to students who have taken FI207. (Fulfills arts-B component of breadth requirement.) S. Smith

FI 211. MASTERPIECES OF ITALIANLITERATURE I 3

Study of modern Italian literature from the Enlighten-ment period to the Futurist Movement focusing onmajor authors and movements from the eighteenthcentury to the mid-twentieth century. Prerequisite:FI202 or permission of instructor. Offered in alternateyears. (Fulfills arts-B component of breadth require-ment.) G. Faustini

FI 212. MASTERPIECES OF ITALIANLITERATURE II 3

Study of the most important literary movements fromthe precursors of the Italian Renaissance to the endof the seventeenth century with particular emphasison the writings of Dante, Boccaccio, the Humanists,Lorenzo de Medici, Michelangelo, and Machiavelli.Prerequisite: FI202 or permission of instructor.Offered in alternate years. (Fulfills arts-B componentof breadth requirement.) G. Faustini

FI 301. BUSINESS ITALIAN 3Study of commercial transactions in the context ofsocial and economic life in Italy today. The coursefocuses on management, advertising, marketing,agricultural and industrial relations, banking, importsand exports, and the stock market in Italy. Thesetopics will be considered in both the private andpublic sectors, focusing on vocabulary and forms ofcorrespondence, employment applications, businessprocedures, and government agencies. S. Smith

FI 303. STUDIES IN MODERN ITALIANLITERATURE 3

Selected readings from the Italian Unity to thepresent. A study of modern Italian novels, plays, andshort stories from the historical period to the neo-realistic period: from Manzoni to Moravia. Prerequi-site: FI202 or permission of instructor. G. Faustini

FI 363. SPECIAL STUDIES IN ITALIAN 3Advanced literary or cultural study in an author, agenre, a period, or a topic. Prerequisite: permissionof instructor. G. Faustini, S. Smith

FI 371, 372. INDEPENDENT STUDY 3, 3Individual study projects under the guidance of thedepartment. The Department

101

SPANISH

Courses in Language

FS 101. ELEMENTARY SPANISH I 4Basic grammar, composition, conversation, andreading. Four hours of class, one hour of lab.Presupposes no previous study of Spanish.

The Department

FS 102. ELEMENTARY SPANISH II 4Basic grammar, composition, conversation, andreadings. Four hours of class, one hour of lab.

The Department

FS 103. INTENSIVE ELEMENTARY SPANISH 4Intensive review of introductory reading, speaking,oral comprehension, and grammatical structures ofthe language for those who still need to acquire thecompetency expected at the completion of theequivalent of 102. Four hours of class, one hour oflab. The Department

FS 201. INTERMEDIATE SPANISH I 3Review of grammar, practice in conversation, writing,and reading of selected texts. Three hours of class,one hour of lab. Prerequisite: FS102 or permission ofdepartment. The Department

FS 202. INTERMEDIATE SPANISH II 3Continuing review of grammar. Extensive practice inconversation, writing, and reading of selected texts.Three hours of class, one hour of lab. Prerequisite:FS201 or permission of department.

The Department

FS 203. INTENSIVE INTERMEDIATE SPANISH 4Continuing intensive study of the structures of theSpanish language. Extensive practice in conversationand writing. Vocabulary building through the readingof appropriate texts in the literature and culture.Four hours of class and one hour of lab.

The DepartmentFS 206. SPANISH CONVERSATION 3Development of Spanish oral skills at the advancedintermediate level. Extensive practice in conversa-tional idioms. Development of nonliterary, informalspoken vocabulary; of reading skills necessary tocomprehend authentic news materials; of auralcomprehension essential for understanding oralspeech at native speed. Prerequisite: FS202, 203 orpermission of department. The Department

FS 208. SPANISH COMPOSITION 3Review of grammar, idioms, and vocabulary.Intensive practice in writing short essays. Prerequi-site: FS 202 or 203 or permission of instructor.

The Department

FS 301. COMMERCIAL SPANISH 3An introduction to business institutions in the His-panic world. The course focuses on economic geog-raphy, correspondence, and governmentrequirements for business, as well as vocabularyused in banking, advertising, stock market, insur-ance, communications, and export and import.Primarily for students majoring in Spanish andbusiness. P. Rubio

FS 303. SPANISH PHONETICS 3Intensive work on phonetics, intonation, and diction.Phonetic transcriptions of spoken Spanish andpractice in oral reading. Three hours of class, onehour of discussion. Offered on demand.

FS 304. ADVANCED CONVERSATION ANDCOMPOSITION 3

Intensive practice of oral and written Spanish toincrease active vocabulary and fluency in spokenSpanish and to develop further and refine writingskills. Three hours of class. Prerequisite: FS208 or209 or permission of instructor. The Department

Courses in Literature and Civilization

FS 210. INTRODUCTION TO THE READING OFLITERARY TEXTS 3

Reading and introduction of Hispanic literary texts todevelop skills in literary analysis and critical writingusing examples from the three main literary genres.Recommended for those planning to take FS211 or212. Three hours of class. Prerequisite: FS202, 206,or permission of instructor. Not open to students whohave taken FS 207. (Fulfills arts-B component ofbreadth requirement.) The Department

FS 211. SURVEY OF SPANISH LITERATURE 3A study of the main currents of Spanish literaturefrom the Renaissance to the twentieth century.Representative works of such major literary move-ments as the Golden Age, Neoclassicism, Romanti-cism, Realism, the Generation of ’98, and thetwentieth century will be studied. Prerequisite: FS208or permission of instructor. (Fulfills arts-B componentof breadth requirement.) G. Burton

FS 212. SURVEY OF SPANISH AMERICANLITERATURE 3

A study of the main currents of Spanish Americanliterature from Colonial times to the present. Suchauthors as Sor Juana, Gallegos, Darío, Carpentier,Mistral, Neruda, Paz, and Cortázar will be studied.Prerequisite: FS208 or permission of instructor.(Fulfills arts-B component of breadth requirement.)

P. Rubio, J. Lértora

FS 313. LITERATURE OF THE GOLDEN AGE 3A study of the novel, drama, and poetry, centering onthe picaresque novel, Cervantes, Lope de Vega,Tirso de Molina, Calderón de la Barca, Góngora, andQuevedo. Prerequisite: FS211, 212 or consent ofdepartment. Offered every third year. G. Burton

FS 314. SPANISH LITERATURE OF THENINETEENTH CENTURY 3

A study of poetry, drama, and the novel of the nine-teenth century, centering on Espronceda, Duque deRivas, Zorrilla, Pérez Galdós, Valera, Pardo Bazán,and Clarín. Prerequisite: FS211, 212, or consent ofdepartment. Offered every third year. M. Mudrovic

FS 317. SPANISH LITERATURE OF THETWENTIETH CENTURY 3

A study of the drama, novel, and poetry of theGeneration of ’98 as well as selected novels anddramas since the Civil War. Prerequisite: FS211,212, or consent of the instructor. Offered every thirdyear. M. Mudrovic

FS 319. SPANISH AMERICAN NARRATIVE OFTHE TWENTIETH CENTURY 3

A study of the main characteristics of the contempo-rary Spanish-American novel and short story in thework of authors such as Borges, Asturias, Carpentier,Cortázar, García Márquez, Onetti, Vargas Llosa,Fuentes. Prerequisite: FS210, 211 or 212 or permis-sion of instructor. Offered every third year.

P. Rubio, J. Lértora

FS 320. STUDIES IN SPANISH AMERICANPOETRY 3

A study of the development of Spanish Americanpoetry from Modernismo to the present in the work ofpoets such as Darío, Nervo, Valencia, Mistral, TorresBodet, Neruda, Paz. Prerequisite: FS211 or 212 orpermission of instructor. Offered every third year.

J. Lértora

FS 321. STUDIES IN SPANISH AMERICANDRAMA 3

A study of the development of Spanish Americandrama from the seventeenth century to the presentincluding such authors as Alarcón, Sor Juana, Goros-tiga, Eichelbaum, Usigli, Garro, Carballido, Wolf,Gambaro, and Sánchez. Prerequisite: FS211 or 212or permission of instructor. J. Lértora, P.Rubio

FS 323. SPANISH IN THE MEDIA 3A study of the Spanish-speaking world within itscontemporary cultural context, especially asmanifested in the media (newspapers, magazines,radio, television). This course is designed to givestudents a more complex understanding of Hispanicculture. We will study such topics as political, social,and economic trends in the Spanish-speaking world,the relationship between language and society, anddialect as an expression of culture. Prerequisite:FS 208. V. Rangil

FS 330. SPANISH AMERICAN ESSAY 3A study of the development of Spanish Americanthought from Independence to the present. Specialattention will be given to the intellectual trendscontributing to independence, to the foundations ofthe new republics and their relationships to Europe,and to the definition of Spanish-American identity andculture. Particular consideration will be afforded tothe writings of Bolívar, Sarmiento, Bello, Lastarria,Rodó, Mariátegui, Martí, Zea, and Paz, amongothers. J. Lértora, P. Rubio

FS 331. THE CULTURE OF SPANISHAMERICA I 3

An exploration of the historical, cultural, and artisticdevelopment of Spanish America from discovery toindependence. Students will also assess the impactof the encounter and development of the colonialempire on native American populations and theenvironment, from diaries and letters of conquerorsand settlers. Particular attention will be given to theJesuit missions in Paraguay, to the environmentalexpeditions through the period, and the impact of theslave trade. Prerequisite: FS211 or 212 or permissionof instructor. Offered in alternate years. P. Rubio

FS 332. THE CULTURE OF SPANISHAMERICA II 3

An exploration of Spanish America's historical,cultural, and artisitic development from independenceto the present. Students will focus on issues of nationbuilding and identity as expressed in fiction andnonfiction, and on the impact of both revolutionarymovements and dictatorial regimes on the develop-ments of literature and art. Prerequisite: FS212 orpermission of instructor. Offered in alternate years.

P. Rubio

FS 334. CERVANTES 3A study of the prose, drama, and poetry of Miguel deCervantes in the light of the social and intellectualcurrents of early seventeenth-century Spain. Particu-lar attention will be paid to Don Quijote. G. Burton

102

C. The Fascist Aesthetic. The emergence andsignificance of the fascist aeesthetic are explored viaclose study of the fundamental ideology of totalitari-anism in twentieth-century Europe. Concepts such asthe soldierly male, the leader principle, racial eugen-ics, community, modernity, and the fascination withviolence will be examined in film, literature, and thevisual arts. Readings from among writer such asDrieu la Rochelle, Celine, Tournier, Junger, andD’Annunzio, and from such theorists of totalitarianismas Adorno, Freud, Zhelev, and Arendt. M.E. O’Brien

D. The Fate of Forbidden Knowledge inLiterature and Science. An investigation of theperplexing ethical questions raised by this renais-sance shift in attitude toward the Faust legend. Theflirtation with forbidden knowledge will be studied bydrawing on religious, mythological, literary, philo-sophical, and scientific texts. Taking recent develop-ments in genetic engineering as a case in point, wewill ask to what extent the pursuit of knowledge canenhance or be damaging to human experience.These and other questions will be explored to showhow literary texts can contain moral issues of lastingconcern for the scientific community and for societyat large. (Fulfills LS2 requirement.) R. Mayer

FL 265. LATINOS IN THE UNITED STATES 3An examination from an interdisciplinary perspectiveof Hispanic society in the United States. Major Latinogroups (e.g., Cubans, Mexicans, and Puerto Ricans)will be studied and special attention will be given tothe interaction between these groups and UnitedStates mainstream society. We will focus on thehistorical, sociological, literary, and political aspectsof cultural change in contact situations. Particularattention will be paid to issues of prejudice anddiscrimination. V. Rangil

FL 266. IMAGES OF REVOLUTIONAND SOCIAL UPHEAVAL:FRANCE 1789-1939 3

Study through literary and historical texts, and viaartistic representation of the experience and conse-quences of social change in France over a centuryand a half of upheaval. Beginning with the outbreakof revolution in 1789, we will analyze the effects onFrench culture of the long and tormented path lead-ing to the establishment of Republicanism. Particularattention to the trials and tribulations of the ThirdRepublic during the Dreyfus Affair and in the periodbetween the world wars in order to discern theevolution of specific cultural tendencies over time.Taught in English. (Fulfills LS2 requirement.)

J. Anzalone

FL 267. MODERN JAPANESE CULTURE ANDSOCIETY 3

Introduction to modern Japanese culture and society,emphasizing the period 1945 to the present, andconsidering topics including education, family andneighborhood, gender and work, and discrimination.The course analyzes social change in Japan overtime in the course of Japan's modernization andinternationalization, paying attention to the interplaybetween Japan's traditional cultural values andmodern society. (Fulfills LS2 and non-Westernculture requirements.) M. Inamoto

FL 268. ITALY TODAY: ON THE CUSP OFTHE YEAR 2000 3

An exploration of life, culture, and politics in Italy today.Topics include tangentopoli, Mafia, multiculturalism,and the European Union. Materials include readings incultural history as well as selections from Calvino,Sciascia, and Ginzburg. S. Smith

FS 363. SPECIAL STUDIES IN SPANISH 3Advanced literary or cultural study in an author, agenre, a period, or a topic. Prerequisite: permissionof instructor. The Department

FS 371, 372. INDEPENDENT STUDY 3, 3Individual study projects under the guidance of thedepartment. The Department

FS 374. THESIS 3An extended research project culminating in a paperbased on readings and extensive individual confer-ences. Required of all majors who wish to be consid-ered for departmental honors. Prerequisite: FS376,senior standing, permission of instructor, and 3.5grade point average in the major.

FS 376. SEMINAR 3A detailed study of an author, a period, or themerelevant to the understanding of Spanish and Span-ish-American literature and culture with specialattention to the essay. Frequent oral reports. Closeattention to development, organization, and writing ofan extensive paper. Prerequisite: Senior status.

The Department

SELF-INSTRUCTIONAL LANGUAGECOURSES

FX 171, 172. TUTORIAL BASIC STUDY 3, 3Arabic, Hebrew, Hindi, Korean, Portuguese, Russian.

FX 271, 272. TUTORIAL INTERMEDIATE STUDY3, 3Arabic, Hebrew, Hindi, Korean, Portuguese, Russian.

LITERATURE AND CIVILIZATIONCOURSES TAUGHT IN ENGLISH

These courses are open to all students. Knowledgeof a foreign language is not a prerequisite, with theexception of FL 399.

FL 250. AN OUTLINE OF GERMANCIVILIZATION: THE EIGHTEENTHCENTURY TO THE PRESENT 3

An exploration of German life, culture, and politicsfrom the eighteenth century to the present. Thecourse focuses on Germany’s quest for nationalunity, emphasizing the relationship betweenGermany’s political development and its cultural life.Course materials include historical readings, politicalessays, musical compositions, art works, films, andliterary texts. Offered in alternate years.

M. E. O’Brien

FL 252. ITALIAN CINEMA: FROM FICTIONTO FILM 3

An examination of the literary and sociopoliticaltrends of Italian culture as portrayed by the media ofliterature and film. The course will focus on theliterary works of Boccaccio, Machiavelli, Moravia, DeFilippo, Bassani, and the cinematographic adapta-tions of those works by such directors as Pasolini,Lattuada, Visconti, and De Sica. The course alsospecifically examines the role in Italian cinema ofsuch director-authors as Fellini and Wertmuller andthe importance of Italian cinematic Neorealism in thefilms of Rossellini, De Sica, and Visconti. Offered in1999-2000 and alternate years. (Fulfills arts-B com-ponent of breadth requirement.) G. Faustini

FL 253, 254. ITALIAN CIVILIZATION INTRANSLATION 3, 3

Study of the development of Italian civilization withemphasis on the historical, artistic, philosophical,literary, musical, and sociopolitical background. Fallsemester: late Medieval period to the Baroque.Spring semester: seventeenth century to the present.

G. Faustini

FL 257. MODERN CHINESE LITERATURE INTRANSLATION 3

A critical survey of twentieth-century Chinese litera-ture up to the present. Readings include short stories,novels, poetry, music, painting, and drama. Specialemphasis is placed on Chinese thought and culturecompared to the Western tradition. (Fulfills non-Western culture requirement; fulfills arts-B compo-nent of breadth requirement.) M. Chen

FL 258, 259. CHINESE CIVILIZATION 3, 3A survey of Chinese civilization from the Shangdynasty to the present with emphasis on thehistorical, artistic, philosophical, literary, musical,sociopolitical, literary, musical, sociopolitical back-ground. Fall semester: Shang dynasty (1766 B.C.) toearly tenth century. Spring semester: tenth century tothe present. Need not be taken in sequence.

M. Chen

FL 263. SPECIAL TOPICS IN FOREIGNLITERATURE AND CULTURE 3

Study of a special topic in which the interrelatednessof literature and other cultural representations isexplored from a comparative and/or theoreticalperspective. Interdisciplinary in nature, the course willbring together works of different cultural origin andbackground. Intended for majors or minors in thedepartment. Prerequisites: Completion of departmentcourses numbered 202, 203 or 205; or by permissionof instructor.

A. The Fantastic in Fiction. An introduction tothe Fantastic in literature and art as a mode ofrepresentation whose ambiguous structure oscillatesbetween the real and the imaginary. The magical isingrained in ordinary experience thus expanding theconcept of reality, and emphasizing literary discourseas the locus of indeterminacy. Specific attention willbe focused on selected writers and theorists, but thecourse will also provide a diachronic and theoreticalbackground for the discussion of the Fantastic.Readings from authors such as E.T.A. Hoffmann,Kafka, Borges, Cortazar, Garcia Marquez, TorrenteBalester, Calvino, Buzzati, Gautier, Nerval,Maupassant, Villiers de l’Isle-Adam, and theoristssuch as Freud, Bessier, T. Todorov, and Roh. (FulfillsLS2 requirement.) J. Anzalone

B. Exoticism. This course will examine thecultural construction of the “exotic” as it emergesprimarily, but not exclusively, in nineteenth- andtwentieth-century literary texts. The course willaddress questions such as: How are the relationshipsbetween colonialism, imperialism, and exoticismdramatized via literature? How does the hegemonic(i.e. France) and the non-hegemonic (i.e. Spain, orLatin America) positioning of a culture shape itsparticular notion of the exotic? How do cultures thatare viewed as exotic exoticize other cultures? Whatrole do other derminants such as gender, race, orclass play in the construction of the exotic? Readingsfrom authors such as Baudelaire, Flaubert, Nerval,Gautier, Dario, Casal, Tablada, Villaespesa, andValle-Inclan. H. Jaouad

103

FL 321. WOMEN IN FRANCE SINCE THEREVOLUTION 3

Analysis of women writers and female stereotypessince the French Revolution as seen primarilythrough novels and plays of such writers as de Staël,Sand, Flaubert, Stendhal, Colette, Claudel, deBeauvoir, Duras, and Sarraute. Historical, sociologi-cal and artistic documents will also be examined forwhat they reveal of the changing consciousness ofwomen in France. Offered every third year. L. Gelber

FL 322. THE FRENCH FILM 3Study of some of the key features of the cinema ofFrance, beginning with an historical overview of thedevelopment of the idiom, from the silent films of theSurrealists and René Clair, to the Golden Age ofsound in the thirties and concluding with the NewWave and its posterity. The course will also study filmas a language and use it as a means for exploringcultural identity. Students will view a selection of filmsby Clair, Dali/Bunuel, Vigo, Renoir, Carne, Duvivier,Truffaut, Godard, Eustache, Tanner, and Rohmer,among others, and read criticism by directors, critics,and theorists. Prerequisite: for credit in the Frenchmajor, FF202 or 205. J. Anzalone

FL 371, 372. INDEPENDENT STUDY 3, 3Individual study projects under the guidance ofdepartment. The Department

FL 374. THESIS 3An extended research project culminating in a paperbased on readings and extensive individual confer-ences. Primarily for interdepartmental majors whowish to be considered for honors. Prerequisite: seniorstanding, permission of an instructor, and at least a3.5 grade-point average. The Department

FL 376. SEMINAR 3A detailed exploration of a theme reflected in thecultures of French, German, Italian, and Spanishspeaking civilizations. Frequent oral reports inEnglish by members of the class. Close attention todevelopment, organization, and writing of an exten-sive paper. Required of all majors not enrolled in 374.

FL 399. PROFESSIONAL INTERNSHIP INFOREIGN LANGUAGES 3, 6 or 9

Professional experience at an advanced level forjuniors and seniors with substantial academic andcocurricular experience in the major field. With facultysponsorship and departmental approval, students mayextend their educational experience into such areas asthe communications fields, the media, pedagogy, andtranslation. Primarily but not exclusively for studentsparticipating in Skidmore’s Junior Year Abroad pro-gram. Prerequisite: advanced standing in the languageappropriate to the internship. Non-liberal arts.

Geology

Chair of the Department of Geology: RichardH. Lindemann, Ph.D.

Professors: Kenneth G. Johnson, Ph.D.; JohnJ. Thomas, Ph.D.

Associate Professor: Richard H. Lindemann,Ph.D.

Lecturer: Katharine Cartwright, M.S.

Teaching Associate: Kimberly Marsella, M.S.

By its very nature geology has a broad per-spective, one that permits an undergraduateprogram in geology to provide not only for theneeds of the student preparing for a career inprofessional geology, but also for studentsinterested in such diverse fields as marinescience, environmental preservation, physicalgeography, and the environmental aspects ofarcheological research.

THE GEOLOGY MAJOR: The major, whichleads to a bachelor of arts degree, entailseleven required courses. The requirementsinclude GE101, 102, 201, 202, 204, 304, 310,315, 316, a field geology course (GE 309,Field Techniques, or a summer field courseapproved by the department), and a capstoneproject consisting of a GE371 or 372 Indepen-dent Study research project that will focus onthe geologic interest of the student. Additionalelective courses to consider including in thegeology major are GE207, 303, and 399. Thecourses GE114 and 115 cannot be appliedtoward the major.

The student who is going to go on to graduateschool will have to take MA111 and 113,CH105 and 106, and PY207 and 208. Othersshould consider strengthening their programby taking these courses or integrating thegeology major with a minor in a cognatediscipline.

THE GEOLOGY MINOR: The geology minorincludes six geology courses. At least two ofthese six courses must be at the 200 level andat least two at the 300 level.

ES 105. FIELD STUDIES IN ENVIRONMENTALSCIENCE 4

An interdisciplinary approach to the study of environ-mental issues. The primary focus of this course is thedrinking water supply for Saratoga Springs,Loughberry Lake. The source of the lake's water,chemical characteristics of the lake, and the nature ofthe land surrounding the lake are considered from ageologic and chemical perspective. The courseinvolves field work and emphasizes the scientificmethod, techniques, and theories used to measureand analyze changes in the environment. The coursealso explores energy use and conservation and theeffects of an individual's lifestyle on the environment.Three hours of lecture, three hours of lab a week.Prerequisite: QR1. (Fulfills nature-B [lab] componentof breadth requirement; fulfills QR2 requirement.)

J. Thomas, J. Halstead, S. Frey

GE 101. PHYSICAL GEOLOGY 4The nature, formation, and change of Earth’s materi-als and the major features of Earth’s crust andtopography. Topics include minerals, rocks, igneousactivity, earthquakes, mountain building, oceans, andshorelines, erosion, and deposition, glaciers, deserts,and environmental geology. Three hours of lecture,two hours of lab a week, and one full-day field trip ona weekend. Prerequisite: QR1. (Fulfills QR2 require-ment; qualifies as nature-B [lab] course for breadthrequirement.) J. Thomas

GE 102. HISTORICAL GEOLOGY 4The origin of Earth and its various parts. Topicsinclude the histories of the oceans and continents,the rise and decay of mountain chains, the origin andevolution of life, and the major steps and crises in thehistory of life on Earth. Three hours of lecture, twohours of lab a week. (Qualifies as nature-B [lab]course for breadth requirement.) R. Lindemann,

K. Cartwright

GE 103. THE HISTORY OF LIFE 3Introduction to the major events in the 3.6 billion-yearhistory of life on Earth. Primary topics include theorigins of life, the origins and evolutionary/extinctionresponses of the biosphere to environmentalchanges over time. Also considered are the intellec-tual history of paleontology, the processes of fossil-ization, the origin of sex, ecologic survival strategy,and the meaning of life from a deep time perspective.(Qualifies as nature-A course for breadthrequirement.) R. Lindemann

GE 104. DINOSAURS: EVOLUTION TOEXTINCTION 3

Investigation into recent scientific theories aboutdinosaurs in an attempt to answer: who were they?how did they live? where did they live? how did theybecome extinct? what significance was their death toour own evolution? Topics include: dinosaur death,burial, and preservation; evolution, ecology, andextinction; and dinosaur myths in the media. (Quali-fies as nature-A course for breadth requirement.)

K. Cartwright

GE 112. OCEANOGRAPHY — INTRODUCTIONTO THE MARINE ENVIRONMENT 4

Introduction to the interaction of physical, chemicaland biological processes operative in the great waterbodies that cover nearly three-quarters of the earth’ssurface. Three hours of lecture, two hours of lab aweek. (Qualifies as nature-B [lab] course for breadthrequirement.) K. Johnson

GE 113H. DANGEROUS EARTH:CLIMATOLOGIC AND GEOLOGICDISASTERS 3

Introduction to the diverse ways in which climatologicand geologic phenomena influence human lives andactivities, the root cause of disaster phenomena, andthe principles that render seemingly random naturaldisasters comprehensible and predictable. Studentswill read eye witness accounts of natural disasterssuch as floods, droughts, hurricanes, volcanic erup-tions, and earthquakes and will explore the extent towhich disasters and ephemeral events are regulatedby cyclic and/or periodic earth processes. This willenable students to make predictions and developscenarios to mitigate against potential effects offuture natural disasters. Open to first- and second-year students only. (This is an Honors course; itqualifies as nature-A [non-lab] course for breadthrequirement.) K. Cartwright, R. Lindemann

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GE 114. GREAT THEORIES OF THE EARTH 3The study of the formulation, modification, andapplication of the major theories and principles of theearth sciences including the origins of mountainchains and ocean basins, the origin and extinction ofspecies, the causes of climate change and ice ages,and the origin, age, and history of Earth itself. Thesetopics are pursued through readings of excerpts fromthe primary literature in which observations of Earthphenomena were first recorded and used in thedevelopment of theories as well as from derivativeliterature. Subsequent study examines the modifica-tion and refinement of theories as new observationsare made as well as how the theories themselvesreshape concepts of the very nature of change andthereby redirect research programs. The course alsoconsiders the historic context within which the majortheories we first postulated and the histories of theacceptance or rejection of the ideas that they engen-der. This course cannot be applied toward the geol-ogy major. (Qualifies as nature-A [non-lab] course forbreadth requirement.) R. Lindemann

GE 115. CLIMATOLOGY 3Introduction to the basic components of Earth’sclimate system: the atmosphere, ocean, cryosphere,lithosphere, and biosphere. The course nvestigatesthe basic physical processes that determine climateand the links among the components of the climatesystem, including the hydrologic and carbon cyclesand their roles in climate, climate stability, and globalchange. Topics also include climate patterns andforecasting climate, as well as their applications andhuman impacts. This course cannot be appliedtoward the geology major. (Qualifies as a nature-A[non-lab] course for breadth requirement).

R. Lindemann, K. Cartwright

GE 201. MINERALOGY 4Fundamentals of crystallography, crystal chemistry,and systematic mineralogy with the study of mineralassociations, occurrences, genesis, and phaserelationships; hand sample identification, introductoryoptical mineralogy, and thin section identification ofminerals. Prerequisites: GE101 or permission ofinstructor. Three hours of lecture, three hours of lab aweek. J. Thomas

GE 202. IGNEOUS AND METAMORPHICPETROLOGY 4

Petrology and petrography of igneous and metamor-phic rocks; origin, crystallization, and differentiation ofmagmas; metamorphism, metamorphic facies andthe factors controlling metamorphism. The study ofrocks in hand sample and thin section. Intermediateoptical mineralogy. Prerequisite: GE201.Three hoursof lecture, three hours of lab a week. J. Thomas

GE 204. STRUCTURAL GEOLOGY 4The recognition, origin, and interpretation of thevarious structures present in the earth’s crust. Studyof structure is directed toward reconstruction ofstresses involved in ancient periods of tectonism.Three hours of lecture, three hours of lab a week.Prerequisite: GE101 or permission of instructor.Offered 2000-01 and alternate years. J. Thomas

GE 207. ENVIRONMENTAL GEOLOGY 3An introduction to the application of geologicalinformation to human problems encountered in thephysical environment. (Qualifies as a nature-A coursefor the breadth requirement.) K. Johnson

GE 303. REGIONAL GEOLOGY OF NORTHAMERICA 3

Study of such regions as the Canadian Shield,Appalachians, Rocky Mountains, and western coastalranges from the standpoint of interpretation of geo-logic history using present structural and lithologicconfigurations. Prerequisite: GE101. J. Thomas

GE 304. GEOMORPHOLOGY 4Analysis of the geologic and climatic factors thatcontrol the evolution of topography. Lab study isconcentrated on the physical character of the UnitedStates and on the geologic configurations whichdetermine landform distribution and therefore are thebasis for physical subdivision. Two hours of lecture,three hours of lab a week. Prerequisite: GE101. Notopen to first-year students. Offered in 2000-01 andalternate years. K. Johnson

GE 309. FIELD TECHNIQUES 4An advanced course in the techniques used forfield mapping. The course concentrates on theinstruments of mapping and how to use them, includ-ing pace and compass, altimeter, plane table andalidade, topographic map and air photo base. Inaddition there is the study of some basic subsurfacegeologic techniques such as structural contour maps,isopach maps, and well log analysis and correlation.Two hours of lecture, three hours of lab, and onehour of discussion a week. R. Lindemann

GE 310. PALEOBIOLOGY 4An advanced study of the morphology, taxonomy,and evolution of fossil organisms; the major events inthe 3.6 billion-year history of Earth’s biota; and theprocesses of fossil preservation/destruction. Theecology of fossil organisms, reconstruction of paleo-environments and paleocommunities, as well as theforcing mechanisms that perpetually alter Earth’smarine and terrestrial environments are emphasizedthroughout. Laboratory and field work provide first-hand experience in the application of the fundamentalconcepts and principles of paleobiology to the obser-vation, analysis, and interpretation of ancient lifeforms. Offered 2000-01 and alternate years. Threehours of lecture, three hours of lab a week. R. Lindemann

GE 315. SEDIMENTOLOGY 4Introduction to terrigenous clastic, carbonate andevaporite sedimentary rocks. Topics include weather-ing, erosion, transport and deposition of particlesystems. Emphasis on Holocene depositional modelsand their use in recognition of ancient sedimentaryenvironments. Prerequisite: GE101, 102. Three hoursof lecture, three hours of lab a week. Offered 2001-02and alternate years. R. Lindemann

GE 316. STRATIGRAPHY 4Study of lithologic and biologic units of sedimentarystrata, their classification, correlation, and use inenvironmental and geographic reconstructions.Emphasis placed on the respective roles of organ-isms, geosynclines and tectonic events in the devel-opment of continents and sedimentary basins.Prerequisite: GE315. Three hours of lecture, fourhours of lab a week. Offered 2001-02 and alternateyears. R. Lindemann

GE 351, 352. SPECIAL TOPICS IN GEOLOGY 3, 3Advanced topics in geology offered to either smallgroups of students or on an individual basis, allowingthe student to study in depth areas of the sciencewhich are not offered on a regular basis. Specifictopics will vary each time the course is taught andmight include hydrology, glaciology, micropaleontol-ogy, or computer applications in geology. Prerequi-site: permission of department. The Department

GE 371, 372. INDEPENDENT STUDY 3, 3An opportunity for qualified students to pursueindependent research in the earth sciences underthe supervision of a member of the department.Emphasis is placed on coordinated field, lab, andlibrary research. Prerequisite: departmental approvalof a written research proposal. The Department

GE 399. PROFESSIONAL INTERNSHIP INGEOLOGY 3 or 6

Professional experience at an advanced subject levelfor juniors and seniors with substantial academic andcocurricular experience in the major field. With facultysponsorship and department approval, students mayextend their educational experiences by working onspecialized research projects with outside profes-sional earth scientists. Must be taken S/U.

The Department

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GO 209. INTRODUCTION TO LATINAMERICAN POLITICS 3

An introductory analysis of Latin American politicalprocesses and governmental institutions, includingthe study of political, economic and social variables.Emphasis is given to the study of political phenom-ena such as populism, democracy, authoritarianism,revolt and revolution in Latin America as a wholeas well as in specific national cases (Mexico, Cuba,Argentina, Brazil, Peru, and Central Americancountries). Prerequisite: GO103 or permission ofinstructor. A. Vacs

GO 211. COURTS, POLITICS, AND JUDICIALPROCESS IN THE UNITED STATES 3

A survey of the role of courts in contemporaryAmerican politics and society. Students will explorethe organization and functions of state and federalcourts and their relation to other political institutionsand to society generally. Topics will include thedecision-making processes of judges, attorneys andlitigants in various judicial settings, the role andimpact of courts as policy-makers, the selection andrecruitment of judicial personnel, access to judicialpower, courts and the media, and contemporarytrends in litigation. B. Breslin

GO 212. INTRODUCTION TO THE BILL OFRIGHTS 3

An analysis of recent Supreme Court decisionsinterpreting our civil liberties, civil rights, guarantee ofdue process of law and equal protection of the laws.

D. McCormack, B. Breslin

GO 213. CRIMINAL LAW AND PROCEDURE 3An exploration of criminal justice systems in theUnited States with emphasis on governmental powerto define, investigate, and punish criminal activity.Topics will include aspects of the substantive lawconcerning crimes against persons and property,requirements of proof of legal guilt, insanity andrelated defenses, and the politics of criminal justicereform. Open to sophomores, juniors, and seniors.

B. Breslin

GO 219. POLITICAL ECONOMY OF EUROPEANINTEGRATION 3

An introductory survey of how economics, history,law, and politics together help explain the growth anddevelopment of the European Union over time. Thecourse focuses on common institutions and decision-making, internal and external policies, issues ofnational and European identities, and place ofEurope in the wider world. (Fulfills LS2 requirement.)

R. Ginsberg

GO 221. UNITED STATES FOREIGN POLICY 3Theory and practice of contemporary United Statesforeign policy. The influence of idealism and realismand the democratic formulation and execution ofpolicy; relations with major world regions and powers;issues of foreign aid, disarmament, and defense.Prerequisite: GO101, or HI222, or permission ofinstructor. The Department

GO 222. STATE AND LOCAL GOVERNMENT 3The study of state and local government, politics, andpolicies within the United States federal system.Emphasis on connections between governmentstructure, politics, and the economy, with specialattention to questions of public policy. R. Turner

PI SIGMA ALPHA, Tau Gamma Chapter.Founded in 1920 as the national politicalscience honor society, Pi Sigma Alphareceives into membership students of politicalscience and related disciplines who attainhigh standards of scholarship and academicdistinction. Eligibility requirements include:(1) six government and/or government/historycourses; (2) a 3.5 grade-point average in thesecourses; and (3) a 3.25 cumulative grade-pointaverage.

GO 101. UNITED STATES GOVERNMENTINSTITUTIONS 3

An analysis of United States national governmentwith emphasis on constitutionalism, the Presidency,Congress, and the Judiciary. Reference will also bemade to the impact of political parties and pressuregroups on the contemporary political system. (Fulfillssociety-A component of breadth requirement.)

R.Turner, B. Breslin, R. Seyb, P. Ferraioli

GO 103. CRITICAL ISSUES IN WORLDPOLITICS 3

An introduction to critical issues in comparativegovernment, international relations, and politicaltheory. Three broad issues will be featured: dictatorsand democrats, individuals and communities, andwar and peace. The course covers the workings ofdictatorships, parliamentary and presidential democ-racies, and such major political ideologies as liberal-ism, socialism, conservatism, and those of the“radical right.” The course deals with such interna-tional relations topics as collective security, conflictmanagement, the Cuban missile crisis, and Vietnam.(Fulfills society-A component of breadth requirement.) S. Hoffmann, R. Ginsberg, A. Vacs, K. Graney

GM 201. GLOBAL SECURITY IN AN AGE OFINVENTION 3

The evolution of two twentieth-century technologicalachievements, nuclear weapons and digital comput-ing. This course explores the roles of scientists andthe institutions that foster these achievements, andexamines the cooperation of scientists and policymakers who convert these technologies into instru-ments of international politics and global competition.The course is intended to help students understandthe relationships between technological develop-ments and selection of policies that shape interna-tional affairs. Prerequisites: GO103, QR1, and onecourse in computer science or lab science.

R. DeSieno

GO 201. PRINCIPLES OF INTERNATIONALPOLITICS 3

A survey of the patterns of relations among nation-states from the Congress of Vienna to the 1960s. Thecourse will introduce key concepts and frameworks toexplain international politics, and identify majorfactors that cause and prevent war. Prerequisite:GO103 or permission of instructor. R. Ginsberg

GO 203. COMPARATIVE POLITICS OFWESTERN EUROPE 3

An introduction to the basic concepts of comparativepolitics with a focus on the European Union, France,Germany, and the United Kingdom. Prerequisite:GO101 or 103 or permission of instructor.

R. Ginsberg

Government

Chair of Department of Government: Aldo C.Vacs, Ph.D.

Professors: Aldo C. Vacs, Ph.D., Joseph C.Palamountain Professor of Government;Steven A. Hoffmann, Ph.D.; Roy H. Ginsberg,Ph.D

Associate Professors: Stuart K. Witt, Ph.D.;Ronald P. Seyb, Ph.D.

Assistant Professors: Pat Ferraioli, Ph.D.;Beau Breslin, Ph.D.; Timothy W. Burns, Ph.D.;Katherine E. Graney, Ph.D.; Robert C. Turner,Ph.D.

Lecturers: *Donald J. McCormack, Ph.D.;*Christopher Whann, Ph.D.

THE GOVERNMENT MAJOR: Requirementsfor a major in government are a minimum often courses including GO101, 103 and at leastone course from each of the following fourareas: (1) American Government: LS II 053,GO211, 212, 213, 222, 223, 224, 234, 251C,252, 305, 311, 312, 313, 316, 333, 334, 352,353, 362; (2) Comparative Government: GO203, 209,227, 235, 237, 239, 240, 251A, 327, 328, 344,355, 365; (3) International Relations: GO201, 219,221, 225, 251B, 301, 306, 309, 318, 320, 336,337, 338, 366, 367; (4) Political Theory: GO236, 251D, 303,304, 308, 351, 354; GH322

INTERDEPARTMENTAL MAJORS: Inconjunction with the relevant departments,the Government Department offers majorsin political economy, government-history,government-philosophy, government-sociology, business-government, government-French, government-German, and govern-ment-Spanish. See Interdepartmental Majors.The department participates in the interna-tional affairs minor.

HONORS: To be recommended for honors inthe department, a student must have receivedat least an A- on an honors research paper inany 300-level course. Specific requirementsfor the paper are established by the depart-ment. An honors research paper in govern-ment is also required for interdepartmentalmajors.

THE GOVERNMENT MINOR: The govern-ment minor consists of six courses to bedetermined in consultation with the departmentchair. At least two courses must be taken atthe 300 level.

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GO 223. CURRENT ISSUES IN PUBLICPOLICY 3

An analysis of the public policy process through anexamination of several current policy issues. Thecourse will begin with a study of the fundamentals ofpolicy formation, and will then investigate such policyissues as freedom of speech and expression, AIDS(including public education and mandatory HIVtesting initiatives), privacy issues (particularly abor-tion and sodomy laws), affirmative action, andwelfare. Prerequisite: GO101. P. Ferraioli

GO 224. AMERICAN INDIAN POLITICSAND POLICY 3

A study of the contemporary politics and policy ofAmerican Indian tribes and nations, as well as thepolitics and policy of federal-tribal relations. Using avariety of public documents, academic analyses andpersonal accounts, the course will consider suchtopics as: treaty rights, sovereignty, gaming, religiousfreedom and the relationships between “traditionalcouncils” and “tribal councils.” Prerequisite: GO101.(Fulfills LS2 requirement.) P. Ferraioli

GO 225. MILITARY AND POLITICAL LESSONSFROM WORLD WAR II 3

A selective study of the crucial events of the twentiethcentury aimed at finding appropriate lessons forpeople who will live in the twenty-first century. Topicsinclude: importance of incorporating technologicaladvances into military doctrine, how “blitzkrieg”offensives work and how to defeat them, and ad-vances in aerial and undersea warfare from 1939 tothe present day. Interprets WW II as what militaryplanners now call a “Revolution in Military Affairs”(RMA), shows how that RMA still governs strategyand tactics today, and how the next RMA is alreadyvisible on the horizon. Prerequisites: One of thefollowing: GO101, 103, 201, HI105, 106, 222, SO101,or permission of instructor. S. Hoffmann

GO 227. RUSSIA: A CENTURY OF CHANGE 3A comparison of traditional Russian society withSoviet society after 1917. The course will focus firston the political, economic, and social characteristicsof the authoritarian tsarist empire. Then we will turnto the revolutionary changes initiated by Lenin, theterror of Stalin, the reforms of Khrushchev, and thestagnation under Brezhnev. Three areas of changewill be examined in detail: (1) political structures andparticipation; (2) economic organization and equality;(3) gender roles, both public and private. Readingswill include novels, memoirs, and press translations.(Fulfills LS2 requirement.) K. Graney

GO 234. AFRICAN-AMERICAN POLITICS INTHE UNITED STATES 3

A study of the individuals, organizations, andmovements that have struggled to ensure the imple-mentation of the democratic principles of the U.S. forall its citizens. The study includes an analysis of thedegrees of effectiveness of various philosophies,strategies, and tactics used to achieve social justice.Prerequisite: GO101 or permission of instructor.

The Department

GO 235. POLITICAL LEADERSHIP AND THEPOLITICS OF POWER 3

An analysis of the characteristics of authority and theexercise of political power. The course examines thetechniques of political leadership in the context oftwentieth-century democracy and totalitarianism.

The Department

GO 236. AMERICAN POLITICAL THOUGHT 3An examination of the writings of selected thinkers inthe American political tradition. The course will placeparticular emphasis on the thought of the framers andon the response of succeeding political leaders andthinkers to the framers’ principles. Prerequisites:GO101 or 103, or permission of instructor. T. Burns

GO 237. THE POLITICS OF DEVELOPMENT 3A survey of attempts made by different politicalregimes to bring about economic and social develop-ment in the Third World. Each year the course willfocus on a specific region such as Africa, LatinAmerica, or the Far East. Topics will include thestrategies for development pursued by authoritarian(military, single party, personalistic) and pluralist(parliamentary, presidentialist) regimes; the roleplayed by the state in the context of market, planned,and mixed economies; the political aspects of thecontroversy on economic growth and redistribution;and the problems posed by political, cultural, andlinguistic pluralism. Prerequisite: GO103 orpermission of instructor. A. Vacs

GO 239. NATIONALISM AND POLITICS INTHE MIDDLE EAST 3

Introduction to the basic problems and trends of themajor “confrontation” and oil states of the MiddleEast, including leadership, instability, modernization,nationalism, and war. Covers Egypt, Israel, Syria,Jordan, Lebanon, Saudi Arabia, Libya, Turkey, andthe Palestinians. In-depth coverage of the Arab-Israeli conflict. Prerequisite: GO103 or permission ofinstructor. (Fulfills non-Western culture requirement.)

S. Hoffmann

GO 240. POLITICAL MODERNIZATION: THECASE OF INDIA 3

A study of problems inherent in modernizing politicalsystems, as exemplified by the development of masspolitics in India, the relationship of political toeconomic development in this major “third world”nation, and the rise of Indian nationalism under thenonviolent concepts of Mahatma Gandhi. The courseprovides background necessary for a sound under-standing of India’s movement to independence as amodern nation-state. (Fulfills non-Western culturerequirement.) S. Hoffmann

GO 251. TOPICS IN POLITICAL SCIENCE 3Topically organized courses focused on selectedproblems, areas, and issues of special interest inpolitical science at the intermediate level. Topics varyfrom year to year, depending upon specialization andresearch interests of the instructor. Students maytake the course more than once, with the approval ofthe department, if the topic is different each time.Prerequisite: for A, B, and D, GO103 or permission ofthe instructor; for C, GO101 or permission of theinstructor. A. Comparative Politics B. International Relations C. American Politics D. Political Theory

GO 252. THE PSYCHOLOGY OF POLITICS 3An examination of how citizens’ and public officials’attitudes, values, beliefs, experiences, and cognitivecapacities shape political behavior and influence theactions of American political institutions. Topicsinclude political socialization, political personality,attitude formation and change, and political decision-making. Prerequisite: GO101 or permission ofinstructor. R. Seyb

GO 299. PROFESSIONAL INTERNSHIP INGOVERNMENT 3

Internship in government, political, or legal offices forstudents with appropriate academic preparation. Theintern is required to produce a substantial researchpaper related to the area of the internship, on a topicapproved by the faculty sponsor and the on-sitesupervisor. Prerequisite: GO101 or 103 (dependingon the area of the internship) and one other govern-ment course in the area of the internship (American,comparative, or international).

GO 301. CONTEMPORARY INTERNATIONALPOLITICS 3

An analysis of changes in the international systemfrom the 1960s to the present. Topics include thearms race, arms control, regional warfare, humanrights, economic sanctions, multilateral peacekeep-ing, and the structure and function of the UnitedNations, the European Union, the North AtlanticTreaty Organization, and other major internationalorganizations. This course may be taken in connec-tion with participation in the Model United Nations,the Model European Union, or other intercollegiatesimulations. Prerequisite: GO103 or permission ofinstructor. R. Ginsberg

GO 303. CLASSICAL POLITICAL THOUGHT 3Political thought of Plato and Aristotle. This coursewill treat the character of the political thought thatSocrates initiated. Consideration will be given to thereasons for the original tension between wisdom andpolitics and to the manner in which theory can informpractice. Selected Greek comedies and tragedies, aswell as Roman and medieval political thought mayalso be considered. Prerequisite: GO103 or permis-sion of instructor. T. Burns

GO 304. MODERN POLITICAL THOUGHT 3Political thought of the Renaissance to that of the latenineteenth century. Selected thinkers includeMachiavelli, Hobbes, Locke, Rousseau, Wollstone-craft, Hegel, Marx, and Nietzsche. Particular empha-sis will be placed on the aspirations of liberalism andthe criticism these aspirations inspired. Prerequisite:GO103 or permission of instructor. T. Burns

GO 305. INTEREST GROUPS AND PUBLICPOLICY 3

An examination of political theories and contempo-rary practices of interest groups in the making ofpublic policy in the United States. The courseincludes a review of theoretical approaches to inter-est groups, models of policy-making, a survey ofgroups active in selected policy areas, andtechniques of influence. Prerequisite: GO101 orpermission of instructor. R. Turner

GO 306. INTRODUCTION TO INTERNATIONALLAW 3

Principles of public international law, their sourcesand nature, and the extent of their contemporaryauthority in governing the relations and behavior ofstates. Prerequisite: GO103 or permission of instruc-tor. The Department

GO 308. CONTEMPORARY POLITICALTHOUGHT 3

Political thought of the twentieth century. Primaryattention will be given to the influence of Nietzsche asreflected in existentialism, post-modernism, and post-modern feminism. Additional topics might include theinfluence of Freudianism on political thought, thedebate between Rawls and Nozick on social justice,and the claims of communitarianism. Prerequisite:GO103 or permission of instructor; recommendedpreparation: GO303 or 304. T. Burns

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GO 309. LATIN AMERICA AND THE UNITEDSTATES 3

An examination of the relations between LatinAmerica and the United States, including their politi-cal, strategic, and economic aspects. The coursereviews some of the major theoretical interpretationsof these relations and analyzes some crucial histori-cal events and developments before focusing oncrucial contemporary topics including collectivesecurity, revolutionary change, imperialism andnationalism, economic issues, human rights anddemocracy, drug traffic, and migration. Prerequisite:GO 103 or permission of instructor. A. Vacs

GO 311. CONSTITUTIONAL LAW 3A survey of the American constitutional systememphasizing sources and uses of governmentalpower, the political role of the Supreme Court, theCourt’s jurisdiction, and the allocation of powersbetween the federal government and the states.Prerequisite: GO 101 or permission of instructor.

B. Breslin

GO 312. CONTEMPORARY CONSTITUTIONALPROBLEMS 3

An examination of selected constitutional issues,including the proper role of the Supreme Court in ourpolitical system. The course covers theories ofjudicial review, as well as many of the complexities ofmodern civil rights and civil liberties. Prerequisite: GO212 or permission of instructor. B. Breslin

GO 313. POLITICS OF CONTEMPORARYUNITED STATES SOCIALMOVEMENTS 3

A study of the civil rights, women’s, and lesbian/bisexual/gay movements in the United States. Thisinterdisciplinary course will look at the history,development, and impact of these movements andthe social/political communities they create. Particu-lar consideration will be given to the relationships ofthese movements to social change in the arenas ofpublic policy, social institutions, and culture. Opento sophomores, juniors, and seniors. P. Ferraioli

GO 316. PUBLIC ADMINISTRATION 3An examination of the administration of public policyin the United States, with attention to governmentorganization, budgeting, personnel, procurement,regulation, due process, intergovernmental rela-tions, and reform. Students will select one federalagency or program for study in depth. Prerequisite:GO101 or permission of instructor. R. Turner

GO 318. COMPARATIVE FOREIGN POLICY 3A comparative examination of the foreign policies ofFrance, Germany, the United Kingdom, and otherEuropean states within the contexts of UnitedStates-European relations, the North Atlantic TreatyOrganization, and the European Union. Prerequisite:GO103 or permission of instructor. R. Ginsberg

GO 320. CASES IN TWENTIETH CENTURYSUPERPOWER RELATIONS 3

An analysis of Cold War and post-Cold War interna-tional politics focusing on United States-Russianconfrontations with each other and with their allies.Students will use cases to examine the evolution ofinternational security issues including arms control,regional conflicts from Cuba to Vietnam to Afghani-stan, and the new challenges of the post-1989 erasuch as the wars in the Persian Gulf and the formerYugoslavia. Prerequisite: GO103 or permission ofinstructor. K. Graney

GH 322. THE HISTORY AND POLITICALTHOUGHT OF THE AMERICANREVOLUTION 3

The creation of a new nation, 1763-1789. Thiscourse will give special attention to the politicalideas which gave direction to the American Revolu-tion and the Constitution. Prerequisite: GO101 orpermission of instructor. T. Kuroda

GO 327. POLITICS IN RUSSIA AND THESOVIET SUCCESSOR STATES 3

An analysis of politics in Russia and in the post-communist republics of the former Soviet Union.After analyzing the disintegration of the U.S.S.R.under Gorbachev, the course will focus on theattempts since 1991 to create democratic politicalsystems. Special attention will be paid to elections,constitutions, political party formation, parliaments,leadership strategies, and nationalism. Prerequisite:GO103 or permission of instructor. K. Graney

GO 328. NATIONALISM, COMMUNISM, ANDDEMOCRACY: POLITICS IN EASTEUROPE 3

East European politics from 1918 to the present. Thecourse analyzes democracy and fascism beforeWorld War II, the rise and fall of communism, and therebirth of democracy and nationalism after 1989.Major topics include modernization and politicaldevelopment, nationalism and political culture, one-party dictatorships and multi-party presidential andparliamentary democracies. Prerequisite: GO103 orpermission of instructor. K. Graney

GO 333. AMERICAN POLITICAL RESEARCH 3A senior seminar in which each student will conductindividualized research into a topic or question incontemporary American politics. Each student willprepare a research design, class progress reports,and a final paper. Special attention will be given toprimary sources, such as government documents,and to computer-based research techniques andresources, such as internet and data bases. Prereq-uisite: Senior government major status, or permissionof the instructor. R.Turner

GO 334. THE UNITED STATES PRESIDENCY 3An analysis of the Presidential role in United Statespolitics. The course will examine the expansion of theconstitutional and political powers of the President inthe light of contemporary politics. Prerequisite:GO101 or permission of instructor. R. Seyb

GO 338. INTERNATIONAL DIPLOMATICNEGOTIATIONS 3

An exploration of the techniques and practice ofdiplomatic negotiations as a peaceful way of resolv-ing international disputes. The course addresses avariety of international negotiating problems (political,strategic, environmental, and economic) that involvedifferent kinds of actors (great, intermediate, andsmall powers; intergovernmental and nongovernmen-tal organizations; and private groups) from variousparts of the world in diverse settings (global, regional,and local). Theoretical materials and case studies areused to gain insight into the issues and questionsinvolved in diplomatic negotiations. Prerequisite:GO103 or 201 or permission of instructor. A. Vacs

GO 339. INTERNATIONAL POLITICAL ECONOMYAND THE ENVIRONMENT 3

Explores changes in international politics that lendmore weight to economic and environmental issuesand analyzes the responses to those changes ofdeveloped and developing countries and regional,international, and nongovernmental organizations.Students examine different theoretical perspectiveson international political economy issues, engage inproblem-solving exercises, and conduct a majorresearch paper or prepare for participation in ModelUnited Nations, Model European Union, or othersimulation exercises. Prerequisite: GO103 or permis-sion of instructor. R. Ginsberg, A. Vacs

GO 344. COMPARATIVE POLITICS ANDCULTURE: INDIA AND JAPAN 3

A comparison of the political systems of the twomajor Asian democracies, India and Japan, with anemphasis on the role of culture in explaining politicalbe havior and economic development. Specialattention is paid to the problems being experiencedby the Indian and Japanese versions of parliamentarydemocracy, and to the economic policies favored bythe two governments. Prerequisite: GO103 or permis-sion of the instructor. Not open to students who havetaken GO 345 or 346. (Fulfills non-Western culturerequirement.) S. Hoffmann

GO 351. TOPICS IN POLITICAL THOUGHT 3A seminar devoted to a particular issue or a particularthinker. Topics will vary from year to year. Recenttopics have included “The ’Public’ and ’Private’ inModern Political Thought,” “Machiavelli’s PoliticalThought,” and “Shakespeare’s Rome."The coursemay be repeated with the approval of the department.Prerequisite: GO103 or permission of instructor.Recommended additional preparation: GO303 or 304.

The Department

GO 352. WOMEN AND THE LAW 3The rights of women under constitutional and statutelaw in the United States. Examines changing patternsin the legal status of women, legal protection againstpublic and private discrimination, and the effective-ness of law as an instrument of social change.Prerequisite: GO101 or permission of instructor.

P. Ferraioli

GO 353. SEX AND POWER 3A theoretical and policy consideration of “sex” as aninstrument of power. The course will explore a rangeof theoretical perspectives, as well as representationsof sex found in statutes, court cases, film, novels,and music. Attention will be focused on how theseperspectives and/or representations support orchallenge power relationships. Prerequisites: GO101and 103 or permission of instructor. P. Ferraioli

GO 354. FEMINIST POLITICAL THOUGHT 3A critical exploration of contemporary feminist politi-cal thought. The course will focus on the differentconceptions of subjectivity found within feministthought and the implications of those conceptions forpolitical society. Readings will come from a widerange of approaches including postmodernism,psychoanalytic theory, and standpoint theory. Pre-requisite: GO101 or 103, or permission of instructor.

P. Ferraioli

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GO 355. AFRICAN POLITICS 3An analysis of states and societies of Africa duringthe colonial and independent periods. Topics to becovered include: the effect of colonialism on statestructures, social groupings and ethnic identities, theimpact of the international political economy onAfrica, and the impact of military and civilian gover-nance on domestic politics. Prerequisite: GO103, orpermission of instructor. (Fulfills non-Western culturerequirement.) C. Whann

GO 362. POLITICS OF THE CONGRESS 3A seminar devoted to the examination of thecongressional system through research, classdiscussion, and written work. Prerequisite: GO101or permission of instructor. R. Seyb

GO. 365. TOPICS IN COMPARATIVE POLITICS 3Selected issues, regions, and research in compara-tive politics. Topics will vary from year to year,depending upon specialization and researchinterests of the instructor. Possible topics: post-authoritarian transitions in Eastern Europe; partypolitics in Israel. Students may take the coursemore than once, with the approval of the depart-ment, if the topic is different each time. Prerequisite:GO103 or permission of the instructor.

The Department

GO 366. TOPICS IN INTERNATIONALRELATIONS 3

Selected issues, regions, and research in interna-tional relations. Topics will vary from year to year,depending upon specialization and research interestsof the instructor. Possible topics: Commonwealth ofIndependent States (former Soviet Union), conflictand compromise; United States and Japan, allies incollision. Students may take the course more thanonce, with the approval of the department, if the topicis different each time. Prerequisite: GO103 or permis-sion of the instructor. The Department

GO 367 TOPICS IN AMERICAN POLITICS 3Selected issues, periods, and research in Americanpolitics. Topics will vary from year to year, dependingupon the specialization and research interests of theinstructor. Possible topics include: urban government,politics of AIDS, political role of the labor movement,etc. Students may take the course more than once,with the approval of the department, if the topic isdifferent each time. Prerequisite: GO101 or permis-sion of the instructor. The Department

GO 371, 372. INDEPENDENT STUDY 3, 3An opportunity for qualified majors to do specialstudies in the field of political science beyond oroutside of the regular departmental offerings. Thestudent’s study program is supervised by a memberof the department. Written work and regular periodicdiscussion meetings are required. The Department

History

Chair of the Department of History: Margaret J.Pearson, Ph.D.

Professors: *Patricia-Ann Lee, Ph.D.;Tadahisa Kuroda, Ph.D.

Associate Professor: Margaret J. Pearson, Ph.D.

Assistant Professors: David E. Baum, Ph.D.;Jennifer Delton, Ph.D.; Matthew D. Hockenos,Ph.D.

Visiting Instructor: Jordana Dym, M.A.

Lecturer: David Eyman, Ph.D.

“An unexamined life is not worth living.”Socrates

History is a way by which men and womencome to understand who they are as humanbeings. The study of history is a vital part of aliberal arts education. Encompassing thewhole range of human experience, the disci-pline of history employs established methodsof investigation and research to deal criticallywith processes of change. The SkidmoreHistory Department expects its students toacquire a broad knowledge of the past and tobe able to work in depth in areas and at topicsof an individual's particular interest. Studentsshould develop the capacity to identify majorhistorical problems, interpret varying bodies ofknowledge, deal critically with a range ofhistorical sources and present their ideas in aclear, vigorous, and graceful form. Coursesoffered by the department explore the pasts ofthe United States, England, Europe, Asia, andLatin America, and range from the ancientworld to the present. History students areencouraged to develop areas of interest inrelated disciplines and programs such asinternational relations, American and Asianstudies, government, and philosophy as wellas to study abroad.

THE HISTORY MAJOR: A major requiresthirty-two credits in history, including the collo-quium and nine additional credits at the 300level. Students should take additional colloquiaif possible.

In cooperation with the advisor, a studentmajoring in history should construct a programto include a broad knowledge of history ingeneral, as well as specific knowledge of onearea of history in greater depth. The programshould include a variety of approaches to thestudy of history and should demonstrate theability to work at different levels.

INTERDEPARTMENTAL MAJORS: Inconjunction with the relevant departments,the History Department offers majors ingovernment-history and history-philosophy.See Interdepartmental Majors. Other interde-partmental majors can be arranged. Thedepartment participates in the Asian studiesmajor and minor, the international affairsminor, and the law and society minor.

GO 375. SENIOR THESIS 3Optional for government majors. Particularly recom-mended for majors wishing to develop a problem ortheme in depth and for those working toward profes-sional careers or in preparing for graduate work. Thestudent’s work is supervised by a member of thedepartment. Individual and, if appropriate, groupconferences will be held during the term. Writtenwork and regular periodic discussion meetings arerequired. Proposals for the senior thesis must beprepared in consultation with a government facultythesis-sponsor, approved by the sponsor and thestudent’s advisor, and submitted to the chair forapproval during the semester preceding the one inwhich the student wishes to work on the thesis.Application deadlines precede registration periods;see the see the department calendar for specificdates. The Department

GO 399. PROFESSIONAL INTERNSHIP INGOVERNMENT 3, 6, or 9

Internship experience at an advanced level ingovernment, political, or legal offices for studentswith substantial academic preparation. The internmust produce a major research paper related to thearea of the internship, on a topic approved by thefaculty sponsor and the on-site supervisor. Prereq-uisite: GO101 (if internship is in the area of nationalpolitics or a legal office), or GO103 (if internship isin the area of comparative or international politics),and at least two advanced courses in the appropri-ate field for the internship.

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THE HISTORY MINOR: A minor in historyconsists of twenty credits in history includingthe colloquim and six additional credits at the300 level.

Credits toward the major: Courses success-fully completed through Advanced Placement,courses completed at other accredited institu-tions, and course credit received in programsabroad may, with the permission of thechairperson, be counted toward historyrequirements. Of the work submitted for themajor, interdepartmental majors, and theminor, the department requires that at leasthalf be courses taught in the Skidmore HistoryDepartment and listed in the Skidmore cata-logue.

The department will treat as equivalent to onecourse toward the major or minor in history sixcredits of Advanced Placement in eitherAmerican or European history accepted bySkidmore College.

The following courses provide both LiberalStudies credit and credit toward the historymajor or minor: LS2 113, 124.

PHI ALPHA THETA: Alpha Delta Tau Chapter.Founded in 1921, Phi Alpha Theta is an inter-national history honor society and a profes-sional society for students and historians. PhiAlpha Theta recognizes academic excellencein the study of history. Eligibility requirementsinclude: completion of a minimum of fourcourses in history; a 3.10 cumulative grade-point average in history; and a 3.0 cumulativegrade-point average in two-thirds of all othercourses.

First-year students are welcome in all coursesnumbered 103 through 247.

HI 103. MEDIEVAL EUROPE 4The formation of Europe: from the breakdown ofRoman political authority in the West in the fourthcentury to the rise of national states and their con-flicts in the fourteenth. (Not open to students whohave previously taken HI203; fulfills society-B compo-nent of breadth requirement.) D. Baum

HI 104. EARLY MODERN EUROPEANHISTORY 4

The evolution of modern European politics, society,and thought: from the Renaissance and Reformationto the French Revolution. (Fulfills society-B compo-nent of breadth requirement.) D.Baum

HI 105. NINETEENTH-CENTURY EUROPE:IDEOLOGY AND REVOLUTION 4

An intensive examination of the revolutions in eco-nomics, politics, and society in Europe from 1789 to1914. Emphasis on the French and industrial revolu-tions; the rise in nationalism, liberalism, socialism,imperialism, and the women's movement; interna-tional rivalry and diplomacy culminating in WorldWar I. (Fulfills society-B component of breadthrequirement.) M. Hockenos

HI 106. TWENTIETH CENTURY EUROPE: AGEOF CONFLICT 4

An intensive examination of the political, economic,social, and cultural history of Europe from World WarI. Emphasis on world wars, fascism, Nazism, commu-nism, the Holocaust, new nations and nationalism,the Cold War, and the collapse of Soviet commu-nism. (Fulfills society-B component of breadth re-quirement.) M. Hockenos

HI 107. WRITING ABOUT HISTORY 3, 4A brief study of a number of significant issues inhistory. Students will be introduced to the discipline ofhistory and will have an opportunity to develop andimprove writing skills. (Meets expository writingrequirement for students who placed at EN105 levelor who have completed EN103; fulfills society-Bcomponent of breadth requirement.) A. The Liberal Arts College in America fromHarvard to Skidmore 4

T. Kuroda B. United States Environmental History 3

T.Kuroda

HI 201. GREEK HISTORY 3A study of Greece from the Mycenaean age to theTrojan War to Alexander the Great. The coursefocuses on the heroic age, the development of thecity-state, the origins of democracy, the nature ofimperialism, intellectual and cultural achievements,economic conditions, and family life. Special empha-sis is given to the study of the ancient sources:literary, historiographic, archaeological, and numis-matic. (Fulfills society-B component of breadthrequirement.) M. Arnush

HI 202. ROMAN HISTORY 3A study of Rome from its foundation by Romulus tothe principate of Justinian and the end of antiquity.The course focuses on the Etruscan world, the rise ofRome in Italy, the impact of Hellenism, social andpolitical institutions in the Republic, imperialism underAugustus, the evolution of Roman culture and thespread of Christianity. Special emphasis is given tothe study of the ancient sources: literary, historio-graphic, archaeological, and numismatic. (Fulfillssociety-B component of breadth requirement.)

M. Arnush

HI 210. CREATING A NATION — MEDIEVALENGLAND: KINGS, LORDS, ANDPEOPLES 3

Out of the mingling of different peoples, laws,languages and cultures, an English state was forgedin the middle ages and ideas of rights, constitutional-ism, and the rule of law emerged which haveprofoundly affected the American experience fromthe colonial period to the present day. Throughdocuments, readings, discussion, and writing assign-ments, the class will reflect upon processes of changewhich were social and cultural, as well as political.(Fulfills society-B component of breadth require-ment.) P.A. Lee

HI 211. STATE AND PEOPLE: ENGLISHREVOLUTIONS, 1485-1832 4

Between 1485 and 1832 England (Britain) underwenta series of revolutions—religious, political, andeconomic. This process transformed a society thatwas still feudal in many respects into a modern statewith increasingly broad representation and one whichwas poised for the move toward democracy in thenineteenth and twentieth centuries. Students willexamine processes of change which were social,cultural, and economic, as well as political. (Fulfillssociety-B component of breadth requirement.)

P.A. Lee

HI 215. TOPICS IN HISTORY 3Topically organized courses based on problems andissues of special interest at the introductory level. Thespecific themes to be examined may differ from yearto year. Recent offerings include “The History ofScience from Newton to the Present,” “VictorianPeople,” “Electing the President,” and “Europe:Politics and Culture 1870-1914.” This course with adifferent topic may be repeated for credit.

A. Topics in American HistoryJ. Delton, T. KurodaB. Topics in English History P.A. LeeC. Topics in Medieval History D. BaumD. Topics in Modern European History M.HockenosE. Topics in Russian HistoryF. Topics in Ancient History M. ArnushG. Topics in Literature and Philosophy of History

HI 216. TOPICS IN HISTORY:NON-WESTERN 3

Topically organized courses based on problems andissues of special interest at the introductory level. Thespecific themes to be examined may be different fromyear to year. This course with a different topic may berepeated for credit.

A. Topics in Chinese History M. PearsonB. Topics in Japanese History M. PearsonC. Topics in Islamic HistoryD. Other

(Fulfills non-Western culture requirement.)

HI 221. AMERICAN HISTORY TO THECIVIL WAR 4

An exploration of major issues and problems of theAmerican past: the colonial experience to the CivilWar. (Fulfills society-B component of breadthrequirement.) J. Delton

HI 222. AMERICAN HISTORY SINCETHE CIVIL WAR 4

An exploration of major issues and problems of theAmerican past: from the Civil War to the present.(Fulfills society-B component of breadth requirement.)

J. Delton

HI 223. AMERICA AND THE WORLD: AHISTORY OF U.S. FOREIGN POLICY 3

America’s interactions with the rest of the world fromthe 1870s, when the United States first began toquestion its traditional posture of aloofness anddefine a new role for itself in international affairs.Course will trace the development of the U.S. fromits position as a peripheral force in world affairs to itsrole as an international superpower: how and whydid American leaders devise policies to protect,manage, and extend U.S. interests abroad, whoopposed these policies, and what factors inhibitedthe implementation of these policies. (Fulfills soci-ety-B component of breadth requirement.) J. Delton

HI 232. MODERN RUSSIAN HISTORY 3An introduction to Russian and Soviet history in thenineteenth and twentieth centuries. Topics includeemancipation of the serfs, political reform in the1860s, economic advance and political reaction, warand revolutions, war communism, new economicpolicy, Stalinist Russia, World War II, Krushchev toGorbachev. The Department

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HI 234. THE MIDDLE EAST THROUGHLITERATURE 3

An examination of the historical forces shapinggender politics, modernity, tradition, and its reinven-tion in the light of the postcolonial experience of theMiddle East. Through historical texts, novels, shortstories, and poetry, this course reviews and analyzesa range of social and political experiences in MiddleEastern societies. (Fulfills non-Western culturerequirement; fulfills LS2 requirement.)

HI 235. FROM TRIBE TO DYNASTY:INTRODUCTION TO ISLAMICHISTORY 3

Early political, socioeconomic, and intellectual devel-opments from the rise of Islam in seventh-centuryArabia to the fall of the Abbasid dynasty in Baghdadin 1258, with emphasis on internal conflicts, politicalrevolts, religious schisms, and the consolidation oflasting cultural institutions. (Fulfills non-Westernculture requirement.)

HI 236. CULTURAL AND POLITICAL ORDERIN MEDIEVAL ISLAM 3

The development of Islamic civilization in the MiddleEast, North Africa, Spain, Iran, and India from theAbbasid revolution through the Mongol invasions tothe rise of Ottoman, Safavid, and Timurid empires(750-1500). Giving equal emphasis to individualfigures, institutions, and movements, the courseunderscores first, the interplay of religion and societyin the formation of Islamic culture under the caliphsand sultans; and second, the resilience of Islamicinstitutions challenged by internal dissent, regionalrebellion, and foreign invasions. (Fulfills non-Westernculture requirement and society-B component ofbreadth requirement.)

HI 238. THE MODERN MIDDLE EAST 3The historical transformation of Middle East in thelight of the colonial experience and encounters withthe West and modernization since the early twentiethcentury. The course focuses on the rise of national-ism, the modern nation-state, the Arab-Israeli conflict,and Islamic revivalism. (Fulfills non-Western culturerequirement.)

HI 241. INTRODUCTION TO IMPERIAL CHINA3An introductory survey of the major cultural, political,and ideological developments in China from earliesttimes to the fall of the last Chinese dynasty, withfocus on several important eras and their contribu-tions to Asian civilizations. (Fulfills non-Westernculture requirement; fulfills society-B component ofbreadth requirement.) M. Pearson

HI 242. INTRODUCTION TO MODERN CHINA 3An introductory survey of the major political,economic, and social developments in China, fromthe foundation of the last imperial dynasty in 1644 tothe present. Emphasis is on the major stages of therevolution, from the Opium War to the present.(Fulfills non-Western culture requirement; fulfillssociety-B component of breadth requirement.)

M. Pearson

HI 247. THE RISE OF JAPAN 3An introductory survey of Japanese history andculture from its beginnings through World War II.Focus is on ways in which Japanese women andmen have transformed borrowings from other cul-tures to create their unique forms of government,society, and the arts. Sources include a diary, shortstories, legal documents, and films. (Fulfills non-Western culture requirement; fulfills society-Bcomponent of breadth requirement.) M. Pearson

HI 254. INTELLECTUAL HISTORY —MODERN EUROPE 3

The principal currents of modern European thought:the nineteenth and twentieth centuries.

M. Hockenos

HI 261. AFRICAN-AMERICAN LIFE ANDPOLITICS, 1619 TO THE PRESENT 3

A history of black people in America from slaverythrough emancipation to the present. The courseexamines such topics as: slave culture, black resis-tance, the Harlem Renaissance, the development ofjazz, blues, and soul music, the civil rights movementand its aftermath, and the crisis of the inner cities tounderstand how black people have defined theirplace in American life. (Fulfills society-B componentof breadth requirement.) J. Delton

HI 299. PROFESSIONAL INTERNSHIP INHISTORY 3

Internship opportunity for students whose curricularfoundations and cocurricular experience have pre-pared them for professional work related to the majorfield. With faculty sponsorship and departmentapproval, students may extend their educationalexperience into such areas as archives, museums,galleries, libraries, historical societies, preservation,and other professional areas. Prerequisite: previousstudy related to the area of the internship experience.

NOTE: Courses on the 300-level are open tosophomores only with permission of instructor.

HI 301. EARLY MEDIEVAL CIVILIZATION 3The culture and society of Europe: 300 to 1100.Special emphasis upon the development of the earlyChristian church, the thought of Augustine of Hippo,the rise of Charlemagne’s Frankish Empire, and theeconomic revival of Europe in the eleventh century.

D. Baum

HI 302. THE HIGH MIDDLE AGES 3European civilization: 1100 to 1400. Special empha-sis upon the Renaissance of the twelfth century; therediscovery of Aristotle; the thought of Peter Abelard,Thomas Aquinas and William of Ockham; the RomanChurch at its height; the breakdown of Christian unity.

D. Baum

HI 303. INTELLECTUAL HISTORY —MEDIEVAL AND RENAISSANCE 3

The principal currents of Western European thought:the Middle Ages, the Italian Renaissance, and theRenaissance of the North.(Not open to students whohave previously taken HI252.) D. Baum

HI 304. RENAISSANCE DIPLOMACY ANDTHE FORMATION OF THE EARLYMODERN STATE 3

The emergence of early modern political practice andtheory. This course traces the development of Re-naissance diplomacy from its origins among theItalian city-states of the early fifteenth century to itsmaturation in the courts of the great seventeenth-century monarchs, including Louis XIV. The coursewill also examine the relationship between thedevelopment of diplomatic cultures and practices(which includes a consideration of the Renaissancearchetypes of prince, courtier, and diplomat) and theformation of the first modern states. D. Baum

HI 305. SCIENCE AND THE CHURCH: EUROPEFROM LUTHER TO VOLTAIRE 3

The emergence in early modern Europe (1500-1800)of two competing world views: Christianity andscientific rationalism. The course will examine thecompetition between these two ideologies for controlof the political, economic, and social machinery ofEuropean culture, especially as represented by themodern state, and for the right to define the principalmodes of cultural expression—the literary, plastic,and performing arts. D. Baum

HI 306. THE FRENCH REVOLUTION ANDNAPOLEON, 1789-1815 3

A study of the causes and course of the Revolution inFrance, the reign of Napoleon, and the effects of theRevolution and Napoleon on other European states.

D. Baum

HI 310. AGE OF THE TUDORS 3A detailed examination of the political, economic andsocial process which transformed late medievalEngland into the bureaucratic state and secularsociety which are the basis of the modern Britishsystem. Attention will be given to social change andto the iconography and ideology of kingship. P.A. Lee

HI 311. AGE OF THE STUARTS 3Political, economic and social change in the period ofthe early and later Stuarts, with emphasis on theremaking of the English Constitution and emergingconcepts of political and social rights. Attention willbe given to the developments of this period as abackground for American ideas and institutions.

P.A. Lee

HI 312. MODERN ENGLAND: WHIGS ANDTORIES 3

An intensive examination of the early industrial statein its political and economic development but alsowith reference to its appearance in art and literature.Attention will be given not only to the development ofparty government and the emergence of an industrialsociety but to diverse impulses toward reform.

P.A. Lee

HI 321. AMERICAN COLONIAL HISTORY 3From the age of discovery to 1763. This courseexamines the evolution of mature American societiesfrom their European origins, and gives special atten-tion to the increasingly shared experiences, ideas,and institutions of the thirteen diverse colonies whichlater became the United States. T. Kuroda

GH 322. THE HISTORY AND POLITICALTHOUGHT OF THE AMERICANREVOLUTION 3

The creation of a new nation: 1763-1789. This coursewill give special attention to the political ideas whichgave direction to the American Revolution and theConstitution. T. Kuroda

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HI 323. THE NEW AMERICAN REPUBLIC 3From Washington through Jackson, 1789-1840. Thiscourse will examine the United States as an emergingnation in search of security and stability in the face ofpolitical, economic, social, and international pres-sures, and study how that republic evolved to becomethe democracy of the Jacksonian age.

T. Kuroda

HI 324. CIVIL WAR AND RECONSTRUCTION 3Division and reunification, 1840-1877. This course willexamine the importance of sectionalism, the break-down of national institutions, the revolutionary impactof the war, and the dilemmas attending reconciliation.Special attention will be given to the role of race inshaping popular attitudes and public policy before,during, and after the war. T. Kuroda

HI 328. AMERICA IN THE AGE OF REFORM:1876 TO THE NEW DEAL 3

The United States' response to industrialization,immigration, urbanization, and economic crisis in thelate nineteenth and twentieth centuries. This courseuse a variety of primary and secondary materials toexamine how Americans deal with the problems ofmodernity. J. DeltonHI 329. THE AMERICAN CENTURY 3A cultural and political study of the United States'years as a world power, from the Second World Warto the end of the cold war. The course uses a varietyof primary and secondary source material (includingfilms, music, and novels) to examine how Americansfought over the changing meaning of affluence, worldpower, gender, race, and democracy in the last half ofthe twentieth century. J. Delton

HI 332. RUSSIA TO 1855: FROM TSAR TOEMPEROR 3

Course deals with origins of Russia, growth of Mus-covy; establishment of absolutism and serfdom; theRussian empire to the nineteenth century; reformsand counterreforms; and cultural changes.

The Department

HI 333. HISTORY OF SOVIET SOCIETY 3The evolution of Soviet society from just before the1917 revolutions to the present with concentration oneconomic and social changes, the history of nationali-ties, the cultural revolution of the 1930s, and socialchanges to the present. The Department

HI 335. GERMAN HISTORY SINCE 1814 3The German Confederation, the revolutions of 1848,unification, the German Empire, Weimar Germany,Nazi Germany, the postwar period. M. Hockenos

HI 343. THE CHINESE REVOLUTION 3An examination of the major issues and events in theChinese Revolution, from the foundation of theRepublic in 1911 to the present, with emphasis on therelationships between social, economic, and politicalgoals; the methods used to gain them; and the impactof changes on personal and intellectual freedom.(Fulfills non-Western culture requirement.)

M. Pearson

HI 375. COLLOQUIA IN HISTORY 3Each year the department will offer colloquia inseveral of the areas listed below, the specific themein an area to be announced before registration. Eachcolloquium will require readings for the weeklydiscussion meetings, oral reports, and a paper basedon the student’s research. All colloquia are open toany student meeting the prerequisite of twelvesemester hours in history. At least six semester hoursof prior work should be in the same area (i.e., Ameri-can, English, Medieval, etc.) as the colloquiumchosen. By permission of the instructor only.

A. Colloquium in American History J. Delton,T. Kuroda

B. Colloquium in English History P.A. LeeC. Colloquium in Medieval History D. BaumD. Colloquium in Modern European History

M. HockenosE. Colloquium in Russian HistoryF. Colloquium in Ancient History M. Arnush

* G. Colloquium in Chinese History M. Pearson* H. Colloquium in Japanese History M. Pearson

I. The Literature and Philosophy of HistoryJ. Colloquium in Early Modern Europen History

D. Baum* K. Colloquium in Islamic History

* Fulfills non-Western culture requirement.

HI 399. PROFESSIONAL INTERNSHIP INHISTORY 3

Professional experience at an advanced level forjuniors and seniors with substantial academic andcocurricular experience in the major field. With facultysponsorship and department approval, students mayextend their educational experience into such areasas archives, museums, galleries, libraries, historicalsocieties, preservation, and other professional areas.Prerequisite: previous study related to the area of theinternship experience.

HI 347. JAPAN’S MODERNIZERS: SAMURAI,WEAVERS, WRITERS, ANDPROSTITUTES 3

The lives and works of men and women who trans-formed nineteenth-century Japan from feudalism tomodernity, and from weakness and isolation tointernational prominence. Autobiographies, novels,films, and conventional histories will be used to showhow Japan was able to change so rapidly. (Fulfillsnon-Western culture requirement.) M. Pearson

HI 355. CASE STUDIES IN LEADERSHIP 3This course will use case studies to examine thenature of leadership in its social, political, and histori-cal contexts over time and in a number of differentcultural/historical frameworks. Participants willexamine models, successful and unsuccessfulleaderships, as they occur in situations of nationaland international crisis. P.A. Lee

HI 357. WOMEN IN ISLAMIC SOCIETY 3An examination of the social status of women asenvisioned by the Qur’an and its interpreters, asconditioned by the diverse historical realities ofMuslim cultures, and as reflected in the moderndiscourse on feminism in Muslim society. (Fulfillsnon-Western culture requirement.)

HI 361. TOPICS IN HISTORY: WESTERN 3Topically organized courses based on problems andissues of special interest at the advanced level. Thespecific themes to be examined may differ from yearto year. Recent offerings include “The Historian asDetective,” “Utopias and Science Fiction,” and “TheFifties.” This course with a different topic may berepeated for credit.

A. Topics in American History J. Delton,T. Kuroda

B. Topics in English History P.A. LeeC. Topics in Medieval History D. BaumD. Topics in Modern European History

M. HockenosE. Topics in Russian HistoryF. Topics in Ancient History M. ArnushG. Topics in Literature and Philosophy of History

HI 362. TOPICS IN HISTORY:NON-WESTERN 3

Topically organized courses based on problems andissues of special interest at the advanced level. Thespecific themes to be examined may differ from yearto year. Recent offerings include “The Middle East inthe Twentieth Century,” “Islamic 'Fundamentalism'and Revolution,” “The Han Dynasty.” This course witha different topic may be repeated for credit.

A. Topics in Chinese History M. PearsonB. Topics in Japanese History M. PearsonC. Topics in Islamic HistoryD. Other

(Fulfills non-Western culture requirement.)

HI 371, 372. INDEPENDENT STUDY 3, 3Research in any period or topic in history not avail-able in existing course offerings. Consent of thedepartment is required.

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Honors Forum

Each semester the faculty offer ten to twentydesignated sections of courses as Honors.The courses come from the full spectrum ofthe curriculum, are often introductory in nature,and are usually open to first-year students.With prior approval, students may designindependent projects to investigate furthertopics introduced in prior courses. RecentHonors Forum course offerings have included:

AH 101, 102. Surveys of Western ArtAH 265. History of Modern DesignAM 232. New England BeginsAN 101. Introduction to Cultural AnthropologyAN 242. North American IndiansAR 115. Fiber ArtsBU 224. Foundations of Organizational

BehaviorCH 107. Intensive General ChemistryCL 200. The Classical WorldCL.220. Classical MythologyDA 230. Introduction to Dance, History,

Literature, and RepertoryEC 104. Introduction to MicroeconomicsED 200. Child Development and LearningEN 105. Expository Writing: “America,

In Extreme,” “Conceptions ofthe Self,”and “Utopian Vision”

EN 211. FictionEN 213. PoetryEN 303. Peer Tutoring in Expository WritingEN 351. English RomanticismFF 221. Twentieth Century French LiteratureFL 263A. The Fantastic in LiteratureGE 113. Dangerous EarthHI 221. American History to the Civil WarID 201. LS 1 Tutoring ProjectLS2 150. Literacy and Social PowerLS2 194. Genocide, War Criminals, and JusticeMA111, 113. Calculus I, IIMA125, 225, 325. Problem Solving in MathematicsPH 103. Introduction to PhilosophyPY 221. Galaxies and CosmologySO 101. Sociological Perspectives

HF 100. HONORS FORUM WORKSHOP 1A topical workshop, seminar, discussion group or lab/studio experience sponsored through the HonorsForum. HF100 may be offered as an optional honorscredit linked to a regular course offering at the 100level, or as a free-standing academic experienceopen to Honors Forum and other highly motivatedstudents. Prerequisites: as determined by the instruc-tor and the Honors Forum Council, concurrentenrollment in a particular 100-level course, orcompletion of a prerequisite course.

HF 101. FIRST-YEAR HONORSCOLLOQUIUM 1

A weekly discussion group for first-year members ofthe Honors Forum. Topics might include the evolvinggoals and methods of higher education, the nature ofresearch and the ethics of scholarship in the acad-emy, competing and complementary modes ofinquiry, the intellectual demands of collaborative andinterdisciplinary learning, and the myriad forces thatseek expression and balance as we create a collegecommunity. The course will focus on four objects ofstudy drawn from the arts, sciences, humanities, andsocial sciences. Materials may include readings fromvarious fields of study, films, performances, labdemonstrations, case studies, exhibits, historicalartifacts, and site visits. Student work will includeparticipation in panel discussions, and writing fouressays that address aspects of the four major disci-plinary foci.

HF 200. HONORS FORUM WORKSHOP 1A topical workshop, seminar, discussion group orlab/studio experience sponsored through the HonorsForum. HF200 may be offered as an optional"honors" credit linked to a regular course offering atthe 200 level, or as a freestanding academic experi-ence open to Honors Forum and other highly moti-vated students. Prerequisites: as determined by theinstructor and the Honors Forum Council, concurrentenrollment in a particular 200-level course, or com-pletion of a prerequisite course.

HF 271, 272. HONORS INDEPENDENT STUDY 1-4An independent research or project opportunity forunusually well qualified first-year or sophomorestudents working at honors level. In consultation witha sponsoring faculty member, the student proposesto the Honors Council a project that builds upon thestudent’s academic background and interests andconcludes in an honors paper or project to be sharedwith the wider student community. The HonorsIndependent Study may not be substituted for avail-able Honors courses.

HF 300. HONORS FORUM SEMINAR 1An honors seminar for more advanced studentscentered on a topic, research project, or other aca-demic activity pertinent to one of the academicdisciplines. Prerequisites: open to junior and seniorHonors Forum students and other highly motivatedstudents with advance standing, appropriate coursebackground, or permission of the instructor.

HF 371, 372. HONORS INDEPENDENT STUDY 1-4An independent research or project opportunity forwell-qualified junior or senior students working athonors level. In consultation with a sponsoring facultymember, the student proposes to the Honors Councila project that builds upon the student’s academicbackground and interest and concludes in an honorspaper or project to be shared with the wider studentcommunity. Honors Independent Study may not besubstituted for available honors courses.

Interdisciplinary Studies

IN 100. EXPLORATION INTERNSHIP 3Internship experience for students in all classes whowish to gain professional or vocational experiencewithin an educational context at an entry level, or whowish to have educational and work experience in afield not directly related to an academic departmentat Skidmore. Proposals require faculty sponsorshipand are reviewed for credit by the CurriculumCommittee. Not for liberal arts credit.

ID 201H. LIBERAL STUDIES I TUTORINGPROJECT 3

An introduction to the theory and practice of collabo-rative learning as they relate to the interdisciplinaryissues raised in Liberal Studies 1. The course exam-ines the role of tutors, the ethics of tutoring, andcommon tutoring problems. Students engage in anintensive reconsideration of the readings and topicsin LS1, placing them in wider intellectual and peda-gogical contexts, and undertake a term project on anLS1 topic. Required for all students as preparation forserving as an LS1 tutor. (This is an Honors course.)

M. Marx, English C. Berheide, Sociology, Anthropology, and Social Work

ID 271, 272. INTERDISCIPLINARY INDEPENDENT STUDY 3, 3

Independent work for sophomores or more advancedstudents with an approved self-determined major,and whose plan of study requires an interdisciplinaryapproach beyond the academic structures availablethrough established departmental courses. Thestudent must have background appropriate to theproposed study, must have completed LS1 and atleast one other interdisciplinary course at Skidmore,must carefully define a plan of study, and must enlistthe guidance of one or more faculty as appropriate.Proposals for ID271 and 272 are reviewed by thechair of the Self-Determined Majors Subcommittee.

ID 301. SCIENCE, TECHNOLOGY, ANDSOCIAL CHOICES 3

An interdisciplinary examination of the role of scienceand technology in our lives and in our culture.Through an examination of the development and useof the atomic bomb, the growth of the space program,and the evolution of modern medical science, thiscourse examines the growing collaboration betweengovernment and the scientific enterprise, and someof the social, moral, and cultural implications ofcrucial twentieth-century development in technology.Students and faculty, drawn from a variety of majorsin the humanities, sciences, and social sciences, willcollaborate in exploring the public policy issuesresulting from recent scientific endeavors.Prerequisite: permission of instructor. R. DeSieno, Mathematics and Computer Science

M. Lynn, G. Pfitzer, American Studies

ID 302. SARATOGA LANDSCAPES 4An interdisciplinary approach to the examination andwriting of local history focusing on changes in theSaratoga landscape wrought by successive interac-tions among humans and the natural world theyinhabit. Through the use of original source materials,field trips and seminar discussion, students will beintroduced to alternative or nontraditional histories ofthe Saratoga region. Drawing on the perspectivesand methods of archaeology, human ecology, geol-ogy, folklore, and social and architectural history,students will be mentored through the processes ofgathering data and writing original, topically orientedSaratoga histories. Prerequisite: permission ofinstructor. S. Bender, J. Azzarto, Sociology, Anthropology, and Socia Work;

K. Johnson, Geology

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International Affairs

Director of the International Affairs Program:K. Gary McClure, Ph.D.

Affiliated Faculty:

Anthropology, Sociology, and Social Work:Catherine White Berheide, Gerald Erchak,Michael Ennis-McMillan, Jill Sweet

Art and Art History: Lisa Aronson

Classics: Michael Arnush

Economics: Tim Koechlin, Mehmet Odekon

English: Regina Janes, RajagopalParthasarathy

Environmental Studies: Judith Halstead

Foreign Languages and Literatures: JohnAnzalone, Grace Burton, Mao Chen,Cynthia Evans, Giuseppe Faustini, LynneGelber, Masako Inamoto, Hedi Jaouad,Juan Carlos Lertora, Reinhard Mayer,Mary-Elizabeth O’Brien, Patricia Rubio,Shirley Smith, Marc-André Wiesmann

Geology: Kenneth Johnson

Government: Timothy Burns, Roy Ginsberg,Katherine Graney, Steven Hoffmann, AldoVacs, Christopher Whann

History: David Baum, Jennifer Delton, DavidEyman, Matthew Hockenos, TadahishaKuroda, Patricia-Ann Lee, MargaretPearson

Management and Business: Betty Balevic,Mary Correa, Elzbieta Lepkowska-White,James Kennelly, Gary McClure

Mathematics and Computer Science: Robert DeSieno

Philosophy and Religion: Joel Smith

Theater: Lary Opitz

The international affairs minor introducesstudents to the study of relations between andamong nation-states, regions, and other inter-national actors as influenced by business,culture, economics, geography, history, andpolitics. The minor, which is open to anystudent majoring in anthropology, business,economics, government, history, or foreignlanguages and literatures, or to interdepart-mental majors in at least one of the abovedepartments, stresses the importance of aninternational education in an increasinglyinterdependent world and enhances students’preparation for further work or study in the fieldof international affairs.

Self-determined majors may also minor ininternational affairs with the consent of theiradvisor and the director of the InternationalAffairs Program. Self-determined majorsshould consult with their advisor and theprogram director early in the self-determinedmajor application process in order to take intoaccount the requirements of both the majorand the minor.

THE INTERNATIONAL AFFAIRS MINOR:The minor consists of eight international-affairs-designated courses. One core course(IA101) is required as a common experiencefor all minors, five international affairs coursesfrom outside the student's major (in addition tothe core course), and two international affairscourses from within the major.

These eight courses must include:1. The core course, “Introduction to Interna-tional Affairs” (IA101);2. One language course in which the studentdemonstrates competence in a foreignlanguage at a level at least one semesterbeyond the College language requirement;3. One course from at least three disciplinesoutside the major (in addition to core course);4. One course from each of three clusters:International Politics, Diplomacy, and Conflict;International Political Economy and Business;and Comparative/Contextual Analysis.5. Two 300-level international-affairs coursesamong the five outside the major;6. Two international-affairs courses from withinthe major.

Students are also required to attend andparticipate in twice-yearly international-affairscolloquia and are strongly encouraged to studyabroad or in Washington, do internships withan international focus, and participate in on-and off-campus internationally relatedcocurricular activities.

International Affairs Curriculum

IA 101. INTRODUCTION TO INTERNATIONALAFFAIRS 3

An introduction to the field of international affairs. Thecourse explores the relationships among the disci-plines within international affairs. Examines keyconcepts that describe and explain internationalrelationships and issues, explores the diversity ofperceptions of international issues across nationaland cultural boundaries, and engages students in in-class global problem-solving exercises. (Fulfills LS2requirement.). International Affairs Faculty

Language Component

FC 371, 372. Independent StudyFF 208. Advanced Grammar and CompositionFF 301. Business FrenchFF 304. Advanced Conversation and

PronunciationFF 306. Translation and StylisticsFG 208. German Conversation and

CompositionFG 301. Commercial GermanFI 208. Italian Conversation and CompositionFI 301. Business ItalianFI 304. Advanced Conversation and

CompositionFJ 204. Advanced Intermediate Japanese IFJ 206 Advanced Intermediate Japanese IIFJ 371, 372. Independent StudyFS 206. Spanish ConversationFS 208. Spanish CompositionFS 301. Commercial SpanishFS 304. Advanced Conversation and

Composition

ID 303. INDIVIDUALITY: BODY, MIND, ANDCULTURE 3

The concept of individuality explored from an inter-disciplinary perspective and raising such issues as:(1) the ways in which the body and mind contributeto a sense of self; (2) the extent to which one’sindividuality is a given (biologically constrained, fixed,unitary) or is constructed (culturally and cognitivelydriven, changing, multidimensional); (3) the roleplayed by temporal (past, present, future) and spatial(inside/outside, personal/social space) features insupport, or not, of a sense of self; (4) the reasonsthat the very notion of the individual has changedover time; and (5) the ways in which the notion of theindividual differs crossculturally. Readings, discus-sions, and research will draw upon the resources ofvarious disciplines including biology, psychology,literature, literary criticism, history, sociology, andphilosophy. Prerequisite: permission of instructor.

T. Diggory, EnglishM. Foley, PsychologyB. Possidente, Biology

J. Zangrando, American Studies

ID 304. THE INFORMATION REVOLUTIONAn interdisciplinary examination of the effects of the"information revolution" on the human material andcultural environment. The information revolution,brought on by rapid advances in information tech-nology, is changing humans in profound ways. Thecourse will consider the technological changes thatled to the information revolution, as well as thepsychological, social, economic, and political implica-tions of the revolution. K. Szymborski, Library

ID 351. TOPICS IN INTERDISCIPLINARYSTUDIES 3

Topically organized courses based on themes orproblems that bring together the perspectives ofmultiple disciplines. The specific themes or problemsmay differ from year to year. Examples include "thefamily” as a biological, psychological, sociological,and artistic construct; science and music; and creativ-ity in the arts and in the sciences. The course with adifferent theme/topic may be repeated for credit.

ID 371, 372. INTERDISCIPLINARY INDEPENDENTSTUDY 3, 3

Independent work for juniors and seniors with anapproved self-determined major, and whose plan ofstudy requires an interdisciplinary approach beyondthe academic structures available through estab-lished departmental courses. The student must havebackground appropriate to the proposed study, musthave completed all Liberal Studies courses, mustcarefully define a plan of study, and must enlist theguidance of one or more faculty as appropriate.Proposals for ID 371 and 372 are reviewed by thechair of the Self-Determined Majors Subcommittee.

LI 100. ELECTRONIC INFORMATIONRESOUCES 1

An introduction to electronic information retrieval andevaluation. A team-taught course aimed at therefinement of online searching skills using a variety ofelectronic data bases. Although primarily tool-ori-ented, the course will address the issues of thestructure of disciplinary information systems, theselection of proper information resources, and theevaluation of search results. Some of the socialimplications of the information revolution will also bediscussed. Library Faculty

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International Politics, Diplomacy, and Conflict

CL 365. Topics in Classical Studies:“International Affairs in Antiquity”

GM 201. Global Security in an Age of InventionGO 103. Critical Issues in World PoliticsGO 201. Principles of International PoliticsGO 301. Contemporary International PoliticsGO 309. Latin America and the United StatesGO 318. Comparative Foreign PolicyGO 320. Cases in Twentieth Century Super-

power RelationsGO 338. International Diplomatic NegotiationsGO 366. International Environmental PoliticsHI 104. Early Modern European HistoryHI 105. Europe 1815 to the Present: Nations

and PeoplesHI 106. Twentieth Century: Age of ConflictHI 201. Greek HistoryHI 202. Roman HistoryHI 215. A. Topics in History: “Transatlantic

Communication”HI 216. C. Topics in History: Non-Western:

“Introduction to Islamic History”HI 223. America and the World: A History of

United States Foreign PolicyHI 304. Renaissance Diplomacy and the

Formation of the Early Modern StateHI 306. The French Revolution and Napoleon,

1789-1815HI 307. Europe in the Nineteenth Century,

1815-1914HI 308. Europe in the Twentieth CenturyHI 355. Studies in LeadershipHI 361. A. Topics in History: Western “World War

II and the Origins of the Cold War”HI 362. C. Topics in History: Non-Western

“Islamic Movements”LS2 103. Science, Technology, and National

SecurityLS2 119. South Africa and Race

International Political Economy and Business

BU 205. Foundations of Business in theInternational Environment

BU 335. International Business LawBU 344. International MarketingBU 345. Global Financial ManagementBU 359. Global Financial InstitutionsBU 364. Manufacturing Strategy and

International CompetitivenessEC 315. Open Economy MacroeconomicsEC 316. Economics of DevelopmentEC 334. International Political EconomyEC 361. Advanced Topic in Economics:

“Economics of ReligiousFundamentalism”

GO 219. Political Economy of EuropeanIntegration

LS2 137. Business and the Natural EnvironmentSO 331. Women in the Global Economy

Comparative and Contextual Analysis

AN 101. Introduction to Cultural AnthropologyAN 227. Ethnology of Sub-Saharan AfricaAN 228. Mexican CulturesAN 251. Themes in Anthropology: “Ireland”AN 325. Applied AnthropologyAN 349. Medical Anthropology

BU 314. Organizational TheoryBU 347. Comparative ManagementFF 223. Introduction to Issues in the Franco-

phone WorldFF 321, 322. French CivilizationFG 358. The Contemporary German-Speaking

WorldFG 359. Germany from the Middle Ages to the

Reformation and the Thirty Year’s WarFL 250. An Outline of German CivilizationFL 253, 254. Italian Civilization in TranslationFL 258, 259. Chinese CivilizationFL 266. Images of Revolution and Social

Upheaval: France 1789-1939FL 267. Modern Japanese Culture and SocietyFL 268. Italy Today: On the Cusp of the Year

2000FS 331, 332. The Culture of Latin AmericaGO 203. Comparative Politics of Western

EuropeGO 209. Introduction to Latin American PoliticsGO 227. Russia: Century of ChangeGO 237. The Politics of DevelopmentGO 239. Nationalism and Politics in the Middle

EastGO 240. Political Modernization: The Case of

IndiaGO 327. Politics in Russia and Soviet

Successor StatesGO 328. Nationalism, Communism, and

Democracy: Politics in East EuropeGO 344. Comparative Politics and Culture:

India and JapanGO 355. African PoliticsGO 365. Topics in Comparative Politics:

“Establishing Democracies”HI 210. Creating a Nation—Medieval England:

Kings, Lords, and PeoplesHI 211. State and People: English Revolu-

tions, 1485-1832HI 216. C. Topics in History: Non-Western

“Medieval Islam: Fifteenth andSixteenth Century”“Middle East Through Literature”

HI 242. Introduction to Modern ChinaHI 247. The Rise of JapanHI 306. The French Revolution and Napoleon,

1789-1815HI 312. Modern England, Whigs and ToriesHI 343. The Chinese RevolutionHI 347. Japan’s Modernizers: Samurai,

Weavers, Writers, and ProstitutesLS2 106. Latin America: Stability and ChangeLS2 109. The Image of the Enemy in German

Film, 1919-45LS2 124. Athenian Democracy: Tradition and

Social Change from 560 to 399 B.C.LS2 132. African Arts from the Old World to the

NewLS2 147. Art and Politics in Weimar Germany,

1918-1933LS2 153. Politics of Reading Non-Western

LiteratureLS2 164. Factual and Fictional: History and the

Novel in ChinaLS2 165. Modern China and Japan in Narrative

and FilmLS2 166. Human Interaction with the Land:

Attitudes and ImpactsLS2 169. Auschwitz: Image and RealityLS2 171. The French Revolution: The First

RevolutionLS2 193. Spanish American WomenLS2 197. Images of Contemporary Italian

WomenSO 316. Women in Modern Society

Law and Society

Director of the Law and Society Program:Sandy Baum, Ph.D.

Affiliated Faculty:

American Studies: Joanna Zangrando

Economics: Sandy Baum

Government: Beau Breslin, Pat Ferraioli,Ronald Seyb, Aldo Vacs

History: Patricia-Ann Lee, Matthew Hockenos

Management and Business: Christine Kopec

Philosophy and Religion: Eric Weller

Psychology: Mary Ann FoleySociology, Anthropology, and Social Work:

Jacqueline Azzarto, David Karp, MargaretTacardon

The law and society minor involves students inthe interdisciplinary study of law and justice,focusing on the interaction of law and legalinstitutions with social, economic, and politicalsystems. Students in the program examine thehistorical and philosophical foundations of lawand the social forces influencing the making,interpretation, and enforcement of laws. Thelaw and society minor is designed to helpstudents gain an understanding of the role oflaw in society, approach questions from aninterdisciplinary perspective, and think criticallyabout issues of social justice.

THE LAW AND SOCIETY MINOR: The minorconsists of a minimum of eighteen credit hoursincluding:

1. LW 200. Law and Society.

2. Twelve additional credit hours from thecourses listed below as part of the Law andSociety Program. These courses must comefrom at least three different disciplines and atleast two of the courses must be at the 300level. No more than one course in the minormay also count toward the student's major.

3. A capstone experience, usually taken in thestudent's senior year, which may be either anindependent study or an internship: The independent study may be either in

Law and Society (LW371 or LW372), orwithin a specific department participating inthe law and society minor. Designed by thestudent in consultation with a faculty advi-sor participating in the program, the inde-pendent study will consist of intensiveresearch from an interdisciplinary perspec-tive on an aspect of law and society.

An internship may be substituted for theindependent study as a capstone experi-ence. The internship must involve a sub-stantive work experience as well as asignificant academic component.

Students must obtain prior permission fromthe director of the program for either anindependent study or an internship to counttoward the minor.

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The following courses may be used to satisfythe requirements of the minor.

Law and Society Curriculum

An introduction to law as a cultural system and socialinstitution. The course addresses the nature of legalreasoning, the historical development of and culturalvariations in legal processes and institutions, theconnections between law and other social institu-tions, and the use of law in keeping order and pro-moting change. Required for law and society minors.

LW 251. SPECIAL TOPICS IN LAW ANDSOCIETY 3

An examination at the intermediate level of specialtopics, methods, and areas in law and society.Specific topics vary by instructor, discipline, program,and semester.

LW 351. ADVANCED SPECIAL TOPICS INLAW AND SOCIETY 3

An examination at the advanced level of specialtopics, methods, and areas of law and society.

LW 371, 372. INDEPENDENT STUDY INLAW AND SOCIETY 3

Advanced level reading and research in law andsociety under the guidance of a faculty member.Prerequisite: LW 200 and two additional courses fromthe law and society curriculum. Requires approval oflaw and society director.

LW 399. PROFESSIONAL INTERNSHIP INLAW AND SOCIETY 3 or 6

Professional experience at an advanced level in lawand society. With faculty sponsorship and approval ofthe program director, students may extend their law-related liberal arts experience into work in profes-sional settings such as law firms, the criminal justicesystem, and relevant social service and governmen-tal agencies. No more than three semester hours ofLW 399 may be used to satisfy the minor requirements.Prerequisite: LW200 and two additional courses fromthe law and society curriculum. Non-liberal arts

AM 260. Themes in American Culture: “CivilRights in Twentieth Century U. S.”

BU 333. Business Law IBU 334. Business Law IIBU 335. International Business LawEC 320. Law and EconomicsGO 211. Courts, Politics, and Judicial Process

in the United StatesGO 212. Introduction to the Bill of RightsGO 311. Constitutional LawGO 312. Contemporary Constitutional ProblemsGO 352. Women and the LawGO 362. Politics of the CongressHI 210. Creating a Nation—Medieval England:

Kings, Lords, and PeoplesHI 311. Age of the StuartsLS2 111. Poor Law to Welfare StateLS2 194. Genocide, War Criminals, and JusticePH 314. Philosophy of LawSO 213. CriminologySO 314. DevianceSW 218. Prisons in AmericaSW 338. Social Policy and Social Justice

Liberal Studies

Director: Joanna Schneider Zangrando, Ph.D.LS1 Coordinator: Terence Diggory, Ph.D.

All Liberal Studies courses are interdisciplinaryin perspective. Faculty participate not only asspecialists in particular fields of knowledge, butas models of people who have themselvesbeen liberally educated, and are thus able toapply basic patterns of thought and sensibilityto a variety of new as well as familiar experi-ences. Readings in major primary texts play asignificant role in Liberal Studies courses.

LS1: HUMAN EXPERIENCE(4 semester hours)

An introduction to integrative, interdisciplinarylearning and a foundation and context forfuture college studies, including LS2 courses.Weekly team-planned and team-taught pre-sentations (lectures, panels, performances, orfilms) for the entire course and small groupdiscussion sections deal with several perspec-tives on human beings, as, for instance, bio-logical organisms, socially-constituted beings,and creators of culture. Written assignmentsinclude personal reaction and formal argumen-tation. Required of all first-year students intheir first semester. This course must be takenfor a letter grade.

LS2: INTEGRATIVE TOPICSThese courses make explicit connections toLS1 by applying the key questions and theinterdisciplinary skills learned in LS1 to a moreclosely focused topic or problem. Every stu-dent must take one LS2 course. In addition tothe LS courses described below, thesecourses fulfill the LS2 requirement:

CL 200. The Classical WorldED 216. History of Education in the United

StatesED 217. Alternative Education in the United

States: Political and SocialPerspectives

ES 100. Environmental Concerns inPerspective

FL 263. Special Topics in Foreign Literatureand Culture:A. “The Fantastic in Fiction”D. “The Fate of Forbidden Knowledgein Literature and Science”

FL 266. Images of Revolution and SocialUpheaval: France 1789-1939

FL 267. Modern Japanese Culture and SocietyGO 219. Political Economy of European

IntegrationGO 224. American Indian Politics and PolicyGO. 227. Russia: A Century of ChangeHI 234. The Middle East Through LiteratureIA 101. Introduction to International AffairsRE 205. Women, Religion, and SpiritualityRE 220. Encountering the Goddess in IndiaSW 214. Death and DyingSW 217. Obsessions and AddictionsSW 218. Prisons in AmericaWS 101. Introduction to Women’s Studies

LS2 101H. THE VICTORIAN ILLUSTRATEDBOOK: A MARRIAGE OF IMAGEAND WORD 3

A study of the wedding of literature to the visual artsin the Victorian period, focusing on exemplary illus-trated novels, picture-poems, and critical studies inaesthetics and literature which either discern how apoem is like and different from a picture (the “utpictura poesis” tradition) or comment upon thecollaboration of image and word as an art form.Special attention will be given to the poem andpainting pairs of D.G. Rossetti, the illustrated fictionof Dickens, Carroll, Thackeray, and Potter, theessays of Horace and Lessing, and current criticismby Meisel and Steiner. Weekly writing assignmentswill encourage students to “read” illustrations andtexts much like their Victorian audience once did andto explore different modes of exposition. (Meetsexpository writing requirement for students whoplaced at EN105 level or who have completedEN103.) C. Golden, English

LS2 102. ROMANCE AND GENDERDIFFERENCES 3

This course will focus on one literary genre, themodern romance narrative, as a means to explorehow gender differences have been and are con-structed in America in the twentieth century. Itreaches back to the tradition of the British romancenovel and the history of romantic love in Britain asimportant background; and it incorporates fiction,criticism, and social theory as part of its study of thecontemporary patterns of heterosexual romancewithin which (or against which) many of us shape ourpersonal relationships. Our guiding questions: Towhat extent and to what ends are gender differencesculturally constructed in such fictional paradigms?What other cultural differences interconnect withgender? How have the paradigms changed overtime? To what extent are they still with us?(Meets expository writing requirement for studentswho placed at EN105 level or who have completedEN103.) S. Goodwin, English

LS2 103. SCIENCE, TECHNOLOGY, ANDNATIONAL SECURITY 3

In the second half of the twentieth century, the UnitedStates accelerated its dependence upon science andtechnology in the service of national security. Startingwith World War II, basic research, technologicalachievement, and public policy have deliverednuclear weapons, radar, ballistic missiles, satellitesurveillance, and many other technologies that haverenewed the means and definition of national secu-rity. In the late 1980s, the nation departed the coldwar and moved on to a new international order, stillinfluenced heavily by technological accomplishment.Now our nation encounters new challenges in thedefinition of national security. Nonproliferation ofnuclear weapons, environmental safety, and techno-logical competitiveness are examples of challengesthat summon new means for assuring nationalsecurity. Beginning with nuclear weapons, this courseexplores several examples of scientific and techno-logical achievements that serve national security andexamines the public policy that guides and supportsthe role of these achievements. Prerequisites: QR1and EN103. R. DeSieno,

Mathematics and Computer Science

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LS2 104. THE NEW YORK SCHOOL: PAINTING,POETRY, CRITICISM 3

Cases in the interaction of painting, poetry, andcriticism from the beginnings of abstract expression-ism to its apparent repudiation in the sixties move-ments of Pop and “post-painterly abstraction.”Special attention will be paid to such painters asPollock, deKooning, Hartigan, Rivers, and Newman,such poets as O’Hara and Ashbery, and such criticsas Greenberg and Rosenberg during the period1945-1965. Weekly assignments will explore thedifferences and similarities between expository andcreative discourse. (Meets expository writing require-ment for students who placed at EN105 level or whohave completed EN103.) T. Diggory, English

LS2 105. MOTION AND EMOTION IN THETEMPORAL ARTS 3

How do works of art express feelings that “move” us?And how do we experience “movement” in particularart forms and works of art? This course exploresmajor examples of those art forms—literature, film,drama, dance, and music—that reveal their structuressequentially, demanding that the reader or audienceexperience them in a specific order in time. By(1) directly examining selected works, (2) under-standing through these works how each art formcreates feeling, and (3) analyzing the pattern offeeling in each work as it unfolds in time, we willexplore the nature of aesthetic experience—how the“movement” of particular art forms “moves” us. Thecourse’s major critical question is not so much what anovel or dance or concerto is as how it works andwhat it does. The course integrates close analysis ofthe works of art with readings in aesthetics andcriticism that specifically focus these issues of feelingand movement in each of the arts.

J. Rogoff, Liberal Studies

LS2 106. LATIN AMERICA: STABILITY ANDCHANGE 3

An introduction to societal change in post-colonialLatin America. The course will examine the impact ofurbanization, industrialization and revolution onvarious groups, including women, intellectuals andIndians, and on institutions, such as the church andstate. It also will attempt to explain the underlyingstability and continuities which mark the politicalculture, social structure and intellectual climate ofLatin American countries and regions caught in thedynamics of change. A. Vacs, Government

LS2 107. CHANGE IN SPORT AND SOCIALINSTITUTIONS 3

A reflective examination of American sport since theseventeenth century. Focusing initially on the classi-cal roots of the Western conception of sport, thecourse will explore ways in which the structure andculture of American sport have changed over the lastfour-hundred years. Focusing on the relationshipbetween sport and a variety of other social institu-tions, the course will address the significance of sportas a personal endeavor and as a feature of Americansociety. Finally, by studying historical, literary, philo-sophical, and sociological treatments of sport, wehope that students will not only see the connectionsbetween past and present, but will also learn to viewsport as a subject for serious academic study. (Meetsexpository writing requirement for students whoplaced at EN105 level or who have completedEN103.) J. Segrave,

Exercise Science, Dance, and Athleticsor P. Boshoff, English

LS2 112. HUMAN SEXUALITY: INTERACTIVE EFFECTS OF KNOWLEDGE AND BEHAVIOR 3Human sexual behavior is determined in an inter-active fashion by biological structure and functioningas well as by societal beliefs and customs andindividual preferences. Within the last 100 years, abody of knowledge has been generated about humansexuality through investigations from social scienceand natural science perspectives. The resulting bodyof scientific knowledge about human sexuality has inturn affected sexual behavior. Similarly, the presenceof certain sexual behaviors in human societies hasinfluenced what knowledge we seek to obtain fromstudy. In this course, we will learn what constituteshuman sexuality from anthropological, historical,biological, and social science perspectives. We willthen investigate with a case study (e.g., birth controluse) what are the interactive effects of knowledge,technology, and sexual behaviors. Individual re-search papers will allow students to study in depth acurrent societal issue related to human sexuality.

R. A. Levinson, Education

LS2 113. CHANGE IN EARLY CHINA 3This course examines a period of Chinese history (551-221 BC), during which China changed frommany feudal states into one centralized bureaucracy.Profound social, economic and political changes ofthis period were influenced by and reflected in thewritings of Confucius, Mencius and rivals. Theseworks continue to influence the cultures of East Asia.(Fulfills non-Western culture requirement.)

M. Pearson, History

LS2 114. CRISES IN LIFE: THEORY ANDPRACTICE OF MASS EXTINCTION 3

Extinction of the dinosaurs and other terrestrialgiants, such as the ice age mammoths, has fasci-nated people for more than a century, resulting intheories of proximal cause ranging from terminalstupidity to death star radiations. Recently it hasbecome evident that mass extinctions are common-place, possibly even cyclic, in the history of life onEarth and extinction theories have proliferated. Thiscourse explores the context within which the reality ofextinction events was originally realized, socialinfluences on the formulation of extinction theories,the test of these theories against the record of life’shistory, and the contemporary role of Homo sapiensas agents of mass extinction.

R. Lindemann, Geology

LS2 117. CLASS, RACE, AND LABOR HISTORY 3

A critical investigation of several crucial, definingmoments in United States labor history. Specialattention will be given to issues related to class andrace. Between 1900 and the mid-twentieth century, anumber of dramatic social conflicts erupted thatreconfigured fundamental political, economic, andsocial relationships. The course will begin with acritique of capitalism, encompassing an investigationof the roles of capital, labor, and the state. Studentswill also investigate the sources and implications ofracial antagonism in the context of class conflict,examining the factors that contribute to interracialaccord and solidarity among workers versus interra-cial strife. Historical events such as the Great SteelStrike of 1919, the Panhandle War of 1927, and theMemorial Day massacre of 1937 will provide compara-tive contexts for such investigation. The theoreticaland methodological tools of several social scientificfields will be utilized to investigate these issues.

J. Brueggemann, Sociology, Anthropology, and Social Work

LS2 108. COMING OF AGE 3This course considers how the process of coming ofage has been documented by psychologists and howit has been portrayed imaginatively in short stories,novels, and films. Students will be required torespond to the readings and films in writing and willanalyze the techniques employed by psychologists,writers, and film makers to describe the journey fromadolescence to adulthood. C. Goodman, English

J. Douglas, Psychology

LS2 109. THE IMAGE OF THE ENEMY INGERMAN FILM, 1919-45 3

Focusing on the capacity of mass media to simulta-neously reflect and shape public opinion, this courseexamines the changing image of the enemy inGerman Cinema from 1919 to 1945. Viewing film asa symbolic language which inscribes cultural identity,we will explore anti-semitism, xenophobia, jingoism,misogyny, and fascism as well as changes in thepublic perception of the enemy that contributed toWorld War II and the Holocaust. M. E. O’Brien,

Foreign Languages and Literatures

LS2 110. METROPOLIS BERLIN 3An examination of Berlin as a fiercely unique city,which typifies change and growth in Europeansociety. Berlin has housed the major forms of gov-ernment: a monarchy, a republic, a fascist dictator-ship, a divided government, and a united capital of anew order. Culturally, Berlin has served not only as acenter of European Romanticism, but as the meccaof the avant-garde. After an introduction to theconcept of city, the course will study Berlin throughthe lenses of literature, film, architecture, and politics.The course focuses on 1800 to the present andincorporates representative personalities and theirimages of Berlin. Included are eighteenth-centurysaloniere Rahel Varnhagen, author TheodorFontane, actress Marlene Dietrich, dictator AdolfHitler, poet Wolf Biermann, and artist Christo. R. Mayer, Foreign Languages and Literatures

LS2 111. FROM POOR LAW TO WELFARESTATE: AMERICAN SOCIALWELFARE FROM 1647 TO THEPRESENT 3

This course will acquaint each student with: (1) thephilosophical principles and social values repre-sented in social welfare decisions, (2) the history andstructure of the social welfare system in the U.S., (3)contemporary critiques of the social welfare system,and (4) life on “welfare.” This course begins with aphilosophical consideration of social welfare. It thenconsiders how history, cultural beliefs, and economicconditions have interacted to create the U.S. socialwelfare system, and how that system affects bothrecipients and society. T. Oles, Sociology, Anthropology, and Social Work

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LS2 118. PARALLEL UNIVERSES: THE RISEAND FALL OF EUCLIDEANGEOMETRY 3

In the first third of the last century, the science ofgeometry was revolutionized by the discovery thatEuclidean geometry was not the only possible modelof physical space. This discovery had earthshakingimplications, since Euclidean geometry had forcenturies reigned supreme as the paragon of abso-lute truth, the prime example of indubitable knowl-edge of the universe—if Euclidean geometry were indoubt, then the very possibility of certain knowledgeabout anything was in doubt. This realization led to adeep reappraisal of the relationships among math-ematics, natural science, and physical reality, andchanged the way we view the world. The purpose ofthis course is to study the non-Euclidean revolution inmathematical, philosophical, and historical perspec-tive, and, in so doing, to explore the nature of, andthe human search for, truth. Prerequisite: QR1.

M. Huibregtse,Mathematics and Computer Science

LS2 119. SOUTH AFRICA AND RACE 3The course traces the origins and evolution of raceand ethnicity in the history of South African society.Discussion moves from an examination of the pre-European cultures of southern Africa to the arrival ofthe first European settlers, and then considers thesegregationist policies of 1652-1948 that ultimatelyresulted in the apartheid government of 1948-90. Thecourse concludes with an analysis of present-daySouth Africa, and the problems it faces in building apost-racial society. Throughout the course, the majorethnic groups that comprise modern South Africa arestudied separately as well as in their interaction.(Fulfills non-Western culture requirement.) G. Erchak,

Sociology, Anthropology, and Social Work

LS2 120. SEXUAL SCIENCE: CONTROVERSIESIN THESCIENTIFIC STUDY OF HUMANSEXUALITY 3

Human sexuality derives from both biology andculture. This dual nature gave rise to the “nature vs.nurture,” “learned vs. inborn” controversy whichbedevils scientific studies of human nature, includinghuman sexuality, to this day. The course exploresthis and other controversies, proposing that thenature vs. nurture opposition is a false one, and thatscientific understanding of human sexuality can onlybe achieved by utilizing the methods of both thenatural and the social/behavioral sciences. Topicsexplored include the evolution of sexuality, primatesexuality, sex and gender, culture and sexuality,heterosexuality, homosexuality, and other topicsvarying each semester. G. Erchak,

Sociology, Anthropology, and Social Work

LS2 122. MAJOR STYLISTIC SIMILARITIESBETWEEN MUSIC AND VISUAL ARTOF THE TWENTIETH CENTURY 3

This course will examine major twentieth-centurystyles in both music and visual art which displaysimilar aesthetic inclinations. Direct comparisons willbe made among the Expressionists: Munch,Kandinsky, Schoenberg, Berg; the Dadaists/Surreal-ists: Duchamp, Magritte, Satie, and Cage; the Ab-stract Expressionists: Pollack, DeKooning, Cage, andBrown; the Minimalists/1960’s: Judd, Warhol, Reich,Adams; and the Postmodernists/Neo-Romantics: Anderson, Andrejevic, Gorecki, Pärt.An understanding will be developed of these stylesand their expressive relationship to the concerns andfocus of the twentieth century.

L. Rosengarten, Liberal Studies

LS2 123. JAZZ: A MULTICULTURALEXPRESSION 3

Jazz music, often referred to as the only trulyAmerican art form, has a rich and unique history ofinteraction among many diverse cultures, classes,ethnicities, and geographically distant peoples. Theemergence of Jazz in the first decade of this century,as a separate, unique and profound musical expres-sion is a direct result of the combination of African,African-American, European, Latin-American andAmerican folk influences. These combinationscontinued to feed Jazz through each decade and“era” that followed. This course will explore the mostvivid demonstrations of these multicultural interac-tions as they contributed to the development of whatis now considered to be “American Classical Music.”

L. Rosengarten, Liberal Studies

LS2 124. ATHENIAN DEMOCRACY:TRADITION AND SOCIAL CHANGEFROM 560 TO 399 B.C. 3

The literary, artistic, political, and social climate of thefirst seat of democracy from the mid-sixth centuryuntil the death of Socrates in 399 B.C. provides theframework for a multidisciplinary study of the pro-found changes in ancient Athens. The theme of thecourse will focus upon the representation and self-awareness of the individual in classical Athensagainst the background of traditional Greek ways ofthought and expression, and subsequently thechanging relationship between the individual andhistory’s first democracy over a span of 160 years.

M. Arnush, Classics

LS2 125. SALOME VERSUS ST. JOHN 3A study of John the Baptist and Salome: his decapita-tion, her dance, their strange and violent story as itappears in stories, painting, and music. Told andretold for 2000 years, the story seems to have serveddifferent purposes for different audiences, and canserve as a model for the ways key stories in Westernculture have changed over time and in differentmedia. In this case, the media range from Gospelnarratives to Renaissance painting and nineteenth-century music and literature. We want to see whatsome of those purposes and audiences have been,what is at stake in the different accounts, andwhether this story, with so much past, has a future.

R. Janes, English

LS2 126. LOVE IN ART AND IDEA 3An examination of the various ways that love hasbeen represented and accounted for in Westernculture. From the dialogues of Plato to contemporarytheories of rhetoric, myth, evolution, psychology, andbiochemical interactions, we will study conceptualexplanations for what may or may not have anythingto do with ideas. Having established theoreticalapproaches, we will consider this possible dishar-mony between analytical method and subject matterby exploring artistic forms which have sought torepresent more than interpret love. Artistic forms willinclude Toni Morrison's novel Beloved, the filmsDangerous Liaisons and The Fisher King, shortstories from Tolstoy and Kundera, rock music, aBeethoven sonata, selections from operas by Pucciniand Wagner, and The Romance of Tristan and Iseult.

F. Bonneville, English

LS2 127. MUSIC AND POLITICS IN INDIA:THE HISTORICAL STRUGGLE FORIDENTITY AND ART IN THE WORLD’SLARGEST DEMOCRACY 3

An examination of the relationship between musicalchange and social, economic, and political change inIndia. Special reference will be given to the sweepingchanges since the 1980s, including the opening up ofIndia's economy and the resulting changes in Indianculture. Of particular interest is the longstandingrivalry between Hindus and Muslims and the effectsof this rivalry on Indian music and Indian identity.(Fulfills non-Western culture requirement.)

G. Thompson, Music

LS2 128. THE AESTHETICS OF SCIENCEFICTION 3

An examination of significant works of science fictionas well as examples of critical responses such workshave generated. Among authors and critics studiedare Asimov, Clarke, Wells, Zamyatin, Lem, Smith,Blish, Capek, and LeGuin. The course will alsoexamine a number of science fiction films. (Meetsexpository writing requirement for students whoplaced at EN105 level or who have completedEN103.) A. Wheelock, English

LS2 129. MIND: METAPHORS AND THEORIES 3Explores the major metaphors and analogies whichhave informed different theories of the mind’s natureand functions. The mind has, for example, beendescribed as a clock, a switchboard, an aviary, amechanical robot, an iceberg, and a cow’s belly.Personal biases, social values, and research findingshave not only promoted these and other metaphorsbut have been heavily influenced by such explanatoryimages. Our goal is to see how society and scientificinquiry interact, shaping our theories of mind. (Meetsexpository writing requirement for students whoplaced at EN105 level or who have completedEN103.) M.A. Foley, Psychology

LS2 130. THE SYMBOLIC HUMAN OTHER 3Both in art and in social and institutional life humanscreate symbolic representations of what is acceptableor unacceptable human form and behavior. Thepositive model tends to be “me and my group,” thenegative example is “the other.” Because of thecomplementary relationship of self and other, we areboth attracted to and repelled by, fearful of andfascinated by society (e.g., the disabled hunchbackor demonized Ethnic) and attempts to understand theconnection of those symbols to the individual psycheand particular cultures over time. For our examinationand analysis, we will draw upon sources from litera-ture and film, and also from anthropology, psychol-ogy, and cultural history. W. Hall, American Studies

LS2 131. DARWIN AND DARWINISM 3An examination of the scientific method underlyingthe theory of evolution by natural selection presentedin Darwin’s On the Origin of Species, and of thescientific and social contexts that were affected byand/or serve to illuminate Darwin’s theory.

T. Diggory, English

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LS2 132. AFRICAN ARTS FROM THE OLDWORLD TO THE NEW 3

An examination of continuities and changes in visual,verbal, and musical arts transmitted from Africa to theNew World through the transatlantic slave trade. Thecourse compares the arts in a traditional Africancontext with those assimilated in New World culturesof the United States, Cuba, Haiti, and Brazil todemonstrate constraints particular to each of the fourareas. The question of change relative to the typeand function of each medium will also be addressed.(Fulfills non-Western culture requirement.)

L. Aronson, Art and Art History

LS2 133. THE OLYMPIC GAMES 3An interdisciplinary study of the Olympic Games: theirhistory, ideology, problems, and future. One of themost visible expressions of modern sport, the Olym-pics represent the zenith of accomplishment for theworld’s athletes. The Olympics are distinct in thatthey boast a rich history and unique ideology. Thiscourse begins with an examination of the ancientGames and their place in both Greek and Romanculture. It then considers the re-establishment of theGames in the late nineteenth century and examinestheir successful yet troubled history throughout thetwentieth century. J. Segrave,

Exercise Science, Dance, and Athletics

LS2 135. LATIN AMERICAN AND LATINOCINEMA 3

This course is a historical survey of a unique cin-ematographic movement,” the new Latin Americancinema,” and a study of its repercussions/manifesta-tions in the United States through Latino film. We willstudy the political, ideological, formal, and theoreticalfactors that contributed to the emergence and devel-opment of a movement that rejected the Hollywoodstudio and European commercial movies, and thatgave rise to a cinema engaged within cultural andhistorical specificities. V. Rangil,

Foreign Languages and Literatures

LS2 136. AMERICAN WOMENENTREPRENEURS 3

A historical and sociological examination andanalysis of the entrepreneurial accomplishments ofAmerican women from 1776 to the present in thebroad categories of agriculture and mining; construc-tion; communications; manufacturing; service, bothfor profit and not-for-profit; transportation; and whole-sale and retail trade. Their contributions to the UnitedStates and global economies will be assessedthrough the critical lens of the social, political, andlegal constraints within which they lived.

B. Balevic, Management and Business

LS2 137. BUSINESS AND THE NATURALENVIRONMENT 3

This course broadly examines and appraises the roleof business enterprise in relation to the current, andfuture, state of the global natural environment. It aimsto foster awareness, sensitivity, and literacy regard-ing the major forces and challenges that bear uponthese multiple and complex relationships. Environ-mental issues are examined in relation to managerialdecision making in the areas of manufacturing,marketing and advertising, strategic planning, generalmanagement, and other business disciplines. Topicsinclude a review of sustainable development, indus-trial ecology, total quality environmental manage-ment, “green” marketing, and others. J. Kennelly,

Management and Business

LS2 144. AMERICANS AT PLAY:ENTERTAINMENT AND AMUSEMENTIN AMERICAN SOCIETY, 1850-1960 3

This course will explore popular adult amusementsand entertainments in nineteenth- and twentieth-century American society. These entertainments willinclude family and community celebrations andfestivals, carnivals and exhibitions, popular literatureand music, and other amusements in the public arena.The course will analyze these within the context ofsocial change in the United States from 1850-1960, aperiod during which leisure time increased dramati-cally, the country changed from a rural agriculturalsociety to an urban industrial one, and its citizens’identities shifted from being members of local com-munities to participants in mass culture. Changes ingender, class, ethnicity, education, and technologywill be examined as factors creating and promotingdiverse forms of entertainment. (Meets expositorywriting requirement for students who placed atEN105 level or who have completed EN103.)

P. Hardy, Liberal Studies

LS2 145. GENDER AND THE SCIENTIFICPROCESS 3

The course will examine (1) the use of the scientificmethod in social science investigations of the laws ofbehavior, (2) widely held cultural assumptions aboutgender, and (3) the ways in which cultural expecta-tions about gender have influenced the use of thescientific method in social science.

H. Hodgins, Psychology

LS2 146. ENVIRONMENTAL ISSUES 3An exploration of the interaction between humansand the environment with special emphasis ondiffering points of view toward solutions of environ-mental problems. Issues such as population, theenvironment and technology, global warming, biologi-cal diversity, and economic survival will be addressedthrough the perspectives of economics and ecology.Prerequisite: QR1. W. Brown

LS2 147. ART AND POLITICS IN WEIMARGERMANY, 1918-1933 3

An examination of the artist, focusing on the arts inthe Weimar Republic during the rise of Nazism.Movements (such as DaDa and Expressionism) andartists (such as Brecht, Mann, and Grosz) respondedto a period of perpetual crisis due to war, revolution,and counterrevolution; economic and governmentalfailure; massive unemployment; and political strifeabroad. Students will study the works and lives ofselected artists in music, dance, painting, literature,theater, film, and architecture in relationship to thepolitical, economic, and social history of this period.

L. Opitz, Theater

LS2 148. KNOWING TIBET: MAPPERS,MOUNTAINEERS, AND MILITARISTS 3

A history of the inscription of Tibet onto the maps andimaginations of Euro-Americans. The course willexplore the Himalayas from multiple perspectives:geography, geology, and their histories (explorations,anthropological surveys, and mapping); mountaineer-ing; and colonial history (British and Chinese inva-sions). The course will consider the narratives ofFrench, British, and American explorers, seekers,scientists, soldiers, and mountaineers who, in thecourse of scientific, political, and sporting excursions,imposed on Tibet a symbolic image as a sacredplace. In turn, the romantic image of Tibet in novelsand films is exposed with the help of the Orientalistdiscourse theory of Edward Said. The political andeconomic consequences of Euro-American fascina-tion with Tibet and the Tibetan culture will also beexplored. R. Linrothe, Art and Art History

LS2 138. NUMERACY: LITERACYIN NUMBERS 3

This course will focus on numeracy or literacy innumbers. Students will explore their own historieswith numbers, the cognitive basis and developmentalsequence which are the foundations of numeracy, therelationship of numbers and language, and the socialand cultural context of the use of numbers. Specialattention given to uses of numeracy in the manipula-tion of time and money, in music, dance, poetry, artand architecture, and in gameplaying. Also consid-ered is the problem of innumeracy and its personaland social impact. J. Devine, English

LS2 139. MUSIC AND CONTEMPORARYAMERICAN SOCIETY 3

This course will explore the rich variety of music’srole in contemporary America while considering theimpact on, and place it has in, various dimensions ofour society. Music has many functions in contempo-rary American society. It provides popular entertain-ment, is of aesthetic value, and also is connected tovarious specific events and practices. There is musicthat induces us to buy, that aids in religious expres-sion, and that reconfirms our sense of patriotism.These various musics will be considered from princi-pally sociological and musicological perspectives.

L. Rosengarten, Liberal Studies

LS2 140. CHANGES IN FAMILIES 3This course examines changes in the family as aninstitution in the United States over the past half-century as well as how individual families experiencewidespread changes in family structures, roles, andrelationships. These topics are explored using bothempirical studies and expressive narratives aboutfamily transformations. Differences and points ofintersection between social scientific and literaryapproaches to families undergoing transition areanalyzed throughout the course. S. Walzer,

Sociology, Anthropology, and Social Work

LS2 142. GENETICS AND GENERATION 3Explanations of the generation of organisms will beexamined from historical and scientific perspectives.The course begins with ancient Greek accounts ofgeneration, considers a variety of ideas about gen-eration in the seventeenth to nineteenth centuries,and shows how these eventually led to the discoveryof genes in the nineteenth century. The course endswith a consideration of changing perspectives intwentieth-century biology on the role of genes in thedevelopment of organisms. B. Possidente, Biology

LS2 143. MADE TO MOVE: THE HUMAN BODYIN A PHYSICAL AND CULTURALCONTEXT 3

This course will explore the human body as a biologi-cal entity and study how human movement is deter-mined and defined by late twentieth-century culture.Emphasis is placed on the physiological functionsnecessary to produce human movement and thecultural influences that determine patterns of physicalactivity. Pathological conditions resulting frominadequate or excessive physical activity will beconsidered in relation to contemporary culturalexpectations. P. Arciero, P. Fehling,

Exercise Science, Dance, and Athletics

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LS2 149. ART AND IDEAS IN ITALY: ANCIENTROME TO THE RENAISSANCE 3

Continuity and change in Italian culture from theClassical Age of the Roman Empire in the firstcentury through the rise of Christianity during theMiddle Ages to the synthesis of the classical worldand Christianity during the Renaissance of thesixteenth century. Central ideas expressed by Italianart, literature, and philosophy, such as the changingconception of human and divine beings, the relativeimpor tance of the physical world versus the meta-physical, and the influence of Aristotle and Plato onthe Middle Ages and Renaissance, will be explored.The course culminates with a close examination ofthe Sistine Chapel ceiling. P. Jolly, Art and Art History

LS2 150H. LITERACY AND SOCIAL POWER INTHE UNITED STATES 3

This course is based on an observation and a ques-tion. The observation: different social/cultural groups(racial, ethnic, socioeconomic) historically have had,and continue to have, different ‘access’ to literacyand this access has important social, educational,and personal repercussions. The question: why isthis so? By focusing on literacy as a social achieve-ment, this course both explores important questionsof difference among racial, ethnic, and socioeco-nomic groups in the United States and continues todevelop a number of themes and topics introduced inLS1, specifically, those of culture and social context.(Meets expository writing requirement for studentswho placed at EN105 level or who have completedEN103.) J. Devine, English

LS2 152. WOMEN AND MUSIC 3A survey across time and cultures of the ways inwhich women have participated in music. The coursewill take a historical approach to the development ofEuropean art music (musicology), and an anthropo-logical approach to music-making in non-Westerncultures and European folk music (ethnomusicology).Special attention will be given to gender-baseddivisions of musical activity, and to the assumptionsand values underlying those divisions. The readingsand discussions will address a variety of relatedissues, including the conflict between public andprivate spheres for women, and cultural beliefs aboutwomen and musical creativity. (Meets expositorywriting requirement for students who placed atEN105 level or who have completed EN103.)

D. Rohr, Music

LS2 153. POLITICS OF READINGNON-WESTERN LITERATURE:THE EXAMPLE OF INDIA 4

The literature of India has traditionally been readin terms of Western aesthetics, an inappropriateapproach originating with the political aims of PaxBritannica. This course attempts to set right theimbalance by reading Indian literature in terms ofIndian aesthetics, and in the context of the Hinduworldview, including mythology, religion, philosophy,and politics. It will then examine the possibilities ofusing the insights offered by Western aesthetics. Thisbifocal approach will help the reader see the literaturewith greater clarity, and prepare the ground for a newliterary history of India. (Fulfills non-Western culturerequirement.) R. Parthasarathy, English

LS2 154. MOVING THE PUBLIC: RHETORIC,MEDIA, AND MANIPULATION INAMERICAN POLITICS 3

An examination of the development of “media poli-tics” in the United States and its impact on publicopinion, political campaigns, political debate, andpublic policy. The course traces the history of politi-cians’ efforts to influence public opinion or “move thepublic,” touching on changes in the nature of publicopinion, in understandings of the public’s properinfluence on government, in the preferred techniquesfor communicating with the public, and in the effec-tiveness of those techniques. Students will be en-couraged to assess critically the proposition that thegrowing presence of television, pollsters, speech-writers, and political consultants on the Americanpolitical scene has had lamentable consequences forpolitical debate and public policy.

R. Seyb, Government

LS2 155. AFRICA THROUGH ITS CHANGINGCINEMA 3

This course explores through film and other visualdocuments the causes of colonialism on the Africanpeople, their society, and their culture. The colonialexperience, in all its political and psychologicalaspects, provides a historical, economic, social, andaesthetic context in which to study and understandAfrican film. Although our main focus is sub-SaharanAfrica from the Second World War to the present, wewill refer, whenever pertinent, to the North Africanfilmmaking experience in our discussions. We willalso examine the practice of filmmaking in Africa andthe factors and forces that shape and influence thedirection of this practice, and discuss a number oftheories and strategies of reading this creativemedium. (Fulfills non-Western culture requirement.) H. Jaouad, Foreign Languages and Literatures

LS2 156. THE GOOD LIFE IN ANCIENT GREEKPHILOSOPHY AND LITERATURE 3

An examination of ancient Greek views of what itmeans to live a morally good and happy life from thedistinct perspectives of the poet and of the philoso-pher. Some of the basic questions explored in thiscourse are: What is the relationship between humanexcellence and human happiness? To what extent isliving a good life something within our power? Whatrole do external factors play in the good life? Theauthors studied are Homer, Plato, Aristotle,Aristophanes, Sophocles, and Aeschylus.

F. Gonzalez, Philosophy and Religion

LS2 157. COMPUTERS, ETHICS, AND SOCIETY 3The intrusion of computers into almost every aspectof our modern lives raises many interesting anddifficult ethical, legal, and social issues. By examiningsome aspects of computer science and some specificincidents and circumstances (such as the 1988“Internet worm” incident, the 1988 stock marketcrash, the Strategic Defense Initiative, and the F.B.I.National Crime Information Center), the course willprovide a better understanding of how computerswork, the impact they have on human lives, the manydifficult issues which they raise, and finally thelimitations which society, in turn, puts on their furtherdevelopment. G. Effinger,

Mathematics and Computer Science

LS2 158. SELF AND DESIRE: A STUDY OFDON JUAN 3

This course will study the figure of Don Juan as arepresentation of the desiring self. The general aim ofthis course is to examine the nature and modalities ofdesire and its role in the constitution of the humansubject. An examination of the figure of Don Juan willserve to question the relation of the self to self, of selfto the other, of desire to (self) mastery, of pleasure topain, and of imagination to reality. Readings andexamples drawn from various artistic media willprovide the foundation for the study. R. Lilly,

Philosophy and Religion

LS2 159. VICTORIAN CHILDHOOD: CHANGESIN IDEALS AND SOCIETY 3

This course studies changes in ideals of childhoodin Victorian England in relation to the evolution ofsociety's institutions, work place, laws, and literaturefor children. The course examines literature andhistorical, religious, sociological, and artistic worksthat emphasize continuing tension between conflict-ing ideologies of childhood and the reality ofchildren's lives. Attention is given to how the notionthe sinful child is challenged by the romantic ideal ofinnocence and how childhood gradually becomes amore secure and happy time for the young of Victo-rian England and the following generations. (Meetsexpository writing requirement for students whoplaced at EN105 level or who have completedEN103.) C. Golden, English

LS2 160. A GREEN WORLD: HUMAN/PLANTCOEVOLUTION 3

This course will deal with the ways humans havederived invaluable resources from plants and fungisuch as the agricultural staffs of life and other impor-tant commodities (e.g. paper, cotton, coffee). Thethrust of the course will be to display how the em-ployment of constantly evolving scientific methodol-ogy in plant/fungal studies has led to important,symbiotic interactions between humans, plants, andfungi. Topics to be covered include: humankind’searly botanical experimentation, the development ofthe sciences of botany and mycology, agriculturalmethods and practice and the diverse methods ofapplied technologies to production of botanicalcommodities for human use. D. Domozych, Biology

LS2 161. RADICAL VISIONS: THE THIRTIES 3A study and an exploration of literature and the artsin a time of political upheaval in America, 1929-41.The course focuses on those writers and artistswhose work laid bare the contradictions of industrial-ism, capitalism, and the misery of the Great Depres-sion, but which also envisioned an Americastructured ona more equitable and human sociopolitical basis.Videos, slide shows, and films supplement coursereadings. Prerequisite: EN105 or 107.

A. Wheelock, English

LS2 162. FAITH AND SCIENCE 3An examination of historically changing relationshipsbetween religion and science in crosscultural per-spective, but with an emphasis on Western culture.The course focuses on two questions: (1) Why didmodern science originate in Western Europe and notelsewhere? and (2) What is the fundamental natureof contemporary relationships between science andreligion? The questions are addressed from aninterdisciplinary perspective, drawing upon thehistory of science, sociology, psychology, andreligion. K. Szymborski, Library

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LS2 163. CHINA AND THE WEST:THE MYTH OF THE OTHER 3

This course will introduce and examine the experi-ence/images of the Other from both Chinese andWestern standpoints. The image of the Other hasalways been historically shaped to represent valuesthat are considered different from one's own. Ourperception of the Other is often affected by historicaland ideological givens. In this course, we will look atChina as an idealized utopia in the eyes of someeighteenth-century Europeans, or as a land of igno-rance as described in some English literature. We willalso explore various Chines responses to the West.In discussing such issues as Orientalism vs.Occidentalism, we will examine the polemics ofcultural difference in relation to ethical judgment.(Fulfills non-Western culture requirement.) M. Chen,

Foreign Literatures and Languages

LS2 164. FACTUAL AND FICTIONAL: HISTORYAND THE NOVEL IN CHINA 3

This course will examine several Chinese novels interms of their special narrative modes and the historythat each mode implies. The course will consider howeach novel reveals the changing history of modernChina. At the same time, it will also explore how eachnovel makes its unique contribution to Chineseliterature. Students will discuss such issues as:history in literature, history outside literature, literaryhistories, factual and fictional as literary categories,and the historical novel. M. Chen,

Foreign Languages and Literatures

LS2 165. MODERN CHINA AND JAPAN INNARRATIVE AND FILM 3

This course will introduce masterworks of modernChinese and Japanese literature and film to studentswho possess no knowledge of East Asian languages.The intrinsic value of individual works will be exam-ined in the light of both East Asian and Westernliterary traditions. We will read novels and novellasfrom modern China and Japan and, besides studyingeach text’s distinct literary features, we will discussquestions concerning the individual’s relationship tosociety during a given historical moment. We willalso focus on the study of cinema as a narrative art,and its interrelations with disciplines such as painting,music, psychology, and cultural history. There will bea film screening and a discussion session each week.(Fulfills non-Western culture requirement.) M. Chen, Foreign Languages and Literatures

LS2 166. HUMAN INTERACTION WITH THELAND — ATTITUDES AND IMPACTS 3

An introduction to the interrelationships betweenhuman attitudes and values and human managementof the land and its essential resources. The class willexamine the historical patterns of ways in whichvarious societies have substantially modified thenatural landscape—sometimes with a sense ofstewardship, sometimes with a sense of anthropo-centric arrogance. K. Johnson, Geology

LS2 169. AUSCHWITZ: IMAGE AND REALITY 3The extremity of the Nazi assault on European Jewsin World War II strains our imagination and intellect.Critical analysis and artistic form provide two distinctyet complementary ways to attempt to understandAuschwitz. By comparing historical, literary, andphilosophical analyses with literary memoirs, films,novels, and oral testimonies, we will examine howAuschwitz was experienced, survived, and remem-bered. Offered in alternate years. (Meets expositorywriting requirement for students who placed atEN105 level or who have completed EN103.)

J. Smith, Philosophy and Religion

LS2 170. MEMORY AND THE SELF 3Memory, and the images that make up our memories,may be the primary component of what we callselfhood. In this course we will read about memoryand study memories, exploring the role of the imagein storing and releasing remembered time. Amongthe questions we will consider: What are the aspectsof memory that elude analytic writing? What do welearn about ourselves and our pasts if we study theprocess of memory analytically? How are individualmemories and images embedded in collective ones?Students will write both analytic and creative papersabout memory, exploring different mental processesand trying to understand them. Authors read willinclude Jung, Freud, Plato, Locke, Hume, theWordsworths, Hardy, E. Bronte, and Shakespeare.We also will examine paintings by Constable.(Meets expository writing requirement for studentswho placed at EN105 level or who have completedEN103.) S. Goodwin, English

LS2 171. THE FRENCH REVOLUTION: THEFIRST REVOLUTION 3

The revolution that began in France in 1789 changedthe meaning we assign to the word “revolution.” Firstused to describe the movement of the planets andthe seasons, “revolution” had to come to mean amomentous change in any sphere, and in politics, thereplacement of one set of rulers by another. But withthe revolution in France, the word took on its modernsense of a fundamental alteration in the form ofgovernment, coupled with social and economicinnovation. So contemporaries saw it, and so histori-ans have seen it since. But while everyone agreesthe event was momentous, there was at the sametime and there has been since considerable disputeas to whether it was momentously good or moment-ously evil. The course will explore some of thecontradictory and conflicting interpretations of thisfirst modern revolution through works of politicaltheory (e.g., Burke and Paine), literature (e.g.,Wordsworth, Buchner, Carpentier), painting (e.g.,David, Goya, Delacroix) and film. (Meets expositorywriting requirement for students who placed atEN105 level or who have completed EN103.)

R. Janes, English

LS2 172. THEORIES OF THE UNIVERSE 3Western speculations on the origin and structure ofthe cosmos and the place of thought/mind within itfrom early Greek beginnings to modern times. Thecourse will provide an introduction to cosmologicalreasoning and the impact of ideals of natural order onboth its form and content. E. Weller,

Philosophy and Religion

LS2 173. ITALY, FASCISM, AND JEWS 3This course examines the Fascist takeover of theItalian government in 1922 from several disciplinaryperspectives and based upon a variety of sources.Crucial to this examination is the civil war againstfascism, the Partisan Resistance movement initiatedduring World War II, and the changing status of Jewsin Italy from their integration into Italian life andculture beginning in 1861 to their dis-integration, andultimately their mass deportation to Auschwitz in1943. Course materials for investigating Italianfascism, the resistance against it, and the attemptsby Jews to survive the fascist government’s massdeportation policy include diaries of witnesses,history texts, memoirs, novels, films, and politicaldocuments. S. Smith,

Foreign Languages and Literatures

LS2 174. SOCIETY AND SOCIALRESPONSIBILITY 3

In this course, we will ask what makes a “goodsociety”? Central to this question is the problem ofpromoting both individual freedom and preservingsocial order. Should individuals sacrifice their owninterest in service of the collective good? To whatextent does our contemporary liberal democracydepend on the socially responsible action of itsmembers? To make the readings and class discus-sions concrete, students will be required to volunteerin the community and reflect on their role in the largersociety. D. Karp, Sociology, Anthropology, and

Social Work

LS2 175. LIBERTY AND ENLIGHTENMENT 3An examination of the various ways the criticalconcept of “liberty” was evoked by European (particu-larly English and French) writers, artists, and thinkersduring the seventeenth and eighteenth centuries.Liberty was a hallmark slogan of the Enlightenment,the justification for political revolutions, scientificexploration, the rejection of established religion, andthe publication of erotica. Above all, liberty meantfreedom for individuals outside social and govern-mental constraints. We will investigate this concep-tion of the free Enlightenment self primarily throughan examination of the concept of social, political,sexual, and artistic liberty in the seventeenth andeighteenth centuries. Through the close reading ofpolitical theory such as Leviathan by Thomas Hobbes(1651), erotic novels such as John Cleland’s FannyHill (1745), and the close observation of politicalcaricature and portraits, we will attempt to defineliberty and understand the multiple freedoms thisconcept entailed for Enlightenment Europeans.(Meets expository writing requirement for studentswho placed at EN105 level or who have completedEN103.) A. Rauser, Art and Art History

LS2 176. THE ASIAN-AMERICAN EXPERIENCE 3An examination of the social, political, economic, andcultural experiences of Asian Americans in the UnitedStates and their encounters with Americans ofEuropean descent. Beginning with an analysis of theexperiences of the Chinese and Japanese immi-grants before World War II, the course continues witha critical and interdisciplinary look at the internationalcontext of one or more of the more recent waves ofAsian immigration (which may include Korean,Filipino, East Indian, Vietnamese, and Cambodianmigrants, in addition to whose who continue to arrivefrom China and Japan) and proceeds to an explora-tion of the causes and legacies of anti-Asian senti-ments in the U.S. and Asian American responses toviolence and assimilatory pressures from prejudiceand institutional racism. Systemic connectionsbetween stereotyping past and contemporary AsianAmericans, the vicissitudes of a contested Americanidentity, and the struggle for cultural and politicalexpression in a multicultural America will also beconsidered. J. Ling, Liberal Studies

LS2 177. HUMAN COLONIZATION OF SPACE 3Our exploration of space points to eventual extra-terrestrial human colonies. In fact, much of thetechnology to begin small colonies already exists,and some anthropologists argue that it is the natureof humankind to explore and settle new “lands,” evenwhen that means leaving the earth. This coursesurveys the issues involved in making policy deci-sions in this area, including technological limitations,political and economic motives, the possible cata-strophic destruction of earth, and the biological andpsychological development of individuals within asmall, extremely isolated society. M. Crone,

Chemistry and Physics

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LS2 178. BORN IN AMERICA 3An exploration of the changing ways in which Ameri-can women have experienced contraception, abor-tion, pregnancy, and childbirth, from 1587 to thepresent. The course examines developments intechnology, law, medicine, the economy, and the roleand position of women and the family in society asthey influenced the reproductive lives of Americanwomen, using sources from the history of medicine,social history, literature, legal and constitutionalstudies, government, and sociology. (Meets exposi-tory writing requirement for students who placed atEN105 level or who have completed EN103.)

M. Lynn, American Studies

LS2 179. THE KU KLUX KLAN IN AMERICANSOCIETY 3

A study of the Ku Klux Klan in American society. Inthe course we will examine variation in the strengthand the popularity of the Ku Klux Klan over time andacross space. The central question that will beaddressed has to do with determining what leadspeople to act upon their prejudices through collectiveaction with other like-minded individuals. The courseis explicitly interdisciplinary. Particular attention willbe given to the theoretical and methodologicalcontributions of history, psychology, economics,political science, and sociology. R. McVeigh,

Sociology, Anthropology, and Social Work

LS2 180. IMAGES OF THE TWELVE CAESARS:PERSPECTIVES OF THE EMPEROR INEARLY IMPERIAL ROME 3

The lives of the twelve Caesars have been romanti-cized by biographers, artists, playwrights, novelists,and filmmakers from antiquity to recent times. We willexamine the nature of Roman society and the chang-ing depiction of these twelve Roman emperors, theirwives, and children, as represented in literature, thefine arts, and cinema. The course begins with thetradition embodied by Julius Caesar of the rule ofmight and virtue. It then examines the deification ofCaesar for political purposes by his successorAugustus, the degradations of the imperial throne bythe depraved Caligula, the even-handed reign of thestammering idiot Claudius, the violent excesses ofNero, the restoration of the honor of the emperorunder Vespasian, and then finishes with the brutal,repressive tyranny of his son Domitian. (Meetsexpository writing requirement for students whoplaced at EN105 level or who have completedEN103.) L. Mechem, Classics

LS2 181. HOW DO WOMEN LOOK?:WOMAN AS OBJECT/SUBJECT INCONTEMPOR-ARY AMERICANVISUAL CULTURE 3

In this course we will examine how women appear ina range of visual culture, including high art, massculture (magazines and television), and films incontemporary United States (1950s-90s). While wewill be concerned with how women look — imagesmight present women as objects for consumption, forexample — we will also consider how women look atthese images, speculating whether they do so inactive or passive ways. (Meets expository writingrequirement for students who placed at EN105 levelor who have completed EN103.)

K.Hauser, Art and Art History

LS2 182. AVANT-GARDE AND TECHNOLOGY INTHE TWENTIETH CENTURY 3

This course will address the notion of the Avant-garde in twentieth-century art and its interface withtechnology. Film, television, sound recording, photog-raphy, computers, etc. are just a few of the mostsignificant innovations of the past century — techno-logical advancements greatly altering almost everyaspect of daily life. These varied technologies havealso been important in numerous art movements ofthe twentieth century — Dada, Futurism, Pop Art,Fluxus — shifting the notion of artistic productionfrom the easel to any number of possibilities. Thiscourse will place the Avant-garde in the context of thedramatic shifts in our culture that have also beenaffected by (and affect) human interaction andperception. C. Stainback, Liberal Studies

LS2 183. AMERICAN RADICAL THEATER INTHE 1930S, 1960S, AND 1990S 3

A study of American social and political activistperformance in the 1930s, 1960s, and 1990s fromthe perspectives of history and performance. Majorevents and issues in three decades of Americanhistory will be examined along with the various typesof theatrical performance that emerged to movesocial and political agendas forward. Through closereadings from history, performance theory, primarysources such as play texts, theater reviews, diaries,letters, and speeches, as well as videos and films ofperformance, we will address the concepts of activ-ism as performance and performance as activism

C. Anderson, Theater

LS2 184. STRAVINSKY AND BALANCHINE:A UNION OF MINDS 3

Igor Stravinsky and George Balanchine emergedas two of the most powerful forces in shaping thedirection of music and ballet in the twentieth century.This course will explore the close collaboration ofthese two men through study of selected composi-tions and prose writings by and about each artist.Special attention will be given to the nature of theircollaborations, including their similar views aboutcreativity, movement, the rhythm of time, and thebalance of visual and aural events. Analyses of thestructural and stylistic elements of music and chore-ography, especially as they are linked to one another,will also be examined. The historical roots of themusical and balletic styles of the Ballets Russes,from which their partnership emerged, will also beexplored. Emphasis will be given to the writings ofboth men, with discussion of their individual andshared artistic philosophies. Ballets to be viewed andstudied include The Firebird, Petrushka, The Rite ofSpring, Apollo, Jewels, Violin Concerto, Orpheus,and Agon. A field trip to New York City for a perfor-mance of a Stravinsky-Balanchine ballet will normallybe arranged. C. Joseph, Music I. Brown, Exercise Science, Dance, and Athletics

LS2 185. HOLLYWOOD GOES TO WAR:HISTORY VERSUS ART IN THEWORLD WAR II COMBAT FILM 3

Motion pictures about periods of war are as much areflection of the culture in which they are produced asthey are portrayals of the armed conflict. This coursewill examine attitudes toward World War II as re-flected in motion pictures produced during and afterthe war, looking at such issues as historical accuracy,the use of propaganda, treatment of characters, andthe overall artistic impact of the films.

D. Eyman, Liberal Studies

LS2 186. BEGINNINGS OF MODERNISM: THETRIALS OF OSCAR WILDE ANDJAMES MCNEILL WHISTLER 3

In the mid-nineteenth century, a new mood began tosweep through Europe giving rise to strong chal-lenges to the status quo in science, religion, philoso-phy, and art. What began as "outsider" movementsgradually impinged on the social order at large andeventually challenged the prevailing values. In theearly days of the Modernist movement, the establish-ment found their experiments amusing, but in timethey were seen to present a serious and dangerouschallenge. The break between nineteenth-centuryconservatism and twentieth-century openness issymbolized by the two great aesthetic trials of JamesMcNeill Whistler and Oscar Wilde. Although bothartists suffered as a result of their trials, theirstruggles were instrumental in freeing the twentieth-century modernist from moral and aesthetic restric-tions. Students will examine and analyze materialsfrom art, literature, music, philosophy, psychology,and social history. L. Ries, Liberal Studies

LS2 187. THE ART OF ECSTASY 4This course explores the literature and visual artproduced and inspired by medieval visionaries,focusing on representations of ecstatic experience inmedieval mystical literature, manuscript illumination,painting and sculpture, and on analytical discussionsof ecstasy in theology, literature and history, and inthe social and natural sciences. Medieval mysticsventured into a realm inaccessible to the normalprocesses of sensation and reasoning and wellbeyond the grasp of faith itself. In order to communi-cate their experiences they and their followers“reinvented” language or turned away from verbalexpression in favor of the visual arts. (Meets exposi-tory writing requirement for students who placed atEN105 level or who have completed EN103.)

K. Greenspan, English

LS2. 188. THE DEBATE ABOUT WOMEN IN THEMIDDLE AGES 3

The medieval debate about women had enduringimpact upon Western ideas about gender and author-ity. In this course, we will study questions raised bymedieval theologians, philosophers, poets, artists,and critics about the nature of women, their abilities,virtues and vices, their power, and their properrelation to men. We will explore the implications ofthese questions both in medieval terms and in thelight of modern critical, historical, and especiallyfeminist discussions. (Meets expository writingrequirement for students who placed at EN105 levelor who have completed EN103.)

K. Greenspan, English

LS2 189. THE SEARCH FOR SYMMETRYAND PATTERN 3

This course examines the role and significance ofsymmetry and pattern in diverse domains of natureand of human endeavor. It is surprising how broad avariety of disciplines share a common canon ofcriteria for a “good” design: repetition, harmony, andvariety. The study of examples from the earth and theheavens, from human visual and auditory art, fromlanguage and literature, and from rhetoric and rea-soning will show symmetry (or a lack of it) as acrucial component of form and content. D. Hurwitz,

Mathematics and Computer Science

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LS2 190. THE HUMAN EXPERIENCEOF EXILE 3

This course will explore, through appropriate textsand from the interdisciplinary perspective, five areaswhich each relate in an exemplary way to exileexperience, highlighting both the different and unify-ing aspects of this multifaceted topic. Using as apoint of departure the traditional understanding ofexile as persecution and banishment from home(exemplified in the Jewish suffering from exilethroughout the course of history), we will examine theU.S. as a country of refuge and as one of forced exilewithin its expansion (slavery). Further, exile experi-ence will be explored in relation to existentialism. Wewill then look at specific manifestations of exileexperience in humans' "normal" life cycles. Connec-tions between exile and creativity will also be exam-ined. This course, in its multifaceted approach,suggests that exile experience, in its different mani-festations, has significance in our everyday lives,even if we may not be aware of it. U. Giguere

Liberal Studies

LS2 191. DANTE’S DIVINE COMEDY 3An examination of Dante’s Divine Comedy from aninterdisciplinary perspective, including literature,history, politics, philosophy, and theology. Coursetopics will include concerns of the medieval worldsuch as allegory, love, justice, secular and spiritualauthority, images of women, education, and therelationship between philosophy and religion. Supple-mentary readings will provide a context for themedieval world, its life and literature, and will alsodemonstrate how Dante’s text reflects the Zeitgeist ofthe Middle Ages. The course will also take intoaccount Dante’s Divine Comedy in relation to thevisual arts by viewing several illustrations fromBotticelli and Renaissance illustrators to GustaveDore, and selected modern and contemporarypaintings inspired by Dante’s poem. G. Faustini,

Foreign Languages and Literatures

LS2 192. THE CHAOTIC UNIVERSE 3A careful study of chaos theory and of discretedynamical systems is made in an interdisciplinarysetting, requiring a background of only high schoolalgebra. The ultimate goal of the course is to get to aworking definition of chaotic behavior, and to under-stand the reasons why chaotic behavior is so perva-sive in our world. Indeed chaotic behavior is inherentin population dynamics, in the weather, in the stockmarket, and in the motion of the planets in our solarsystem, to cite just a few instances of its occurrence.Secondary goals include looking at the reasons whychaotic behavior was neglected by the scientificcommunity until recently, and using discrete dynami-cal systems as a window to understanding the morecomplicated continuous dynamical systems. Prereq-uisite: QR1. (Fulfills QR2 requirement.) D. Vella,

Mathematics and Computer Science

LS2 193. SPANISH AMERICAN WOMEN 3An examination of the changing situation of women inthree distinct periods of Spanish American history:the Inca Empire, Spanish conquest and colonialism,and the post-Independence era, with an emphasis onthe twentieth century. Students will study the ways inwhich male-dominated social and political institutionshave affected the status and development of Span-ish American women; and the ways in which womenhave responded to such pressures and sought tocounteract them. P. Rubio,

Foreign Languages and Literatures

LS2 194. GENOCIDE, WAR CRIMINALS,AND JUSTICE 3

An examination of the genesis of international humanrights, the legal mechanisms and institutions devel-oped to enforce these rights, and the strategies usedby societies to come to terms with massive human-rights abuses. We explore how individual societiesand international bodies have struggled to balancethe need for justice and stability when confrontingperpetrators of human-rights abuses. Using a varietyof sources and engaging texts from the intersectingand overlapping fields of law, history, politics, sociol-ogy, and religion, we analyze several countries(Germany, Cambodia, Bosnia, Rwanda, and SouthAfrica) where systematic and unspeakable crimeswere committed and examine how the United Na-tions, the international courts, domestic legal sys-tems, and truth and reconciliation commissionssought to come to terms with these atrocities.

M. Hockenos, History

LS2 195. REPRESENTATIONS OF THEHOLOCAUST 3

An examination of the problems and controversiessurrounding the depiction of the Nazi period inGerman history from the perspectives of historians,playwrights, poets, film directors, and artists con-structing memorials in commemoration of the Holo-caust. Students will analyze significant works,including the historians Maier on the Historians’Debate in Germany in the 1980s; Finkelstein, Birn,and Browning on Goldhagen’s Hitler’s Willing Execu-tioners: Stannard and Katz on the question of theuniqueness of the Holocaust; and Novick on the roleof the Holocaust in American life. They will also studyplaywrights Brecht and Frisch; poets Celan, Sachs,Fried, et al.; film makers Renais, Wertmuller, Chaplin,Spielberg, and Benigni; and philosophers Habermas,Adorno, and Nietzsche. R. Mayer,

Foreign Languages and Literatures

LS2 196. READING AND SEEING: THE VISUALIN THE WRITTEN 3

In the Western world, there exists a long tradition ofwritten literary texts that describe visual works of artand compel their readers to reflect upon the differ-ences of reading and seeing as interpretive activities.This course will use a variety of disciplines to explorethematically and historically such written representa-tions of visual representations, and to determine thecomplex implications of such a verbal-visual interac-tion for early twenty-first century readers. We willclosely examine the Greek and Roman foundationsof this tradition and the Antique theories associatedwith it. We will then move to the Renaissance, an agedeeply marked by the ancient texts and literarytheories. In turn, this background will allow studentsto explore the phenomenon in the nineteenth- andtwentieth-century literatures of Europe and America,and to come to conclusions about the characteristicsof the modes of knowledge seeing and reading imply. M. Wiesmann, Foreign Languages and Literatures

LS2 197. IMAGES OF CONTEMPORARYITALIAN WOMEN 3

An exploration of contemporary Italian women asportrayed through both the words and images ofwomen artists. A first grouping of artistic works(novels and films) illustrates some of the themesparticularly relevant to Italian women’s lives: family,socialization, sexual politics, Catholicism, friendship,and solitude. This first heading shows women eitheras perpetrators of a system of morality or as individu-als who either accept the status quo or proposealternatives. A second grouping shows women asartists: women shapers of cultures. One of the topicsexplored under the second thematic heading is“women as writers"; the critical work directs attentionto the debate on “gender and genre.” S. Smith,

Foreign Languages and Literatures

LS2 198. IMAGES OF LATINAS 3This course will focus on the experience of Latinasas portrayed in their literary work. In studying theinterplay of cultural, historical, political, and socio-economic factors affecting Latinas’ roles and genderrelationships, we will be able to identify the unique-ness of their experiences and its expression withinthe diverse multicultural society of the United States.Interdisciplinary perspectives include literature,literary criticism, history, and cultural studies. V. Rangil, Foreign Languages and Literatures

LS2 199. ITALIAN RENAISSANCE WOMEN 3Changes in the lives and activities of Italian womenfrom the late Middle Ages to the Renaissance.Considering the period from 1400 to 1600, the courseuses materials from different disciplines (literature, arthistory, philosophy, music, and economic history) toshow the new activities of women in the ItalianRenaissance. Change is documented by examiningsuch figures as the sainted writer-of-histories in thenunnery in the medieval period and the empoweredpatrician patroness of the arts in the mid-1500s. Thematerial is separated into three large categories:women as makers of culture (writers, poets, artists,and musicians), women as shapers of culture (reli-gious women and the relationship with the bourgeoisculture in the earlier and later periods), and womenas participants in socio-economic structures (bour-geois women, their dowries, and new property laws).Finally, the question of whether or not there was aRenaissance for Italian women is treated. S. Smith,

Foreign Languages and Literatures

LS2 200. GROWTH AND RESPONSIBILITY INCOLLEGE 4

An examination of theoretical and research ap-proaches to understanding the factors that influenceadjustment and achievement during the college yearsby reviewing how various disciplines have consideredthe following questions: What does it mean to beeducated? Why be educated? And, What makes forpersonal growth during young adulthood? Answerswill contribute to formulating a model of the idealcollege experience. In addition to considering theviews of psychologists, historians, and economists,the scientific method and quantitative approaches tounderstanding adjustment and growth will be empha-sized. Students will conduct a quantitative assess-ment of contemporary student life at SkidmoreCollege. Prerequisite: QR1. (Fulfills QR2 require-ment.) P. Colby, Psychology

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LS 201. RACE-ING TO HARLEM: THE ROLETHAT RACE PLAYED DURING THEHARLEM RENAISSANCE 3

An examination of the social construction of racewithin the context of the period known as the HarlemRenaissance (1920s). The Harlem Renaissance isbest characterized by aesthetic expressions mani-fested in many forms (visual art, music, literature, anddance). Active political involvement and a "greatmigration" from the rural south to the urban center ofHarlem also distinguishes its renaissance. Theunifying feature was race: art by and about Blackpeople. How were issues of race expressed byHarlem's artists? How were migrants to Harlemaffected by and participants in the Harlem Renais-sance? Answering these and other questions willrequire an analysis of the complexities of race in1920s Harlem. M.Minor, Liberal Studies

LS2 202. PSYCHOACTIVE DRUGS: SCIENTIFICAND SOCIAL CONTEXTS 3

This course will trace the interaction betweenscientific knowledge and social responses to suchknowledge regarding the use of psychoactive drugsubstances. After a consideration of the nature ofconsciousness, and introduction to the structure andthe function of the nervous system, and exposure tosome basic pharmacological concepts, we will studythe specific psychological and physiological effects ofvarious psychoactive substances (e.g., caffeine,nicotine, alcohol, marijuana, cocaine, heroin, andLSD). Psychological, historical, and cultural influ-ences of drug use and the social regulation of druguse will then be examined to demonstrate that thedistinction between legal and illegal substances issocial rather than pharmacological, and that socialattitudes and legal proscriptions of drug substancesare not based on scientific and/or pharmacologicalconcerns. Finally, the general nature of the social use(or in this case, nonuse) of scientific knowledge willbe explored. G. Goodwin, Psychology

LS2 203. SEXUALITIES/TEXTUALITIES 4An exploration of the centrality of the written word tothe creation, promulgation, and enforcement ofhuman sexualities. The course examines the text asa place where an otherwise amorphous network ofdesires gets clarified and organized, deployed andpoliced. The main focus will be nineteenth- andtwentieth-century America, although this period willbe positioned in the context of its Classical andEuropean influences, as well as its early-Americanprehistory. Topics may include: the textual emer-gence of gender; the creation of hetero- and homo-sexuality; the literary romance; the scientific treatise;guidebooks for the young; sex laws; the psychologyof sex; health manuals; love poems; sex and thememoir; and sex and the church. (Meets expositorywriting requirement for students who placed atEN105 level or who have completed EN103.)

M. Stokes, English

LS2 251. SPECIAL TOPICS 3Special Topics courses are interdisciplinary andmake explicit reference to the themes and issuesconsidered in LS1. They are typically offered on aone-time-only basis.

Mathematics

Chair of the Department of Mathematics andComputer Science: Mark Hofmann, Ph.D.

Mathematics and Computer Science Faculty:

Professors: Robert DeSieno, Ph.D.; R. DanielHurwitz, Ph.D.; Mark E. Huibregtse, Ph.D.

Associate Professors: Richard Speers, Ph.D.;Pierre von Kaenel, Ph.D.; Mark Hofmann,Ph.D.; Una Bray, Ph.D.; Alice M. Dean, Ph.D.;Gove W. Effinger, Ph.D.; David C. Vella, Ph.D.

Lecturer: *Frank Clark, M.S.

THE MATHEMATICS MAJOR: Studentsmajoring in mathematics fulfill the departmen-tal requirements by completing eight coursesin mathematics or computer science at the 200level or above, to include MA200, 202, 215,303, 319, 376, and two additional courses, atleast one of which is at the 300 level. Underexceptional circumstances, and only with theconsent of the department, MA371, 372, 381,or 382 may be counted as the additional 300-level course. CS318 may not be countedtoward the major. Courses counting towardthe major may not be taken satisfactory/unsatisfactory.

HONORS: Students wishing to qualify fordepartmental honors in the mathematics majormust: 1) complete all departmental require-ments for the mathematics major and have agrade-point average of 3.5 or higher for allcourse work (MA, MC, and CS) taken in thedepartment; 2) have a grade-point average of3.0 for all course work taken at Skidmore;3) file with the department, by the end of theofficial add-drop period of the spring semesterof the senior year, a declaration of intention toqualify for honors; and 4) submit an honorsthesis or project to be read by a review com-mittee, and give an oral presentation of thethesis or project to the department.

The review committee will evaluate the thesisor project to determine if it is of the exceptionalquality which merits honors; the committee’srecommendation will be submitted to thedepartment for final adjudication.

INTERDEPARTMENTAL MAJORS: Thedepartment offers an economics-mathematicsmajor in cooperation with the Department ofEconomics and a business-mathematicsmajor in cooperation with the Department ofBusiness. See Interdepartmental Majors.

THE MATHEMATICS MINOR: Students minor-ing in mathematics fulfill the departmentalrequirements by completing MA113 and 200 orthe equivalent; MA215; MA303 or 319; andtwo more courses in mathematics at the 200level or above. MC306 may be substituted asone of the elective courses.

PI MU EPSILON, New York Alpha ThetaChapter: Incorporated in 1914, Pi Mu Epsilonis a national honorary society whose purposeis the promotion of scholarly activity in math-ematics. Undergraduate students are qualifiedfor membership if they meet one of the follow-ing criteria: 1) upperclassmen who havecompleted at least two years of college math-ematics, including calculus, with at least a Baverage and who are in the top third of theirclass in general college work; 2) sophomores,majoring in or intending to major in mathemat-ics, who have completed at least three semes-ters of college mathematics, including oneyear of calculus, with a straight A record andwho are in the top quarter of their class ingeneral college work.

Note regarding mathematics and sciencemajors: Most frequently, prospective math-ematics or science majors elect MA111 in thefall semester and 113 in the spring semester oftheir first year. Prospective mathematics orscience majors with weak preparation in math-ematics may choose to take MA105 in the fallsemester followed by 111 in the spring. First-year students with advanced placement whotake MA113 in the fall should register for 200at the same time if they plan to continue into202 in the spring.

Students interested in learning how to usecomputers to solve problems in the quantita-tive disciplines should consider the courses:CS102A, 103, 106, and MS104.

MA 100. QUANTITATIVE REASONING 3Study of practical arithmetic and geometry, datagathering and analysis, introductory probability andstatistics, size and bias in sampling, hypothesistesting, confidence intervals and their use in statisti-cal analysis, linear relationships, interpolation andextrapolation, correlation, linear and exponentialgrowth with practical applications. The course isprimarily intended to fulfill the first part of the quanti-tative reasoning requirement (QR1). Prerequisite:placement by department or permission of instructor.

The Department

NOTE: Courses numbered MS104, MC115, 302,306, 316, and MA101 through MA382 have as aprerequisite QR1 or permission of the department.

MA 101. ELEMENTARY MATHEMATICALMODELING 3

An introduction to mathematical topics applicable inbusiness, behavioral and social sciences. Finite setsand counting principles, systems of linear equations,matrices, linear programming, probability and statis-tics. Offered fall semester. (Fulfills QR2 requirement.)

The Department

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MA 102. MATHEMATICS IN CONTEXT 3A set of courses exploring interesting questions froma variety of disciplines with the aid of mathematics;primarily intended for students seeking to fulfill theCollege’s requirement in Quantitative Reasoning(QR2). Courses including the following are offeredperiodically depending on faculty availability. Astudent may take more than one of these courses forcredit (further options are under development).

A. Statistical Controversies. It is often said thatone can prove anything using statistics. Indeed, thereading of any newspaper or news magazine pre-sents one with bold statements about importanttopics (economic, political, and health issues, etc.)based on statistical studies, together with strongopposition to those statements – in a phrase, statisti-cal controversies. This course aims to study manysuch controversies to try to understand how theyarise, what statistics lie behind them, and how atleast some of them might be avoided by proceedingwith greater care. Intended for students with little orno experience with statistics.

B. Modeling Epidemics. This course usesseveral mathematical techniques for modelingepidemics, including differential equations andstatistical methods.

C. Serious Games: Conflict, Voting and Power.Mathematics is often applied to situations where theplayers (which can be individuals, teams, corpora-tions, or entire nations) have conflicting interests.Players attempt to determine the best course ofaction without knowing what their opponent(s) will do.In this course, students study game theory, a field ofmathematics that was developed to analyze conflictand competition. Game theory can be applied in awide variety of situations, such as choosing a locationto open a business or understanding tactical choicesmade in the Cuban missile crisis and the Yom Kippurwar. In addition to game theory, students exploreother social and political issues susceptible to math-ematical analysis, such as the assessment of thefairness of various voting schemes or the measure-ment of political power.

MS 104. INTRODUCTION TO STATISTICS 4An introduction to fundamental concepts in statisticalreasoning. Students will consider contexts, bothhistorical and modern, in which statistical approachesarose and methodologies developed. Topics consid-ered will include organization and analysis of data,the drawing of inferences from these data, and thecareful presentation of these inferences. Exampleswill be drawn from a variety of disciplines. (FulfillsQR2 requirement.) The Department

MA 105. PRE-CALCULUS MATHEMATICS 4Study of the real number system, elementary func-tions and their graphs, and coordinate geometry.Primarily for students who intend to take calculus butwho have not had sufficient preparation. (Fulfills QR2requirement.) The Department

MA 107. CONCEPTS OF MATHEMATICS 3An introductory course for liberal arts and educationmajors or anyone seeking a general, nontechnicaloverview of mathematics. Topics covered includeset theory, review of number systems, geometryconcepts, basic concerns of probability and statistics,and introductory number theory. (Fulfills QR2 require-ment.) The Department

MA 111. CALCULUS I 4Derivatives, integrals and their applications. Tech-niques of differentiation. Integration and differentia-tion of exponential, logarithmic and trigonometricfunctions. Prerequisite: high school preparationincluding trigonometry or consent of department.(Fulfills QR2 requirement.) The Department

MA 111W. CALCULUS I 4Derivatives, integrals and their applications. Tech-niques of differentiation. Integration and differentia-tion of exponential, logarithmic and trigonometricfunctions. Prerequisite: high school preparationincluding trigonometry or consent of department.(Fulfills QR2 requirement; also fulfills expositorywriting requirement.) The Department

MA 113. CALCULUS II 4Inverse trigonometric functions and hyperbolicfunctions. Systematic study of integration. Seriesand Taylor series. Polar coordinates. Indeterminateforms, L’Hôpital’s rule and improper integrals. Pre-requisite: MA 111 or consent of department. (FulfillsQR 2 requirement.) The Department

MA 113W. CALCULUS II 4Inverse trigonometric functions and hyperbolicfunctions. Systematic study of integration. Seriesand Taylor series. Polar coordinates. Indeterminateforms, L’Hôpital’s rule and improper integrals. Pre-requisite: MA 111 or consent of department. (FulfillsQR2 requirement; also fulfills expository writingrequirement.) The Department

MC 115. INTRODUCTION TO DISCRETEMATHEMATICS 3

An introduction to the study of discrete (as opposedto continuous) mathematical systems. These includesystems that are essential in computer science aswell as in more advanced mathematics courses.Mathematical reasoning and algorithms are funda-mental themes of the course. Topics include logicand sets, complexity of algorithms, computer arith-metic, arrays, mathematical proofs and induction,elementary combinatorics, and discrete probability,graphs, and trees. Prerequisite: high school prepara-tion including intermediate algebra or consent ofdepartment. (Fulfills QR2 requirement.)

The Department

MA 125,126. PROBLEM SOLVING IN MATHEMATICS 1, 1

Introductory level. Students will work collaborativelyon problems posed in various undergraduate math-ematics journals and other sources. Solutions tojournal problems will be submitted to the journaleditors for acknowledgment and possible publication.Problems are taken from all areas of specialty withinmathematics. During fall semesters, students willhave an opportunity to compete in the annual WilliamLowell Putnam Mathematical Competition. Prerequi-site: QR1. Offered S/U only. The Department

MA 200. LINEAR ALGEBRA 4Vector spaces, matrices and linear transformations,determinants, solution of linear equations. Prerequi-site: high school preparation including trigonometry orconsent of department. Offered fall semester. (FulfillsQR2 requirement.) The Department

GM 201. GLOBAL SECURITY IN AN AGE OFINVENTION 3

The evolution of two twentieth-century technologicalachievements, nuclear weapons and digital comput-ing. This course explores the roles of scientists andthe institutions that foster these achievements, andexamines the cooperation of scientists and policymakers who convert these technologies into instru-ments of international politics and global competition.The course is intended to help students understandthe relationships between technological developmentsand selection of policies that shape internationalaffairs. Prerequisites: GO103, QR1, and one course incomputer science or laboratory science. R. DeSieno

MA 202. CALCULUS III 4Multivariable calculus. Prerequisite: MA111, 113, and200 or consent of department. Offered springsemester. The Department

MA 204. PROBABILITY AND STATISTICS 3Elementary probability, discrete and continuousrandom variables, theory of expectation, analysis ofdistribution functions. Prerequisite: MA111 or consentof department. Spring 2001 and alternate years.(Fulfills QR2 requirement.) The Department

MA 214. THEORY OF NUMBERS 3Topics in classical and modern number theoryincluding congruencies, Diophantine equations,quadratic residues. Prerequisite: MA111 or 200 orconsent of department. Spring 2002 and alternateyears. (Fulfills QR2 requirement.) The Department

MA 215. BRIDGE TO ADVANCEDMATHEMATICS 3

An introduction to mathematical proof and to con-cepts of abstract mathematics, including elementarylogic, methods of proof, set theory, functions, andrelations. Prerequisite: one mathematics coursenumbered MA113 or above, or permission of theinstructor. Offered spring semester. The Department

MA 225,226. PROBLEM SOLVING IN MATHEMATICS 1,1

Intermediate level. Students will work collaborativelyon problems posed in various undergraduate math-ematics journals and other sources. Solutions tojournal problems will be submitted to the journaleditors for acknowledgment and possible publication.Problems are taken from all areas of specialty withinmathematics. During fall semesters, students willhave an opportunity to compete in the annual WilliamLowell Putnam Mathematical Competition. Prerequi-site: QR2. Offered S/U only. The Department

MA 270. DIFFERENTIAL EQUATIONS 4An introduction to the theory and applications ofdifferential equations. Prerequisite: MA113 and 200.Offered spring semester. The Department

MA 276. SELECTED TOPICS INMATHEMATICS 3

Topics that complement the established lower levelcourse offerings in mathematics will be selected.Emphasis will be on the nature of mathematicalthought. May be repeated for credit. Offered onsufficient demand. The Department

MC 302. GRAPH THEORY 3An introduction to the theory and applications ofgraphs. Topics may include graphs and digraphs,connectivity, trees, Euler and Hamiltonian cycles, andgraph embeddings. Prerequisite: MC115 or MA200 orpermission of instructor. Fall 2000 and alternateyears. The Department

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MA 303. ADVANCED CALCULUS 4Rigorous treatment of foundational issues in analysis.Topics may include set theory, the real numbersystem, sequences, series, limits and continuity,theory of differentiation and integration, and elemen-tary notions of topology. Prerequisite: MA113 and215 or consent of the department. Offered fallsemester. The Department

MC 306. THEORY OF COMPUTATION 3A study of the major theoretical models of computa-tion. Topics include automata, nondeterminism,regular and context-free languages, Turing machines,unsolvability, computational complexity, and NP-completeness. Prerequisite: MC115 and CS106, orpermission of instructor. The Department

MA 309. ELEMENTS OF MODERN GEOMETRY4Study of various topics in modern geometry, withemphasis on the axiomatic method. Fall 2000 andalternate years. Prerequisite: MA113 and 215 orconsent of instructor. The Department

MA 310. HISTORY OF MATHEMATICS 3Study of the development of mathematical ideas.Prerequisite: MA113 and 215 or permission of theinstructor. Offered on sufficient demand.

The Department

MA 311. DIFFERENTIAL GEOMETRY 3An introduction to differential geometry in a classicalsetting: the study of n-surfaces, embedded in Euclid-ean space. Offered on sufficient demand. Prerequi-site: MA200, 202, 215, or consent of the department.MA270 recommended. The Department

MA 313. INTRODUCTION TO TOPOLOGY 3Selected topics in topology such as metric spaces,point set topology of Euclidean spaces, introductionto algebraic topology. Prerequisite: MA113 and 215or consent of the department. Spring 2001 andalternate years. The Department

MC 316. NUMERICAL ALGORITHMS 3An introduction to using computation to obtain ap-proximate solutions to mathematical problems. Avariety of algorithms are studied, as are the limita-tions of using computational methods. Topics includealgorithms for solving equations, systems, anddifferential equations; approximating functions andintegrals; curve fitting; round-off errors and conver-gence of algorithms. Prerequisites: CS106 andMA111 or permission of instructor. Offered in 2001and alternate years. The Department

MA 319. ALGEBRA I 4Survey of algebraic structures; groups, rings, fields,vector spaces, and linear transformations. Prerequi-site: MA200 and 215 or consent of the department.Offered fall semester. The Department

MA 320. ALGEBRA II 3Selected topics in advanced algebra. Prerequisite:MA319 or consent of department. Spring 2002 andalternate years. The Department

MA 323. REAL ANALYSIS 3Selected topics in real analysis. Prerequisite: MA303or consent of department. Spring 2002 and alternateyears. The Department

MA 324. COMPLEX ANALYSIS 3Analytic functions, complex integration, complexsequences and series, and conformal mapping.Prerequisite: MA303 or consent of department.Spring 2001 and alternate years. The Department

MA 325, 326. PROBLEM SOLVING IN MATHEMATICS 1,1

Advanced level. Students will work collaboratively onproblems posed in various undergraduate mathemat-ics journals and other sources. Solutions to journalproblems will be submitted to the journal editors foracknowledgment and possible publication. Problemsare taken from all areas of specialty within mathemat-ics. During fall semesters, students will have anopportunity to compete in the annual William LowellPutnam Mathematical Competition. Prerequisite:QR2. Offered S/U only. The Department

MA 371, 372. INDEPENDENT STUDY 3, 3Special study in mathematics outside the regulardepartment offerings. Prerequisite: consent of depart-ment. The Department

MA 376. SEMINAR 3Research, discussion, and presentation of selectedtopics at an advanced level, to provide a capstoneexperience for the mathematics major; primarilyintended for seniors. Prerequisites: MA303 and 319or consent of the department. This course may berepeated for credit with permission of the department.

The Department

MA 381, 382. SENIOR THESIS 3, 3Optional for mathematics majors. Recommended forthose working toward professional careers or gradu-ate study in mathematics, and required for thoseseeking to satisfy the criteria for departmentalhonors. The Department

MA 399. INTERNSHIP IN MATHEMATICS 3 or 6Professional experience at an advanced level forjuniors and seniors with substantial academicexperience in mathematics. With faculty sponsorshipand departmental approval, students may extendtheir educational experience in pure or appliedmathematics. This course may not be used to satisfythe requirements of any major or minor in thedepartment. Prerequisites: MA200, two additionalcourses in mathematics numbered 115 or higher, andpermission of the department. Non-liberal arts.

Music

Chair of the Department of Music: RichardHihn, D.M.A

Professor: Charles M. Joseph, Ph.D., KenanProfessor of Liberal Arts

Associate Professors: Thomas Denny, Ph.D.;Anthony Holland, D.M.A.; Gordon R.Thompson, Ph.D.; Deborah Rohr, Ph.D.

Artists-in-Residence: Pola Baytelman, D.M.A.;Joel Brown, M.M.; Richard Hihn, D.M.A.; AnneTurner, M.M.; John Nazarenko, M.S.; JanVinci, D.M.A.

Lecturers: *Yacub Addy; *Ann Alton, D.M.A.;*Christopher Brubeck; *Veena Chandra, M.M.;*Nancy Jo Davidsen, B.A.; *Carol Ann Elze,B.A.; *Michael Emery, M.M.; *Mark Foster,B.M.; Andrea Goodman, D.M.A.; *Gene MarieGreen, B.M.; *Elizabeth Huntley. M.M.; *EricLatini, B.M.; *Patrice Malatestinic, M.M.; *Su-san Martula. M.M.; *David Rives, D.M.A.;*Rich Syracuse, B.A.; *Benjamin Van Wye,D.M.A.; *Mark Vinci

Accompanists: * Michael Clement, B.M.; CarolAnn Elze, B.A.; *Patricia Hadfield, B.M.

The Department of Music offers courses infour areas of musical study: music technology,musicology (ethnomusicology as well as musichistory and literature), performance, andtheory-composition. Courses are offered tomeet the needs of music majors and minorsand students whose concentration lies inanother discipline.

THE MUSIC MAJOR: Students majoring inmusic receive a bachelor of arts degree.Students contemplating a major should consultas early as possible with the department chairand with an instructor in the musical area ofgreatest interest to formulate a course of study.

Students majoring in music are required tocomplete the following: (1) MU151, 152, 251,252, normally to be completed by the end ofthe sophomore year; (2) MU208 and 255; (3)any two MU surveys chosen from: MU304,306, 307, 309, 312, 314, 315, 316, 317, 318,320; (4) two Junior Seminars (MU344 and/or345); (5) MU363; (6) eight semester hours ofprivate musical instruction in one area ofperformance (MP281, 281H, 282, 282H, 283,283H, 284, 284H); and (7) four semester hoursof ensembles selected from course offeringslisted under Skidmore Ensembles.

To enroll in MU151, students must pass adiagnostic exam administered during thefirst week of the fall semester. The departmentstrongly urges majors to acquire keyboardskills as early as possible in their musicalstudies. Before enrolling in MU251, studentsmust demonstrate keyboard proficiency bypassing a departmental exam or by success-fully completing MP197. Students lacking therequired proficiency must enroll in MP197concurrently with MU251.

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During the spring semester of the junior year,each music major will meet with a committeeof the department faculty. These interviews willconsist of: (1) a comprehensive oral review ofall course work completed; (2) a discussion ofcurricular options for the senior year, includingrecommended course work and possibleindependent study, composition, recital orthesis projects.

HONORS: Departmental honors for seniormusic majors are recommended on thebasis of a distinguished academic career docu-mented by department GPA (3.5 or higher forall work in MP courses; 3.5 or higher for all workin MU courses), faculty recommendation, and ahigh level of accomplishment on a departmentapproved senior project (recital, thesis, compo-sition, or music-technology project).

THE MUSIC MINOR: Students are required tocomplete the following: (1) MU151, 152; (2)MU208; (3) two additional MU offerings fromthe following: MU100, 103, 106, 220, 255, 304,306, 309, 312, 314, 315, 316, 317, 318, 320,344, 345, and all LS II and LS III coursestaught by Music Deparment faculty; (4) sixsemester hours of private musical instructionin one area of performance (MP281, 281H,282, 282H, 283, 283H); (5) three semesterhours of ensemble selected from course offer-ings listed under Skidmore Ensembles.

PRIVATE INSTRUCTION IN MUSICALPERFORMANCE: Private instruction ininstrumental or vocal performance is availableto all students on an audition/interview basisand as studio space permits. The fee forprivate instruction is $440 per semester forforty-five-minute lessons, $585 per semesterfor one-hour lessons. Students majoring inmusic are exempt from these fees during theirfour required semesters of private instruction.

MUSICOLOGY

MU 100. INTRODUCTION TO MUSIC 3An introduction to concepts of musical style andstructure in compositions representative of differenthistorical periods with an aim to deepen the musicallistening experience. Examination of the relationshipof music to the humanities. Primarily for nonmajors.(Fulfills the arts-B component of the breadth require-ment.) The Department

MU 103. THE SYMPHONY 3Major symphonic works from Haydn, Mozart, andBeethoven to Brahms, Mahler, and composers of thetwentieth century. (Fulfills the arts-B component ofthe breadth requirement.) The Department

MU 106. GREAT COMPOSERS † 3A course focused on the music of one or two greatcomposers. Recent offerings have included Mozart,Bach, Debussy and Ravel, and Schubert. (Fulfills thearts-B component of the breadth requirement.)

T. Denny

MU 205. SPECIAL STUDIES IN MUSIC 3LITERATURE † The Department

MU 208. MUSIC AND CULTURE 3An intercultural introduction to music as culture.Topics include voice types, instrument categoriza-tions, pitch and time systems, musical structure,transcription/notation, and ethnography.Prerequisite:MU151 (or current enrollment in MU151) or permis-sion of instructor. (Fulfills the arts-B component ofbreadth requirement; meets expository writing re-quirement for students who placed at EN105 level orwho have completed EN103.) G. Thompson

MU 220. BRITISH ROCK AND POPULARMUSIC IN THE 1960S 3

An introduction to the musicians and musical styles ofBritish rock and roll and pop music in the 1960s.Subjects will include the antecedents of British rock,the social contexts in which it flourished, and theevolution of the musical styles and forms in thismilieu. (Fulfills the arts-B component of the breadthrequirement.) G. Thompson

MU 304. AMERICAN MUSIC 3A survey of American music from its beginnings to itscontemporary developments; includes study of theinfluence of folk music, jazz, and rock upon themainstream of American musical life. (Fulfills the arts-B component of the breadth requirement.) C. Joseph

MU 306. HISTORY OF JAZZ IN AMERICA 3A study of the evolution of jazz in America from itsroots in various types of black folk music to its even-tual emergence as an eclectic, contemporary artform. Special emphasis will be placed on the socio-logical implications of jazz as a genre of serious blackmusic. Some consideration may be given to gospel,soul, and rock music, all of which are close relativesof jazz. Prerequisite: MU101, equivalent knowledgeof music notation and theory, or permission ofinstructor. T. Denny

MU 307. MUSIC AND SOCIETY 3An introduction to interdisciplinary approaches to thestudy of music including the sociology, anthropology,and psychology of music. These approaches will beapplied in selected areas such as education, religion,non-Western music, and popular music. (Fulfills arts-B component of breadth requirement.) G. Thompson

MU 309. MUSIC IN SOUTH ASIA 3An examination of the major musical phenomena ofthe Indian subcontinent and their historical andcultural background. Topics include Hindustani andKarnatak classical musical styles, religious music,popular music, and selected regional genres. Prereq-uisite: MU 101 or permission of instructor. (Fulfillsnon-Western culture requirement.) G. Thompson

MU 312. A HISTORY OF AFRICAN-AMERICANMUSIC 3

An examination of the role, development, and perfor-mance of African-American music. Aspects of itshistory and style are traced beginning with its Africanheritage and continuing from its newly found home inthe colonial era into the contemporary period.

The Department

MU 314. MUSIC IN THE MIDDLE AGES ANDRENAISSANCE 3

Major compositional genres and stylistic trends inWestern music from its beginnings through thesixteenth century. Prerequisite: MU152 or consent ofinstructor. D. Rohr, T. Denny

MU 315. MUSIC IN THE BAROQUE AND PRE-CLASSICAL ERAS 3

A survey of major compositional genres and stylistictrends in Western music from about 1600 to 1750.Prerequisite: MU152 or consent of instructor.

C. Joseph

MU 316. MUSIC IN THE CLASSICAL ANDROMANTIC ERAS 3

A survey of the major compositional genres andstylistic trends in Western music from 1750 to 1900.Prerequisite: MU152 or consent of instructor.

T. Denny

MU 317. MUSIC IN THE TWENTIETH CENTURY3Beginning with the major composers of the turn of thecentury, such as Debussy, Mahler, and Ives, thecourse examines the important trends before 1950:impressionism, neoclassicism, and twelve-tonetechnique; also more recent developments in elec-tronic, serial and “theater” music. Prerequisite:MU152 or consent of instructor. C. Joseph

MU 318. MUSIC IN SUBSAHARAN AFRICA 3A survey of traditional music in SubSaharan Africawith emphasis on performance practice and the roleof music within the society. Topics to be coveredinclude the study of families of instruments, rhythmand groups, such as the women singers of theSudan. (Fulfills non-Western culture requirement.)

The Department

MU 319. TOPICS IN MUSICOLOGY † 3Selected topics and issues in musicology, to beannounced when offered. Prerequisite: Consent ofinstructor. The Department

MU 320. POPULAR MUSIC IN THE AGE OFROCK AND ROLL 3

A selective survey and analysis of the musical forms,styles, and figures associated with rock and roll in the1950s and 1960s. Included is a discussion of themusical antetypes of rock and the impact and importof sociocultural and technological change on thepopular music of this era. Class involves extensivelistening assignments, musical analyses, and essays.Prerequisite: MU101, equivalent knowledge of musicnotation and theory, or permission of instructor.

G. Thompson

MU 321. MUSIC IN EAST ASIA 3An introduction to the traditional dramatic, court,religious, and chamber musics of China, Korea, andJapan with reference to the historical and culturalcontexts of performance and the development of theirinterrelated theory systems. Prerequisite: MU101 orpermission of instructor. (Fulfills non-Western culturerequirement.) G. Thompson

THEORY-COMPOSITION

MU 101. RUDIMENTS OF MUSIC 3An introduction to musical notation, sightsinging andear training, and rudimentary concepts of musictheory. Mastery of this material is a prerequisite tofurther study in music theory (MU151), some areas ofperformance, and other courses. Open to studentswith no prior musical experience. (Fulfills arts-Bcomponent of breadth requirement.) Non-liberal arts.

The DepartmentMU 107. AURAL SKILLS † 1Development of ear training skills by means ofexercises in singing (prepared and at sight) and auralanalysis (including dictation). Will require extensivepractice outside of class and performance in class.Prerequisite: MU101; or completion or currentenrollment in MU151; or permission of the instructor.Non-liberal arts. A. Turner† This course may be repeated for credit at the

discretion of the department.

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MU 151, 152. MATERIALS AND STRUCTURESOF WESTERN MUSIC I 3, 3

An exploration of fundamental compositional tech-niques of Western European music literature from theMiddle Ages through the Baroque, viewed within ahistorical context. Analytical and compositionalprojects utilizing the compositional techniques ofeach stylistic period. Correlative studies in sight-singing and ear training. (Fulfills arts-B component ofbreadth requirement.) D. Rohr, C. Joseph

MU 251, 252. MATERIALS AND STRUCTURESOF WESTERN MUSIC II 3, 3

An exploration of compositional techniques ofWestern European music literature from 1750 to thepresent, viewed within an historical context. Empha-sis placed upon structural analysis of selectedrepresentative works from the Classic, Romantic, andContemporary literature. Analytical and compositionalprojects designed to further the understanding of thestylistic techniques of each period. Advanced studiesin sightsinging and ear training. Prerequisite: Key-board proficiency or concurrent enrollment inMP197. C. Joseph, D. Rohr

MU 255. MUSIC TECHNOLOGY I:INTRODUCTION TO ELECTRONICMUSIC, COMPOSITION, ANDRECORDING STUDIO TECHNIQUES 3

Introduction to basic music technology, electronicmusic, and professional recording studio techniquesand equipment. Study of elementary acoustics, MIDI,synthesizers, microphones, analog and digital multi-track recording, sound mixing, and processing.Introduction to works in various styles by establishedelectronic composers. Weekly studio/lab work.Prerequisites: ability to read music and QR1. (FulfillsQR2 requirement.) Studio fee: $35. A. Holland

MU 353. MUSIC TECHNOLOGY II: ADVANCEDELECTRONIC MUSIC, COMPOSITION,AND RECORDING STUDIOTECHNIQUES 3

Development of original compositions usingadvanced studio techniques. Areas of study includeadvanced MIDI projects, computer algorithms forcomposition and sound synthesis, synthesizerprogramming, audio (SMPTE) and video (VITC) timecode synchronization, digital sampling, digital multi-track recording, automated digital mixing, digitalmastering for compact disk, and audio for video.Study of works in various styles by establishedelectronic composers. Weekly studio/lab work.Prerequisite: MU255 or permission of instructor.Studio fee: $35. A. Holland

MU 354. ANALYSIS OF TONAL MUSIC 3Development of analytical techniques relevant tomusic of the tonal era. Prerequisite: MU252 orconsent of instructor. C. Joseph

MU 355. ORCHESTRATION 3Study of the capabilities of orchestral instruments andways they may be combined. Detailed examination ofscores. Orchestration projects. Prerequisite: MU252or consent of instructor. A. Holland

MU 356. TONAL COUNTERPOINT 3Study of the contrapuntal style of J. S. Bach and hiscontemporaries. Analysis and writing of inventions,chorale preludes, and fugues. Prerequisite: MU252 orconsent of instructor. C. Joseph

MU 357, 358. COMPOSITION 3, 3Writing in smaller forms for various media. Prerequi-site: MU252 or consent of instructor. A. Holland

MU 359, 360. ADVANCED COMPOSITION 3, 3Continuation of MU357, 358 including writing in largerforms. Prerequisite: MU357, 358 or consent ofinstructor. A. Holland

MU 361. TOPICS IN RECORDINGENGINEERING AND COMPUTERMUSIC TECHNOLOGY † 3

The study and practical application of advancedmusic technology topics chosen at the discretion ofthe instructor. Topics may include advanced MIDIapplications; recording engineering, production, andmarketing; digital synthesis, recording, and editing;intelligent synchronization; programming languagesfor synthesis and studies in psychoacoustics. Coursemay be repeated for credit with the permission of thedepartment. Prerequisites: MU255, 353. Studio fee:$35.Non-liberal arts. A. Holland

SEMINARS AND INDEPENDENT PROJECTS

MU 299. PROFESSIONAL INTERNSHIP INMUSIC † 3

Internship opportunity for students whose curricularfoundations and cocurricular experience haveprepared them for professional work related to themajor field. With faculty sponsorship and departmentapproval, students may extend their educationalexperience into such areas as arts administration,recording, and archival work. Prerequisite: Permis-sion of the supervising faculty member and approvalby the department. Non-liberal arts.

MU 344, 345. JUNIOR SEMINAR † 3, 3Specialized studies in topics to be announced eachsemester. Primarily for juniors and qualified sopho-mores. Prerequisite: MU152 or permission of instruc-tor. (The topic “Music of North India” fulfillsnon-Western culture requirement.) The Department

MU 363. SENIOR SEMINAR 3Offered in the fall semester. Advanced group studyof a topic to be identified by the department in thepreceding spring semester. Intensive work on indi-vidual research, which may serve as the foundationfor a Senior Project or Thesis. Preliminary discussionof the self-determined research area will begin in thepreceding spring semester.

MU 371, 372. INDEPENDENT STUDY † 3, 3An opportunity for qualified students to pursueindependent study, under the supervision of a mem-ber of the department, in any field of music. Prereq-uisite: Consent of the instructor and approval of thedepartment. The Department

MU 373. SENIOR THESIS 3Independent study and research culminating in anextensive paper and an oral symposium presentation.Thesis proposal must be submitted for departmentalapproval by November 15 of the senior year. Prereq-uisite: MU363. The Department

MU 374. SENIOR COMPOSITION PROJECT 3Independent creative project culminating in one ormore compositions and an oral symposium presenta-tion (with performance, if possible). Project proposalmust be submitted for departmental approval byNovember 15 of the senior year. Prerequisite:MU363. Non-liberal arts. The Department

MP 375. SENIOR RECITAL 3Independent study and musical preparation culminat-ing in a public recital, a written discussion of therepertoire performed, and an oral symposium presen-tation regarding some aspect of the recital. Includesweekly one-hour lessons. Approval for presentingsenior recitals is determined by audition, normallyheld in the semester preceding the recital before thedepartment faculty. Students may not enroll concur-rently for MP Private Instruction. Prerequisite:MU363, may be taken concurrently Lesson fee:$585.Non-liberal arts.

MU 376. SENIOR PROJECT IN MUSICTECHNOLOGY 3

Independent project culminating in a substantialproduct in an appropriate medium and format, and anoral symposium presentation. Project proposal mustbe submitted to the chair for departmental approvalby November 15 of the senior year. Prerequisite:MU363. Non-liberal arts. The Department

MU 399. PROFESSIONAL INTERNSHIP INMUSIC 3, 6, 9

Professional experience at an advanced level forjuniors and seniors with substantial academic andcocurricular experience in the major field. With facultysponsorship and department approval, students mayextend their educational experience into such areasas arts administration, recording, and archival work.Prerequisite: Previous study related to the area of theinternship experience. Permission of the supervisingfaculty member and approval by the department.Non-liberal arts.

PERFORMANCE

The following courses may be applied towardfulfillment of the visual and performing artsrequirement for the Class of 2000.

MP 181, 182, 183, 184, 185, 186, 187, 188.CLASS STUDY OF VOICE 1, 1

Use of the singing voice. Study and application of theprinciples and techniques of singing: breathing, toneproduction, resonance and diction, pronunciation,articulation, intonation, attack of tone, legato andsostenuto, flexibility, dynamics, and phrasing.Repertory chosen to illustrate different stylisticperiods. Students participate in a recital at the end ofthe semester. (MP181 and 182 fulfill arts-A compo-nent of breadth requirement.) N. Davidsen

MP 191. CLASS STUDY OF PIANO 2For students with no special background in music orpiano. Emphasis is on reading skills and develop-ment of keyboard technique. Fundamental conceptsof music theory (rhythm, intervals, scales, chords,keys) will be included. (Fulfills arts-A component ofbreadth requirement.) Non-liberal arts.

P. Baytelman, R. Hihn

MP 193. CLASS STUDY OF GUITAR 2For those with little or no guitar experience, thiscourse is designed to prepare the student for privatelessons. The course covers all aspects of guitartechnique including scales, arpeggios, chords, andright hand styles. Musicianship skills including noteand rhythm reading will be stressed. Each studentmust provide her or his own acoustic guitar. (Fulfillsarts-A component of breadth requirement.) Non-liberal arts. J. Brown

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MP 195. CLASS STUDY OF JAZZ PIANO 2Study of jazz piano voicings, scales, and modes forimprovisation. Left-hand chording patterns, harmonicstructures, and accompanying scales will be empha-sized. Other areas of study will include diatonic andchromatic voice leading, phrasing and solo develop-ment, functional harmony, bass lines, and solo jazzpiano technique. Class will read selected jazz chartsand listen to and analyze contemporary and historicaljazz pianists. (Fulfills arts-A component of breadthrequirement.) Non-liberal arts. J. Nazarenko

MP 197. KEYBOARD SKILLS 1Application of fundamental theoretical concepts at thekeyboard. Functional skills to include control ofsimple diatonic and chromatic chordal harmony,independent voicing, modal and scalar patterns,elementary transposition and sight-reading. Coursematerials are keyed to concepts covered in MU151and 152. Successful completion of MP197 will satisfythe department’s keyboard proficiency requirementfor all music majors. Prerequisite: MU151 or permis-sion of instructor. P. Baytelman, R. Hihn

MP 198. CLASS STUDY OF INSTRUMENTALPERFORMANCE 1

Group instruction in instrumental performance areas,including jazz improvisation, not covered by MP181-188 or 191-197. To be announced when offered.Permission of instructor required.

MP 281, 282, 283, 284, 381, 382, 383, 384.PRIVATE MUSICAL INSTRUCTION 2, 2

Individual forty-five-minute weekly instruction invoice, piano, harpsichord, organ, fortepiano, guitar,orchestral instruments, sitar, tabla, and jazz improvi-sation. Prospective students accepted by audition /interview. (Fulfills non-Western culture requirementwhen the sitar and tabla are the instruments ofinstruction; MP281 fulfills arts-A component ofbreadth requirement.) The fee for forty-five-minuteprivate instruction is $440 per course.

MP 281H, 282H, 283H, 284H, 381H, 382H, 383H,384H.PRIVATE MUSICAL INSTRUCTION 2, 2

Individual sixty-minute weekly instruction in voice,piano, harpsichord, organ, fortepiano, guitar, orches-tral instruments, sitar, tabla, and jazz improvisation.At least one semester of sixty-minute lessons isrequired for any student preparing a full recital.Prospective students accepted by audition /interview.(For Class of 2000 only: fulfills non-Western culturerequirement when the sitar and tabla are the instru-ments of instruction.) The fee for sixty-minute privateinstruction is $585 per course.

MP 385. CONDUCTING 3Basic techniques of orchestral and choral conducting.Prerequisite: MU 152. A. Holland

SKIDMORE ENSEMBLES

The following courses may be applied toward fulfill-ment of the visual and performing arts requirementfor Class of 2000.

MP 271, 272. STUDIO PIANO ACCOMPANYING † 1, 1Piano accompaniment of vocal and instrumental reper-tory; sight reading; discussion of style and performancepractices; experience in public performance. Open byaudition. Non-liberal arts. R. Hihn

MP 273. OPERA/MUSICAL THEATERWORKSHOP † 1

A course/performing ensemble designed to equip singerswith acting and movement skills for the stage. Classesand rehearsals will culminate in public performance ofscenes or complete works from the opera/musical theaterrepertoire. Open by audition and interview only. (Fulfillarts-A component of breadth requirement.) Non-liberalarts. A. Turner

MP 275, 276. SMALL JAZZ ENSEMBLE † 1,1Jazz improvisation and performance in a small combosetting. Open by audition. (MP275 fulfills arts-A compo-nent of breadth requirement.) Non-liberal arts.

J. Nazarenko

MP 277, 278. VOCAL CHAMBER ENSEMBLE † 1,1A select ensemble, drawn from members of the SkidmoreCollege Chorus, performing a wide range of repertoirefrom all periods, including madrigals, part-songs, choralworks, and operatic ensembles. Limited to twelve singers;open by audition only.

MP 279, 280. WEST AFRICAN DRUM ENSEMBLE †1,1

An ensemble devoted to the performance of traditionaldrum music from Ghana. (For Class of 2000 only: fulfillsnon-Western culture requirement; MP279 fulfills arts-Acomponent of breadth requirement.) Fee: $50. Non-liberalarts. Y. Addy

MP 285, 286. SKIDMORE GUITAR ENSEMBLE † 1, 1An ensemble devoted to the performance of classicalguitar music in combination with other instruments andvoice. Open by audition only. (MP285 fulfills arts-Acomponent of breadth requirement.) Non-liberal arts.

J. Brown

MP 287, 288. SKIDMORE CHORUS † 1, 1A large ensemble open to men and women singers.Annual tours and invitational concerts provide opportuni-ties to sing major choral works with other colleges anduniversities. Open by audition. (MP287 fulfills arts-Acomponent of breadth requirement.) Non-liberal arts.

MP 289, 290. SKIDMORE ORCHESTRA † 1, 1One three-hour rehearsal per week. Open by audition.(MP289 fulfills arts-A component of breadth requirement.)

A. Holland

MP 293, 294. SKIDMORE JAZZ ENSEMBLE † 1, 1One two-hour rehearsal per week. Open by audition.(MP293 fulfills arts-A component of breadth requirement.)

M. Vinci

MP 295, 296. SKIDMORE COLLEGIUM MUSICUM †1, 1

An ensemble devoted to the performance of early andrarely-heard music, using replicas of authentic instru-ments of the Renaissance. Open by audition.

MP 297, 298. CHAMBER MUSIC † 1, 1Qualified students in piano, harpsichord, strings andwoodwinds may participate in smaller ensembles: trios,quartets, quintets, etc. Open by audition. (MP297 fulfillsarts-A component of breadth requirement.)

M. Emery, G.M. Green, J. Vinci

Philosophy

Chair of the Department of Philosophy andReligion: Reginald Lilly, Ph.D.

Philosophy Faculty:

Associate Professors: Eric J. Weller, Ph.D.;Joel R. Smith, Ph.D.; Francisco Gonzalez,Ph.D.; Reginald Lilly, Ph.D.

Assistant Professor: Suma Rajiva, Ph.D.

Visiting Assistant Professor: Brian Schroeder,Ph.D.

The earliest endeavors of the Western intellec-tual tradition were concerned with understand-ing nature, understanding the humanencounter with the divine, understandinghuman nature, and understanding the whole—the cosmos —within which each of theseencounters occurred. Accordingly, philosophyand religion were among the central concernsof intellectual life, and indeed the first academywas a philosophical institution that broughtthese endeavors under one ‘roof.’ Thus theDepartment of Philosophy and Religion hark-ens to a mission that quite literally was at thehistorical origin of the academy (indeed, ofWestern civilization) and proves, no less todaythan 2,500 years ago, to be an animatingprinciple of intellectual life and culture. Todaythis traditional mission has been broadened toinclude philosophy and religion as they havedeveloped in East Asia and South Asia.

Given this broad mission and the inherentdifficulty of accomplishing it, we see the follow-ing objectives as crucial: the development ofcritical, analytical habits of mind in our stu-dents through the close reading of major worksin the history of philosophical and religiousthought and contemporary reflections uponthem; the development of communicativeskills—both oral and written—that produce theself-confidence to engage in sustained exami-nation of difficult ideas, through classroomengagement in discussion and extensivewriting assignments, whether through essayexaminations, response papers, journals, termpapers, extensive research papers, or seniortheses; the development of a sense of con-text—historical and conceptual—that savescritical analysis from becoming historicallyirrelevant or idle logic-chopping, through therequirement that all courses be grounded inand make ready reference to the historicalintellectual concerns of the two disciplines; thedevelopment of the capacity to synthesizeideas and to create new wholes in response tonew (and/or renewed) intellectual concernsthrough assignments that engage studentswhere they are in their own lives, while recog-nizing that this entails sharing the responsibil-ity for the choice of those assignments with thestudents themselves as epitomized in theSenior Thesis course; and the development ineach student of a critical appreciation of her orhis own intellectual growth through the buildingof a portfolio of essays and term and researchpapers written under the direction of the de-partment faculty and accumulated from themoment of declaration of the major through thesenior capstone experience.

† This course may be repeated for credit at thediscretion of the department.

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THE PHILOSOPHY MAJOR: Minimal require-ments for a major in philosophy are the gen-eral College requirements, plus nine coursesin philosophy, including PH203, 204, either206 or 207, 329, 375, and PR200. The remain-ing three courses must be chosen from 300-level philosophy offerings (PH or PR). At leastfive of the total courses for the major must beat the 300 level, with at least two at the 300level taken in the senior year. Courses musttotal at least thirty credit hours.

INTERDEPARTMENTAL MAJORS: Inconjunction with the relevant departments, theDepartment of Philosophy and Religion offersmajors in biology-philosophy, economics-philosophy, English-philosophy, government-philosophy, and history-philosophy. SeeInterdepartmental Majors.

HONORS: Majors are encouraged to write athesis in the second semester of their senioryear. A grade of A- or better on such a thesisis required for departmental honors.

Courses in religion are offered in the Depart-ment of Philosophy and Religion as electivesfor the entire student body and may counttoward a major in religious studies but may notbe counted toward a philosophy major.

THE PHILOSOPHY MINOR: Requirements fora minor in philosophy are PH203, 204, andPR200, plus three additional courses in phi-losophy at least two of which must be at the300 level. The philosphy minor must total atleast eighteen credit hours.

PH 103. INTRODUCTION TO PHILOSOPHY 4A study of some of the basic questions of philosophysuch as: the nature of the self and one's relation toothers, the value and meaning of existence, thestatus and extent of knowledge, and the nature ofreality. Selections from both classical and contempo-rary authors are read and discussed. Open to first-and second-year students only. (Fulfills society-Bcomponent of breadth requirement.) The Department

PR 200. RESEARCH METHODS 1Introduction to research methods in philosophy andreligious studies. Topics will include identifying andfocusing a research topic, conducting library re-search, using correct scholarly form, and maintainingacademic integrity. Required for majors and minors inphilosophy and religious studies; open to others bypermission of the instructor. The Department

PH 203. HISTORY OF PHILOSOPHY: GREEKPHILOSOPHY 3

A basic grounding in the history of Western philoso-phy through reading and discussion of selectedworks of Plato and Aristotle. (Fulfills society-B com-ponent of breadth requirement.) F. Gonzalez

PH 204. HISTORY OF PHILOSOPHY:EARLY MODERN 3

A study of the ideological foundations of the modernworld as developed in the period from the Renais-sance through Kant. Discussion will concentrate onmetaphysics and epistemology, covering such topicsas the debates between dualism and materialism andbetween rationalism and empiricism. Will includereadings from such philosophers as Hobbes,Descartes, Spinoza, Leibniz, Locke, Berkeley, Hume,and Kant. (Fulfills society-B component of breadthrequirement.) F. Gonzalez, S. Rajiva

PH 206. CRITICAL REASONING 3An introduction to the principles and methods ofinformal logic including the study of fallacies, induc-tive forms of reasoning, syllogistic logic, and criticalwriting. Emphasis will be placed on learning theseskills and techniques through practical application toeveryday issues. The Department

PH 207. LOGIC 4A study of the principles and methods of modernlogic for determining the validity and invalidity ofarguments and a discussion of the philosophicalbasis and use of those principles. (Fulfills QR2requirement.) The Department

PH 210. AESTHETICS 3A study of the aesthetic dimension of life in relation tothe artist, the art object, the audience, and humanexperience in general. Several important and diversetheories of the aesthetic will be analyzed, discussed,and used in examining examples of art. Prerequisite:one course in philosophy, or a course in one of thearts, or permission of the instructor. (Fulfills art-Bcomponent of breadth requirement.) The Department

PH 215. BUDDHIST PHILOSOPHY 3An introduction to selected themes, schools, andthinkers of the Buddhist philosophical tradition inIndia, Tibet, China, and Japan. Buddhist metaphysicsand ethics are examined with reference to the natureof reality and the person, causality and action,wisdom and compassion, emptiness and nihilism.Comparisons are made to Western philosophers,especially regarding the Buddhist critique of sub-stance and the Buddhist ideal of compassionateopenness to the world. Offered alternate years.(Fulfills non-Western culture requirement.) J. Smith

PH 230. TOPICS IN PHILOSOPHY 3The study of a selected topic in philosophy.

A. Philosophy of ScienceB. Philosophy of EducationC. Medieval PhilosophyD. Environmental EthicsE. Bio-Medical Ethics

Course may be repeated with a different topic.(Fulfills society-B component of breadth require-ment.) The Department

PH 303. ETHICS 4A critical examination of the nature and principles ofsome of the major ethical theories proposed in thehistory of Western thought. Theories studied mayinclude virtue ethics, natural law, deontologicalethics, social contract, and utilitarianism. The coursemay also include some consideration of the applica-tion of the theories studied to selected contemporarymoral issues. Prerequisite: one course in philosophyor permission of instructor. Offered alternate years.

The Department

PH 304. SOCIAL-POLITICAL PHILOSOPHY 4A study of the nature of political community and ofsocial institutions. Topics to be discussed include thenature and purposes of political community, therelation of ethics to political life and social institutions,the notions of equality, liberty, power, and justice,and the nature of rights. Prerequisite: one course inphilosophy or permission of instructor. Offeredalternate years. The Department

PH 306. NINETEENTH-CENTURYCONTINENTAL PHILOSOPHY 4

An examination of the philosophy of G. W. F. Hegeland a selected number of nineteenth-century re-sponses to his legacy, such as Schopenhauer, Marx,Kierkegaard, and Nietzsche. Prerequisite: PH204 orpermission of instructor. R. Lilly

PH 307. TWENTIETH-CENTURYCONTINENTAL PHILOSOPHY 4

An examination of a selected number of twentieth-century reponses to Hegel. Representative thinkersinclude Husserl, Merleau-Ponty, Heidegger, Lyotard,and Foucault. Prerequisite: PH204 or permission ofinstructor. R. Lilly

PH 311. EXISTENTIAL PHILOSOPHY 4A study of the central concepts of existential philoso-phy as found in the writings of such thinkers asNietzsche, Heidegger, Sartre, Camus, and Marcel.Concepts such as freedom, facticity, dread, nothing-ness, the absurd, being-for-itself, being-in-itself willbe examined. Prerequisite: PH204 or permission ofinstructor. Offered alternate years. J. Smith

PH 314. PHILOSOPHY OF LAW 3Analysis and discussion of various topics and ap-proaches to the philosophy of law or jurisprudence.Readings may be chosen from classic philosophersas well as from modern legal positivists and realists.Prerequisite: junior or senior standing or permissionof instructor. Offered alternate years. E. Weller

PR 324. PHILOSOPHY OF RELIGION 4An investigation of the fundamental paradoxes ofreligious belief. Questions to be considered willinclude the arguments for the existence of God, theproblem of suffering and evil, the nature of mysticalknowledge, and the rise of modern religious skepti-cism. Prerequisite: one course in philosophy orreligion or permission of instructor. Offered alternateyears. J. Smith

PR 325. JAPANESE RELIGIOUSPHILOSOPHIES 4

A study of selected classical and contemporaryJapanese thinkers who see philosophy as intertwinedwith religious praxis. Emphasis will be on Buddhistthinkers such as Kukai, Dogen, Shinran, and Nishi-tani. Prerequisite: one course in philosophy or religionor permission of instructor. Offered alternate years.(Fulfills non-Western culture requirement.) J. Smith

PR 326. TIBETAN BUDDHISM 4A study of selected classical and contemporaryTibetan thinkers who see philosophy as intertwinedwith religious praxis. The course focuses on theVaj-rayana form of Mahayana Buddhism that is thecentral element in the culture of Tibet, as well as itsMahayana Buddhist background in India. Emphasisis on the central ideas of wisdom, compassion,emptiness, dependent arising, and the two truths insuch thinkers as the Prajhaparamita, Nagarjuna,Candrakirti, and the Dalai Lama. Prerequisite: onecourse in philosophy or religion or permission ofinstructor. Offered alternate years. (Fulfills non-Western culture requirement.) J.Smith

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Physics

Chair of the Department of Chemistry andPhysics: Raymond J. Giguere, Dr. rer. nat.

Physics Faculty:

Associate Professors: David Atkatz, Ph.D.;William J. Standish, Ph.D.

Assistant Professor: Mary Crone, Ph.D.,Charles Lubin Family Professor for Women inScience

Visiting Assistant Professor: GerardoRodriguez, Ph.D.

Teaching Associate: Jill A. Linz, M.S.

THE PHYSICS MAJOR: Students majoring inphysics are required to:

1. Fulfill the general College requirements.

2. Complete the following:

a. a minimum of ten courses in physicsincluding PY207, 208, 210, 341, 345, 346,348, 373 or 374, and two additionalcourses from among PY211, 212, 213,351, 352 or 399.

b. MA111, 113, 200, 202, and 270.

Students planning to pursue graduate workshould also take a two-course sequence inanother lab science.

For a physics major combined with an engi-neering program, see Preparation for Profes-sions: Engineering for additional requirements.

THE PHYSICS MINOR: Students minoring inphysics are required to complete six courses:PY207, 208, 210, and three elective courses inphysics, two of which are at the 300 level.These electives must be approved by thestudent’s physics advisor before they can beapplied toward the minor.

PY 103. PHYSICAL SCIENCE I 4A course designed for the nonscience student.The fundamentals of physics are presented. Applica-tions are made to our common experience. Topicsdiscussed include: gravity, tides, orbits, the propertiesof matter, and musical sounds. Three hours oflecture, two hours of lab a week. Prerequisite:QR1. (Fulfills QR2; qualifies as nature-B [lab] coursefor breadth requirement.) M. Crone, J. Linz

PY 104. PHYSICAL SCIENCE II 4A continuation of Physics103. Topics studiedinclude: electricity, magnetism, light, and atomicenergy. Prerequisite: PY103 or permission ofinstructor. Three hours of lecture, two hours of lab aweek. (Qualifies as nature-B [lab] course for breadthrequirement.) J. Linz

PY 107. LIGHT AND COLOR 4This course traces the evolution of our understandingof light and color from the earliest recorded ideas tothe present. It will emphasize the crucial roles ofexperimentation and mathematical modeling in thecreation and refinement of the contemporary theoryof light, and will give students the opportunity toobserve and to experiment with many of the impor-tant properties of light and color. The course will alsogive students a sense of the importance of light as atechnological tool in the modern world. Three hoursof lecture, two hours of lab a week. (Qualifies as anature-B [lab] course for breadth requirement. Thiscourse may not be applied toward the major inphysics.) W. Standish

PY 108. SOUND AND MUSIC 3The physical principles of sound—how it is produced,propagated, and perceived. Illumination of principleswill emphasize examples from music. Mechanismsused to produce different types of musical sounds willbe discussed as well as the physical principles be-hind the reproduction of music in its many forms suchas radio, tape recorders, and CD players. (FulfillsQR2 requirement; qualifies as a nature-A [non-lab]course for breadth requirement.) J. Linz

PY 109. SOUND AND MUSIC WITH LAB 4The physical principles of sound—how it is produced,propagated, and perceived. Illumination of principleswill emphasize examples from music. Mechanismsused to produce different types of musical sounds willbe discussed as well as the physical principlesbehind the reproduction of music in its many formssuch as radio, tape recorders, and CD players.Thelaboratory component will include measurement ofthe speed of sound, frequency analysis of musicalinstruments, and sound recording. (Fulfills QR2requirement; qualifies as a nature-B [lab] course forbreadth requirement.) J. Linz

PY 192. ASTRONOMY 3Presented in this course are the modern ideasconcerning the origin of the solar system and thenature and evolution of stars. Lesser celestial bodiesalso are described. The instruments and methodsused by astronomers are discussed. Both day andnight telescopic observing sessions are held. (Quali-fies as nature-A [non-lab] course for breadth require-ment.) M. Crone

PY 194. PRINCIPLES AND PRACTICE OFASTRONOMY 4

This course supplements the lectures of PY192 witha lab experience. Experiments are performed whichillustrate the concepts presented in lecture. Emphasiswill be placed on observation, analysis and interpre-tation of data. Three hours of lecture, two hours of laba week. (Qualifies as a nature-B [lab] course forbreadth requirement.) M. Crone, J. Linz

PY 207. GENERAL PHYSICS I 4A calculus-based introduction to the concepts andprinciples of mechanics, emphasizing translationaland rotational kinematics and dynamics, specialrelativity, work and energy, conservation laws, andgravitation. Prerequisite: QR1. Corequisite: MA111.Three hours of lecture, two hours of lab a week.(Fulfills QR2; qualifies as a nature-B [lab] course forbreadth requirement.) The Department

PY 208. GENERAL PHYSICS II 4A continuation of PY207 into the areas of oscillations,wave motion, reflection and refraction, electricity andmagnetism. Prerequisite: PY207. Corequisite:MA113. Three hours of lecture, two hours of lab aweek. The Department

PH 327. GREAT PHILOSOPHERS 4A course in depth in the philosophy of a single greatphilosopher:

A. PlatoB. AristotleC. AquinasD. DescartesE. LockeF. HumeH. HegelI MarxJ. KierkegaardK. WhiteheadL. HeideggerM. DeweyN. SartreO. William JamesP. WittgensteinQ. Merleau-PontyR. NietzscheS. SpinozaT. LeibnizU. ShankaraV. NargarjunaW. NishitaniX. LevinasY. Husserl

Course may be repeated with a different philosopher.Prerequisite: PH203 or permission of instructor.

The Department

PH 329. SEMINAR IN KANT 4A study of Immanuael Kant, the pivotal thinker ofmodern Western philosophy. Kant offers a critiqueand synthesis of the preceding rationalist (Descartes,Leibniz, Spinoza) and empiricist (Locke, Berkeley,Hume) traditions and sets the agenda for nineteenth-and twentieth-century philosophers, all of whomrespond to his critique of theoretical and practicalreason in one way or another. Prerequisite: PH 204or permission of instructor. S. Rajiva

PH 330. ADVANCED TOPICS IN PHILOSOPHY 4The study of a selected topic in philosophy.

A. American PhilosophyB. Philosophy of LanguageC. Freedom and NecessityD. Feminist PhilosophyE. Philosophy of Literature (The Philosophy andReligion Department will accept EN361 as theequivalent of PH330E.)

Course may be repeated with a different topic.Prerequisite: one course in philosophy or permissionof instructor. E. Weller, R. Lilly

PH 371, 372. INDEPENDENT STUDY 3, 3A reading course in an area or a philosopher notavailable in this depth in other courses. Prerequisite:permission of department. The Department

PH 375. SENIOR SEMINAR 4A close study of comparative overviews of the sever-ally different modes, methods, and systems ofphilosophy possible. Offered each spring.

The Department

PH 376. SENIOR THESIS 3Individual conferences with senior majors in theareas of their research projects. The Department

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PY 210. FOUNDATIONS OF MODERNPHYSICS 4

The significant historical discoveries leading to thedevelopment of atomic theory and quantum mechan-ics. Topics include discovery of the electron, black-body radiation, the photoelectric and Comptoneffects, spectra, the Rutherford-Bohr atom, deBrogliewaves, and Schrödinger’s equation. Three hours oflecture, two hours of lab a week. Prerequisite:PY208. The Department

PY 211. THERMAL AND STATISTICALPHYSICS 3

A study of thermodynamics, statistical mechanics(both classical and quantum), and kinetic theory froma modern perspective. Using statistical concepts andstressing the microscopic point of view, the relation-ships among pressure, volume and temperature ofsystems are discussed, as well as the transfer ofenergy among thermal systems. Prerequisite: PY210.Offered in spring 2000 and every third year there-after. The Department

PY 212. OPTICS 4A survey of geometrical, physical, and quantumoptics. Topics include reflection and refraction of lightby plane and spherical surfaces, ray tracing, interfer-ence, Fraunhofer and Fresnel diffraction, the electro-magnetic character of light, polarization, absorption,scattering and dispersion of light, photons, lasers,magneto-optics and electro-optics. Prerequisite:PY210. Three hours of lecture, two hours of lab aweek. Offered in spring 2001 and every third yearthereafter. The Department

PY 213. ELECTRONICS 3An introduction to solid-state electronics. Discretecircuit elements and integrated circuits are discussedand employed in both digital and analog applications.Circuit analysis, amplifiers, signal processing, logicalnetworks, and practical instrumentation are studied.Prerequisite: PY210. Six hours of lab a week. Offeredin spring 2002 and every third year thereafter.

The Department

PY 221H. GALAXIES AND COSMOLOGY 3An overview of large-scale structure and moderncosmological models, from nearby galaxies to theentire observable universe. Topics include galaxysurveys, quasars, dark matter, and the earlyuniverse. Prerequisite: PY192 or PY194. (This is anhonors course; it qualifies as nature-A [non-lab]course for breadth requirement.) M. Crone

PY 251, 252 SPECIAL TOPICS IN PHYSICS 3A variety of topics at the intermediate level, availableto students with an interest in physics. Someexamples of topics are: exploring the universe,astronomy beyond the Milky Way, atomic and mo-lecular physics, and particle physics. Specific choiceof topics will depend on student interest and back-ground. Prerequisite: prior physics course andpermission of the department. The Department

PY 299. PROFESSIONAL INTERNSHIP INPHYSICS 3 or 6

Internship opportunity for students whose curricularfoundations and cocurricular experience have pre-pared them for professional work related to the majorfield. With faculty sponsorship and departmentapproval, students may extend their educationalexperience into such areas as physics research,environmental and material science, or electricalengineering. Prerequisites: PY207, 208.

Psychology

Chair of the Department of Psychology: JoanDelahanty Douglas, Ph.D.

Professors: Robert M. Oswalt, Ph.D.; JoanDelahanty Douglas, Ph.D.; Sheldon Solomon,Ph.D.; Mary Ann Foley, Ph.D.

Associate Professors: Hugh Foley, Ph.D.;Holley Hodgins, Ph.D.

Assistant Professors: Patricia M. Colby, Ph.D.;Denise L. Evert, Ph.D.; Grant Gutheil, Ph.D.;Flip Phillips, Ph.D.; Gregory A. Goodwin, Ph.D.;Jennifer Mistretta Hampston, Ph.D.

Visiting Assistant Professor: Cay Anderson-Haley, Ph.D.

Lecturer: Amy Jo Stavnezer, M.S.

Lab Assistant: Susan Sherwood

The mission of the psychology major is toprovide students with a foundation of con-cepts, issues, discoveries, and methodologiesfor the scientific study of psychological pro-cesses. In part, this foundation is achieved byexploring a number of perspectives within thefield including biopsychological, perceptual,cognitive, developmental, social, and clinicalphenomena. Faculty expect that Skidmorepsychology majors will acquire basic knowl-edge about several areas and gain quantitativeand research skills necessary to make in-formed judgments about psychological re-search. In addition, students will learn toevaluate, integrate, and think critically abouttheoretical and applied issues and to commu-nicate their knowledge of psychology effec-tively through written and oral forms. Thus,students are encouraged to take writing-intensive courses as preparation for the major.

Faculty encourage students to distinguishbetween the minimum requirements for amajor in psychology and the preparation nec-essary for graduate study in psychology.Those students who plan to pursue graduatework in psychology should also considerchoosing to complete a significant laboratoryexperience in addition to PS306. Severalopportunities for this lab experience are avail-able to majors including advanced lab courses(e.g., PS304, 320), advanced statistics(PS318), independent study, or a summercollaborative research experience. A course inmathematics or computer programming mightbe particularly helpful.

THE PSYCHOLOGY MAJOR: To complete amajor, students must take a minimum of thirtycredits in psychology. Only three of these maybe taken at another institution. Included amongthe thirty credits are the following requiredones: PS101, 217, 306, and at least ten creditsfrom three different clusters listed below:

1. Biopsychology: PS216, 231

2. Social-Developmental Psychology: PS205,207

PY 341. ADVANCED THEORY AND METHODSIN PHYSICS RESEARCH 4

A series of experiences involving the lab andmathematical techniques used by practicing physi-cists. Areas covered will include familiarization withinformation resources, methods of measurement,data recording and analysis, instrumentation andmathematical techniques in theoretical physicsresearch. Two hours of lecture, four hours of lab aweek. Prerequisite: PY210. D. Atkatz, W. Standish

PY 345. MECHANICS 4Classical mechanics at the advanced level. Emphasisis placed on the mathematical formulation of physicalproblems and on the physical interpretation of themathematical solutions. Topics include Newton’slaws of motion, gravitation, kinematics and dynamicsof a particle and of systems of particles, rigid-bodymotion, introduction to generalized coordinates, andLagrangian and Hamiltonian mechanics. Three hoursof lecture, one hour of discussion a week. Pre-requisites: PY210, MA270. The Department

PY 346. ELECTRICITY AND MAGNETISM 4A study of the theory of classical electromagnetism.Topics include electrostatics, boundary-valueproblems, dielectrics and conductors, steady cur-rents, magnetostatics, magnetic materials, electro-magnetic induction, Maxwell’s equations and theirsolutions. Three hours of lecture, one hour of discus-sion a week. Prerequisites: PY208. Co-requisite:MA270 W. Standish

PY 348. QUANTUM MECHANICS 4The basic postulates of quantum mechanics and theirmeaning, Schrödinger’s equation and its solutions forfinite and infinite square well and spherical wellpotentials, the harmonic oscillator, and the hydrogenatom. The structure and behavior of simple molecu-lar, atomic, and nuclear systems are studied . Threehours of lecture, one hour of discussion a week.Prerequisites: PY210, MA270. D. Atkatz

PY 351, 352. ADVANCED TOPICS IN PHYSICS3, 3A variety of physics topics at the advanced level.Possible options include biophysics, condensed-matter physics, nuclear and particle physics, andadvanced quantum mechanics. The selection of aparticular topic will be adjusted to student interestand background. Prerequisite: PY210 and permissionof the department. The Department

PY 373, 374. SENIOR RESEARCH INPHYSICS 3, 3

An opportunity for qualified seniors to pursue re-search in physics under the supervision of a memberof the department. Prerequisite: PY341 and permis-sion of the department.

PY 399. PROFESSIONAL INTERNSHIP INPHYSICS 3, 6, or 9

Professional experience at an advanced level forjuniors and seniors with substantial academic andcocurricular experience in physics. With facultysponsorship and department approval, students mayextend their educational experience into such areasas physics research, environmental or materialscience, or electrical engineering. Only three semes-ter hours may count toward the major or minor inphysics. Prerequisite: PY210

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3. Perceptual-Cognitive Processes: PS305,323, 324, 325

4. Clinical-Applied Psychology: PS204, 211,221, 308

Of the thirty credits presented toward themajor, these credits should include at leastfour at the 300 level.

Students majoring in psychology must take atleast one lab science course in a disciplineother than psychology. We particularly recom-mend 100-level courses in biology.

Only one regular semester course taken on asatisfactory/unsatisfactory basis may counttoward the major. None of the requiredcourses or any 300-level psychology course,except PS399, may be taken by majors on aS/U basis.

The grade-point average for the thirty creditspresented toward the major must meet theminimum requirement of 2.0. Of these credits,only one course may have been completedwith a grade of D.

INTERDEPARTMENTAL MAJORS: Inconjunction with the relevant departments,the Psychology Department offers majors inbiology-psychology and psychology-sociology.See Interdepartmental Majors.

HONORS: To be eligible for departmentalhonors in psychology, a student must meet therequisite grade point average, complete aresearch project in Senior Research Project Iand II or a major paper in Senior Seminar, andbe recommended for departmental honors bythe department.

PSI CHI: Psi Chi is the national honorsociety in psychology, founded in 1929 forthe purpose of encouraging scholarship andadvancing the science of psychology. Eligibilityrequirements include major interest in psychol-ogy, completion of at least four psychologycourses, a grade-point average of 3.5 orhigher in psychology, and a grade-point aver-age of 3.3 in all college courses.

There is no formal program for a minor inpsychology. Those interested in taking somepsychology courses without actually complet-ing a major are encouraged to select a set ofcourses relevant to their needs. Members ofthe department are happy to assist in thisselection process.

PS 101. INTRODUCTION TO GENERALPSYCHOLOGY 3

An introduction to the science of psychology througha survey of theories, methods, facts, and principles ofbehavior. Open to first-year students. The Department

PS 204. EDUCATIONAL PSYCHOLOGY 3The application of psychological principles to prob-lems of student learning, student achievement,teaching methods, and educational assessment.Prerequisite: PS101 or consent of instructor.

G. Gutheil

PS 205. SOCIAL PSYCHOLOGY 4A survey of theory and research on the nature andcauses of individual behavior (thoughts, feelings,actions) in social situations. Prerequisite: PS101.

H. Hodgins, S. Solomon, P. Colby

PS 207. INTRODUCTION TO HUMANDEVELOPMENT 4

Theories and research evidence as well as method-ological problems will be re viewed as they relate tophysical, psychological, and social development ofthe individual from birth through adolescence.Prerequisite: PS101 or consent of instructor.

J. Douglas, G. Gutheil

PS 210. PERSONALITY 4Considers major theories of personality to gain anunderstanding of how genetic and environmentalfactors interact to influence human behavior. Prereq-uisite: PS101. S. Solomon, P. Colby

PS 211. APPLIED PSYCHOLOGY 3The application of the principles of psychology toindividual and social problems in such areas asbusiness and industry, law, health, the environmentand consumer behavior. Prerequisite: PS101.

The Department

PS 212. THEMES IN CONTEMPORARYPSYCHOLOGY 3

Introductory exploration of selected themes incontemporary psychology with special attention tomajor trends of theoretical interest and researchactivity. Such themes might include decision-making,narratives in psychology, health psychology, environ-mental psychology. (This course may be repeated forcredit with focus on a different theme.) Prerequisite:PS101. The Department

PS 216. INTRODUCTION TOBIOPSYCHOLOGY 4

An introduction to the biological bases of behavior.Topics include the structure and functioning of thenervous system, brain-behavior relationships, andhormonal and genetic effects on behavior. Threehours of lecture and two hours of lab. Prerequisite:PS101. (Qualifies as a nature-B [lab] course forbreadth requirement.) D. Evert, G. Goodwin

PS 217. STATISTICAL METHODS INPSYCHOLOGY I 4

A survey of methods used to describe, correlate, andmake inferences about frequency distributions,including the use of binomial distribution, normaldistribution, t-distribution, chi-square, sign tests, andthe analysis of variance. Three hours of lecture, twohours of lab a week. Prerequisite: PS101 or consentof instructor. J. Douglas, H. Foley, F. Phillips

PS 222. PSYCHOANALYSIS AND SIGMUNDFREUD 3

An introduction to Sigmund Freud and his theory ofpersonality psychoanalysis. The course will examinecultural, social, and intellectual antecedents; entailreadings by and about Sigmund Freud; and exploreways in which Freud’s ideas have had a profoundinfluence on other disciplines. Prerequisite: PS101 orconsent of the instructor. R. Oswalt

PS 231. NEUROPSYCHOLOGY 3An introduction to the relationship between the brainand mind through the assessment of human patients(and animals) with brain damage. This focus willshow how scientists are better able to understandcomponents of the mind (i.e., processes related toattention, perception, cognition, personality, emotion,memory, language, consciousness) and behavior,and how this information can be used to refinetheories of psychological functioning. A case-studyapproach of humans with brain damage will beadopted in this course. Prerequisite: PS101. (Quali-fies as nature-A option for breadth requirement.)

D. Evert

PS 302. ADULT DEVELOPMENT 4Psychological aspects of human growth and functionfrom maturity to senescence, with consideration ofresearch procedures and problems as well as recentfindings and relevant theory. A field project is re-quired. Prerequisites: PS207 and 217, or permissionof instructor. J. Douglas

PS 304. PHYSIOLOGICAL PSYCHOLOGY 4The study of physiological structures of the centralnervous system, muscles and glands in humansand animals with emphasis on their role in emotion,learning, perception, and basic drives. Prerequisites:PS216 and 306. Three lectures, three hours of lab aweek. G. Goodwin

PS 305. COGNITIVE DEVELOPMENT 4The systematic study of the development of intellec-tual capacities in the child. Current theories andresearch relevant to the child’s development and useof symbolic, mediational, and linguistic processes willbe surveyed. Prerequisites: PS101 and 207, orconsent of instructor. G. Gutheil

PS 306. EXPERIMENTAL PSYCHOLOGY 4A theoretical and empirical introduction to psychologyas a natural science. Emphasis will be on the basicphenomena in physiological psychology, cognition,perception, and social psychology and the principalexperimental paradigms employed in their investiga-tion. Three hours of lecture, three hours of lab aweek. Prerequisites: QR1, PS101, 217. (Fulfills QR2requirement and qualifies as nature-B [lab] course forbreadth requirement.) H. Foley, M. Foley, F. Phillips

PS 307. ADVANCED PERSONALITY 3A detailed examination of factors that influencepersonality development. Attention is devoted towardunderstanding how different aspects of humanpersonality can account for the development ofvarious social institutions. The development andevaluation of hypotheses to understand personalityprocesses, and strategies to induce change are alsoconsidered. Includes some lab work but does notqualify as a nature-B course. Prerequisites: PS210and 306. S. Solomon, P. Colby

PS 308. ABNORMAL PSYCHOLOGY 3An introduction to the history and study of abnormalbehavior including neurosis, psychosis, characterdisorders, addiction, sexual dysfunction, mentalretardation, brain damage, psychological assess-ment, and psychotherapy. Prerequisite: PS 201 orconsent of instructor. R. Oswalt

PS 309. MODERN PSYCHOLOGY INHISTORICAL PERSPECTIVE 3

The genesis and development of the fundamentalproblems of modern psychology, as well as somespecific fields of research which constitute the chiefchapters of experimental psychology. Prerequisite:PS101. The Department

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PS 326. HEALTH PSYCHOLOGY 3A study of the relationships between psychologicalfactors and well-being using biopsychosocial per-spectives. This multidisciplinary approach integratesknowledge from physiology, psychobiology, personal-ity, social psychology, and sociology to understandhealth, illness, and well-being. The primary objectiveof this course is to familiarize students with theconceptual basis, research methods, and researchfindings in the field of health psychology. Pre-requisites: PS101 and 217. P. Colby

PS 331. PSYCHOLOGY OF WOMEN 3Examination and analysis of a number of importantideas regarding women’s psychological experience.Topics to be studied include theories of femaledevelopment, self-concept, sexuality, psychologicaldisorders, violence against women, and mother-daughter relationships. Prerequisite: PS207.

J. Douglas

PS 371, 372. INDEPENDENT STUDY 3, 3Individual reading and/or research under theguidance of a member of the staff. Prerequisites:PS101 and consent of instructor. The Department

PS 375. SENIOR RESEARCH PROJECT I 3Students will work with an individual faculty memberto develop a major research project. This develop-ment will include definition of topic, review of thescientific literature, the learning of any necessaryresearch techniques, execution of any necessarypreliminary research, and submission of a writtenproposal to the faculty supervisor. Each student willmake an oral presentation of the proposal to othersenior thesis students. Prerequisites: PS306 andconsent of instructor.

PS 376. SENIOR RESEARCH PROJECT II 3Students will work with an individual faculty memberto complete the major research project developed inSenior Research Project I. A final project will besubmitted in thesis form to the faculty supervisor atleast two weeks before the end of the term. Prereq-uisite: PS375. May not be taken concurrently withPS378. Senior Research Project II may be used tofulfill the thesis requirement for departmental honorsin psychology.

PS 378. SENIOR SEMINAR 3Students work with course instructor to complete amajor, written project. The project can be a synthe-sis of the literature in a particular topic area ofpsychology, or an original theoretical formulation.The final project should demonstrate a conceptualintegration of the material, and should demonstrateboth originality and independence of work. Inaddition to the written project, each student willmake an oral presentation summarizing the project.The written version of the project will be submittedat least two weeks before the end of the springsemester. Prerequisite: PS306. This course may beused to fulfill the thesis requirement for departmen-tal honors in psychology. May not be taken concur-rently with PS376.

PS 399. PROFESSIONAL INTERNSHIP INPSYCHOLOGY 3

Professional experience at the advanced level forjuniors and seniors. This experience may includework-study projects in one of several professionalsettings, including mental hospitals, nursing homes,schools, developmental centers, advertising agen-cies, laboratories, and communication agencies.Requires faculty sponsorship and departmentapproval. Prerequisites: five courses in psychology(specified by the faculty according to the nature ofthe internship). Must be taken S/U.

Religious Studies

Chair of the Department of Philosophy andReligion: Reginald Lily, Ph.D.

Religion Faculty:

Associate Professors: Joel R. Smith, Ph.D.;Mary Zeiss Stange, Ph.D.

Assistant Professor: Nicola Denzey, Ph.D.

Lecturer: *Kathleen Buckley, M.Div.

The earliest endeavors of the Western intellec-tual tradition were concerned with understand-ing nature, understanding the humanencounter with the divine, understandinghuman nature, and understanding the whole—the cosmos—within which each of these en-counters occurred. Accordingly, philosophyand religion were among the central concernsof intellectual life, and indeed the first academywas a philosophical institution that broughtthese endeavors under one ‘roof.’ Thus theDepartment of Philosophy and Religion hark-ens to a mission that quite literally was at thehistorical origin of the academy (indeed, ofWestern civilization) and proves, no less todaythan 2,500 years ago, to be an animatingprinciple of intellectual life and culture. Todaythis traditional mission has been broadened toinclude philosophy and religion as they havedeveloped in East Asia and South Asia.

Given this broad mission and the inherentdifficulty of accomplishing it, we see the follow-ing objectives as crucial: the development ofcritical, analytical habits of mind in our studentsthrough the close reading of major works in thehistory of philosophical and religious thoughtand contemporary reflections upon them; thedevelopment of communicative skills—bothoral and written—that produce the self-confi-dence to engage in sustained examination ofdifficult ideas, through classroom engagementin discussion and extensive writing assign-ments, whether through essay examinations,response papers, journals, term papers, exten-sive research papers, or senior theses; thedevelopment of a sense of context—historicaland conceptual—that saves critical analysisfrom becoming historically irrelevant or idlelogic-chopping, through the requirement that allcourses be grounded in and make ready refer-ence to the historical intellectual concerns ofthe two disciplines; the development of thecapacity to synthesize ideas and to create newwholes in response to new (and/or renewed)intellectual concerns through assignments thatengage students where they are in their ownlives, while recognizing that this entails sharingthe responsibility for the choice of those as-signments with the students themselves asepitomized in the Senior Thesis course; andthe development in each student of a criticalappreciation of her or his own intellectualgrowth through the building of a portfolio ofessays and term and research papers writtenunder the direction of the department faculty

PS 312. ADVANCED SEMINAR IN MAJORISSUES OF PSYCHOLOGY 3

A critical examination of fundamental areas of contro-versy in current theories, research findings, andapplications of psychology. Such topics might includeconsciousness, autobiographical memory, or nonver-bal behavior. (This course may be repeated for creditwith focus on a different issue.) Prerequisites: threecourses in psychology and consent of instructor.

A. Infant Development G. Gutheil 4

PS 315. CLINICAL PSYCHOLOGY 3An introduction to the history and methods of clinicaldiagnosis and treatment of abnormal behaviorincluding Freudian psychoanalysis, client centeredtherapy, group psychotherapy, and behavior modifi-cation. Prerequisite: PS308. R. Oswalt

PS 317. PSYCHOLOGICAL TESTING 3An introduction to the history, theory, administrationand interpretation of psychological tests, includingtests of intelligence, achievement, interests andpersonality. Prerequisite: PS101 or consent ofinstructor. R. Oswalt

PS 318. STATISTICAL METHODS INPSYCHOLOGY II 4

A study of advanced techniques and controversialissues in experimental design and analysis. Thecourse will emphasize computer analysis of a rangeof experimental designs. Three hours of lecture, twohours of lab a week. Prerequisites: PS 217 and 306.

H. Foley

PS 320. SOCIAL PSYCHOLOGY RESEARCHLABORATORY 4

This course offers an opportunity to acquire hands-onresearch experience and experimental skills in asmall laboratory group. Students will read journalarticles on selected topics in social psychology,design a study, collect data, and use a computer dataanalytic statistical package to analyze their data.Three hours of lecture and two hours of lab a week.Prerequisite: PS306, or consent of instructor.

H. Hodgins

PS 321. MOTIVATION AND EMOTION 3An examination of the principal constructs employedin theories of motivation and emotion. The currentstatus of both biologically based and psychologicallybased theories will be reviewed. Prerequisites:PS101 and 306 or consent of instructor. H. Hodgins

PS 323. PSYCHOLINGUISTICS 4An examination of the acquisition of language in thelight of milestones in sensorimotor and cognitivedevelopment. The relationship of language to thoughtwill be of central concern. Also covered will bebilingualism and disturbances of linguistic develop-ment. Prerequisite: PS101. J. Devine

PS 324. COGNITION 3The study of the way in which people acquire anduse information in a variety of circumstances. Topicsinclude attention, pattern recognition, language,memory, skill acquisition, problem solving, decisionmaking, and artificial intelligence. Prerequisite:PS101 . M. Foley

PS 325. PERCEPTION 4The study of the way in which people use sensoryinput to identify and interpret information in the world.The course will examine contributions of sensory,neural, and cognitive factors to perceptual experi-ence. Discussions will cover general perceptualprinciples, but will emphasize visual and auditoryprocesses. Three hours of lecture, two hours of lab aweek. Prerequisite: PS101. H. Foley, F. Phillips

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and accumulated from the moment of declara-tion of the major through the senior capstoneexperience.

The Department of Philosophy and Religionoffers students the opportunity to major orminor in religious studies. Courses in religionare offered as electives for the entire studentbody but may not be counted toward a majorin philosophy. Majors are encouraged to focustheir studies around particular themes, such asinvestigating the relationship of religion to art,culture, or women.

THE RELIGIOUS STUDIES MAJOR: Minimalrequirements for a major in religious studiesare the general College requirements, pluscompletion of nine courses, seven of whichmust be selected from the religion offerings(RE or PR), and must include RE103, 241,375, and PR200. The remaining two coursesmay be chosen from RE or PR offerings ormay be selected from a list of courses fromother disciplines that has been authorized bythe religion faculty. At least five of the totalcourses for the major must be at the 300 levelwith at least two at the 300 level taken in thesenior year, one of which must be in religion.Courses must total at least thirty credit hours.

HONORS: Students wishing to qualify forhonors in the department must successfullycomplete RE376, Senior Thesis, and earn agrade of A- or better.

THE RELIGIOUS STUDIES MINOR: Require-ments for a minor in religious studies areRE103, 241, 375, and PR200 plus two addi-tional course in religion designated RE or PR,at least one of which must be at the 300 level.The religious studies minor must total a leastnineteen credit hours.

RE 103. RELIGION AND CULTURE 4An introductory study of the nature of religion, theinteraction of religion and culture, and the function ofreligious belief in the life of the individual. Considera-tion will be given to such phenomena as myth andritual, sacred time and space, mysticism, evil, conver-sion, and salvation. Readings will be drawn fromclassical and modern sources. (Fulfills society-Bcomponent of breadth requirement.) The Department

PR 200. RESEARCH METHODS 1Introduction to research methods in philosophy andreligious studies. Topics will include identifying andfocusing a research topic, conducting library re-search, using correct scholarly form, and maintainingacademic integrity. Required for majors and minors inphilosophy and religious studies; open to others bypermission of the instructor. The Department

RE 201. HEBREW SCRIPTURES 3An introduction to the Old Testament and the begin-nings of the Talmud. In addition to the primarysources, commentaries and special studies will beused. Particular attention will be given to the Jewishideas of theology, history, and ethics and to their effecton later Christian thought. Offered alternate years.

N. Denzey

RE 202. CHRISTIAN SCRIPTURES 3An introduction to the New Testament and thestatements of the early church councils. In addition tothe primary sources, commentaries and specialstudies will be used. Particular attention will be givento the Christian ideas of theology, history, and ethics.Offered alternate years. N. Denzey

RE 204. RELIGIOUS ETHICS: JUDEO-CHRISTIAN 3

A survey of the development of Western religiousethics. Areas studied will include Biblical ethics,Monastic and Talmudic ethics, the ethics of Augustineand Aquinas, Reformation ethics, Puritan ethics,nineteenth-century frontier church ethics, and themodern ethical systems of American Protestantism,Roman Catholicism, and Judaism. Offered alternateyears. The Department

RE 205. WOMEN, RELIGION, ANDSPIRITUALITY 3

An exploration of women’s religious experience incrosscultural and historical terms with primary em-phasis on images and roles of women in the Westerncultural traditions of Judaism, Christianity, and Islam.Considering religious mythology, belief, and practiceagainst the background of broader social and politicalrealities, the course devotes special attention tocontemporary developments in feminist theology andthe tension between traditional and alternative modesof spirituality. (Fulfills LS2 requirement.)

M. Stange, N. Denzey

RE 213. RELIGIOUS TRADITIONS OF INDIA 3An introduction to the thought and culture of Indiathrough its religious traditions. The course empha-sizes the history, beliefs, rituals and symbols of Hindutraditions and gives attention to the Jain, Buddhist,Islamic, and Sikh traditions in India. (Fulfills non-Western culture requirement and society-B compo-nent of breadth requirement.) J. Smith

RE 214. RELIGIOUS TRADITIONS OF CHINAAND JAPAN 3

An introduction to the thought and cultures of Chinaand Japan through their religious traditions. Thecourse emphasizes the history, beliefs, rituals, andsymbols of Buddhist traditions and gives attention tothe Confucian, Taoist, and Shinto traditions. (Fulfillsnon-Western culture requirement and society-Bcomponent of breadth requirement.) J. Smith

RE 220. ENCOUNTERING THE GODDESSIN INDIA 3

An introduction to the Hindu religious culture of Indiathrough a study of major Hindu goddesses. Thevision (darsan) of and devotion (bhakti) to the femi-nine divine image will be explored. An interdiscipli-nary approach will explore the meaning of thegoddess in literature, painting, poetry, religion, andsculpture. (Fulfills non-Western culture and LS2requirements.) J. Smith

RE 230. TOPICS IN RELIGION 3The study of a selected special topic in religion. Maybe repeated with the approval of the department.

The Department

RE 241. THEORY AND METHODOLOGY IN THESTUDY OF RELIGION 3

An introduction to the theory and methodology of thestudy of religion. The course will provide an overviewof basic theoretical approaches such as the historical,sociological, anthropological, phenomenological,philosophical, and comparative. Issue identified bytheorists from traditionally marginalized groups will beexplored, as well as strategies for examining religionin relation to various forms of cultural expressionsuch as literature and the arts. The Department

RE 303. RELIGION IN CONTEMPORARYAMERICAN SOCIETY 4

A study of the backgrounds and contemporary formsof American religions. Attention will be given to theinstitutional, liturgical, and doctrinal patterns of thesereligions and the application of their principles to suchsocial problems as the state, education, the family,sex, human rights, and war. Prerequisites: twocourses in the following: philosophy, religion, history,economics, psychology, and sociology, or permissionof instructor. Offered alternate years.

The Department

PR 324. PHILOSOPHY OF RELIGION 4An investigation of the fundamental paradoxes ofreligious belief. Questions to be considered willinclude the arguments for the existence of God, theproblem of suffering and evil, the nature of mysticalknowledge, and the rise of modern religious skepti-cism. Prerequisite: one course in philosophy orreligion or permission of instructor. Offered alternateyears. J. Smith

PR 325. JAPANESE RELIGIOUSPHILOSOPHIES 4

A study of selected classical and contemporaryJapanese thinkers who see philosophy as intertwinedwith religious praxis. Attention will be given to MotooriNorinaga’s Shinto view, but emphasis will be onBuddhist thinkers such as Kukai, Dogen, Shinran,and Nishitani. Prerequisite: one course in philosophyor religion or permission of instructor. Offered alter-nate years. (Fulfills non-Western culture require-ment.) J. Smith

PR 326. TIBETAN BUDDHISM 4A study of selected classical and contemporaryTibetan thinkers who see philosophy as intertwinedwith religious praxis. The course focuses on theVajrayana form of Mahayana Buddhism that is oncentral element in the culture of Tibet, as well as itsMahayana Buddhist background in India. Emphasis ison the central ideas of wisdom, compassion, empti-ness, dependent arising, and the two truths in suchthinkers as the Prajhaparamita, Nagarjuna,Candrakirti, and the Dalai Lama. Prerequisite: onecourse in philosophy or religion or permission ofinstructor. Offered in alternate years. (Fulfills non-Western culture requirement.) J. Smith

RE 330. ADVANCED TOPICS IN RELIGION 4The study of a selected special topic in religion. Maybe repeated with the approval of the department.Prerequisite: one course in religion or the approval ofthe instructor. The Department

RE 371, 372. INDEPENDENT STUDY 3, 3A reading course in a religious topic, tradition, orthinker not available in this depth in other courses.Prerequisite: permission of department.

The Department

RE 375. SENIOR SEMINAR 4Advanced study of a topic that reflects upon religionand the study of religion. Prerequisite: senior standingin religious study major.

J. Smith, M. Stange, or N. Denzey

RE 376. SENIOR THESIS 3Individual conferences with senior majors in the areasof their research projects. Prerequisite: senior stand-ing in religious study major.

J. Smith, M. Stange, or N. Denzey

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Social Work

Chair of the Department of Sociology,Anthropology, and Social Work: William Fox,Ph.D. (Sociology)

Director of the Social Work Program:Jacqueline Azzarto, Ph.D.

Social Work Faculty:

Associate Professors: Margaret N. Tacardon,M.S.W.; Thomas P. Oles, M.S.W.; JacquelineAzzarto, Ph.D.

Visiting Assistant Professor: Carla J. Sofka, Ph.D.

The Social Work Program is accredited by theCouncil on Social Work Education at the baccalaureate level. The major has two primaryobjectives: to prepare students for beginning-level generalist social work practice; and toprepare students for graduate study in socialwork. The social work curriculum stressesintegrating knowledge of human behavior,social welfare policy and services, and re-search, with the values and skills of the socialwork profession.

THE SOCIAL WORK MAJOR: The majorleads to a bachelor of science degree. Thesocial work major must successfully completethe following ten courses in social work for atotal of thirty-nine credit hours: SW212, 222,241, 253, 333, 334, 338, 340, 381, and 382.

POLICIES AND PROCEDURESAdmission: Students must apply for admissionto the social work major during their sopho-more year. Selection is based on demon-strated academic competence, a willingness toabide by the profession’s code of ethics, andsuitability for beginning professional practice.Applications for admission are available fromsocial work faculty. Students planning on goingabroad should talk with the program director intheir first year.

Senior-Year Field Experience. The social workmajor culminates in a field experience in thespring semester of the senior year. Studentsmust complete all course prerequisites prior toenrolling in the field practicum. In addition, thenature of the field experience requires that thedepartment reserves the right to deny enroll-ment in the field practicum to any student, if inthe judgment of the faculty that student’sacademic or personal preparation for begin-ning professional practice is insufficient.

Students serve as beginning social workers fourdays per week. This experience provides themwith opportunities to apply knowledge and skillsgained in the classroom in an agency setting.They are integrated into the field experience asregular staff and assume the functions of begin-ning social work practitioners in such roles ascounselors, advocates, and researchers. Theyreceive supervision from agency field instruc-tors and support through ongoing monitoring ofthe placement by the social work program.Students also meet in a weekly seminar todiscuss their field experiences and professionaldevelopment.

HONORS: Students desiring departmentalhonors in social work must meet the requisitegrade-point average and must be recom-mended by their agency field instructors andthe faculty coordinator of field instruction.

SW 212. SOCIAL WORK VALUES ANDPOPULATIONS-AT-RISK 3

This course introduces social work values; it providesstudents an opportunity to identify and clarify conflict-ing values and ethical dilemmas; and, it examines theimpact of discrimination, economic deprivation, andoppression on groups distinguished by race,ethnicity, culture, class, gender, sexual orientation,religion, physical or mental ability, age, and nationalorigin. Students learn assessment and interventionskills that enable social workers to serve diversepopulations and to promote social and economicjustice. (Meets society-A component of breadthrequirement.) M. Tacardon

SW 214. DEATH AND DYING 3Analyses of death and dying from historical, cultural,and religious perspectives. Examination of theories ofgrief and mourning processes and of death-relatedpractices such as wills and funerals. Review ofapproaches to and strategies for working with thedying and their families. Students may examine theirown attitudes toward death and dying. (Fulfills LS2requirement.) J. Azzarto

SW 217. OBSESSIONS AND ADDICTIONS 3Approaches to individual situations and culturalvariations in compulsive and addictive behaviorsrelated to such matters as drugs, gambling, love,work, and material success. This course uses acomprehensive view of human addictions thatinvolves a person’s expectations, values, sense ofself-worth, and alternative opportunities for gratifica-tion and treatment. (Fulfills LS2 requirement.)

M. Tacardon

SW 218. PRISONS IN AMERICA 3An examination of the American prison system. Thecourse presents an historical review of prisons, aswell as theoretical and practical perspectives on thecurrent state of penal institutions. Specific topicsinclude prison reform, the purpose of incarceration,and a variety of criticisms currently directed at theprison system. (Fulfills LS2 requirement.) M.Tacardon

SW 219. VOLUNTEERISM 3A course designed to involve the students in commu-nity service and to encourage reflection on theirexperiences. Students volunteer their services inlocal nonprofit agencies for six to eight hours a week.Students learn to assume the role of a volunteer: tounderstand the history of the voluntary sector; toexamine the role of voluntary activity on Americanlife; to research the needs and problems of thepopulation they serve; and, to demonstrate anawareness of the salience of race, ethnicity, gender,and class in the performance of community service.

J. Azzarto

SW 222. INTRODUCTION TO SOCIAL WORKAND SOCIAL WELFARE 3

Introduction to social welfare and the field of socialwork from a historical, educational, and theoreticalperspective. The course explores the values, knowl-edge and skills required in the profession, along withtheir practical application in the field, and factorsaffecting social work practice, e.g., class, gender,race. (Meets society-A component of breadthrequirement.) J. Azzarto or C. Sofka

SW 224. SPECIAL STUDIES IN SOCIAL WORK3One topic of current interest in an area of social work.Topics will vary from year to year depending oninterests of faculty and needs of students, and mightinclude social work practice with alcoholism andnarcotic addiction, social work in correctional set-tings, social work with the developmentally disabled,social work with the aged, advocacy in social work, orthe dynamics of racism in social work practice.

The Department

SW 225. SOCIAL WORK WITH CHILDRENAND ADOLESCENTS 3

Reviews conceptions of and approaches to workingwith troubled children and adolescents. Topicsinclude divorce, child abuse, learning difficulties,substance abuse, delinquency, foster care, andparent-child conflict. T. Oles

SW 241. RESEARCH FOR THE HUMANSERVICES 4

Examination of the research process used by humanservice professionals. Students learn about socialscience methodology from the perspective of a futurepractitioner and research consumer. Topics include:problem formulation, measurement, design, qualita-tive and quantitative modes of observation, datacollection and analysis. The course addressespractical issues such as single-subject design,program evaluation and the ethical dilemmas in-volved in conducting human subject research. Labo-ratory time is used for students to work directly withinstruments and data. J. Azzarto or C. Sofka

SW 253. HUMAN BEHAVIOR AND THE SOCIALENVIRONMENT 4

A multidisciplinary examination of theories andknowledge of human bio-psycho-social developmentfrom birth through later years. The course draws onresearch from biology, psychology, sociology, anthro-pology, and political science to study the impact ofbiological, psychological, social, and cultural systemson health and well-being. Students explore the rangeof social systems in which individuals live (families,groups, communities, and organizations) and studythe importance of ethnicity, culture, gender, disability,and other elements of diversity in human develop-ment. J. Azzarto

SW 299. PROFESSIONAL INTERNSHIP INSOCIAL WORK 3 or 6

Internship opportunity for students whose academicand cocurricular work has prepared them for profes-sional activity related to social work. With facultysponsorship and department approval, students maydesign experiences in such areas as direct work withspecific populations, community organizations, andsocial welfare management, administration, andresearch. Prerequisite: SW333 or 334 or permissionof faculty sponsor. Non-liberal arts. The Department

SW 333. SOCIAL WORK PRACTICE WITHINDIVIDUALS AND FAMILIES 4

Course designed to prepare students for entry-levelgeneralist social work practice with diverse individu-als and families. Students will gain the knowledge,skills, and values needed for beginning practiceduring all phases of the helping process. Criticalthinking skills and the use of research-based knowl-edge will also be emphasized. The additional credithour will provide students with opportunities toobserve micro social work practice in a field settingand complete integrative assignments. Prerequisites:SW 212, 222, and permission of instructor. Non-liberal arts. C. Sofka

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SW 334. SOCIAL WORK PRACTICE WITHGROUPS, ORGANIZATIONS, ANDCOMMUNITIES 4

Course designed to prepare students for entry-levelgeneralist social work practice with treatment andtask groups, organizations, and communities. Stu-dents will gain the knowledge, skills, and valuesneeded for beginning practice during all phases ofthe helping process. Critical thinking skills and theuse of research-based knowledge will also be em-phasized. The additional credit hour will providestudents with opportunities to observe social workpractice in a field setting that facilitates observation ofpractice at mezzo and macro levels and completionof integrative assignments. Prerequisites: SW212,222, and permission of instructor. Non-liberal arts.

C. Sofka

SW 338. SOCIAL POLICY AND SOCIALJUSTICE 4

The study of social policy, welfare program planning,and social service implementation, evaluation, andanalysis. Included are reviews of selected policies onfederal, state, and local levels. Students will comparethe social policies of the United States with those inother countries. The value, political, and societalissues that underpin policies and programs arequestioned and specific attention is given to theevaluation of policies by using research skills and byapplying the principles of social justice. The addi-tional hour provides students with the experience ofparticipating in a research study. Prerequisite:SW222 or permission of instructor. J. Azzarto

SW 340. FIELD PREPARATION SEMINAR 1Provides historical and current context for under-standing the requirement of field instruction in socialwork programs. The course answers questions aboutstudent preparation for the field practicum, thepartnership with social service agencies, supervision,finding and selecting a placement, and providesinformation and suggestions for enriching thepracticum experience. Prerequisite: Permission ofinstructor. Open only to senior social workmajors. Non-liberal arts. M. Tacardon

SW 371, 372. INDEPENDENT STUDY 3, 3Individual reading and/or research in social workunder the guidance of a member of the department.Open with consent of the department to qualifiedstudents. Individual conferences to be arranged.

The Department

SW 381. SOCIAL WORK FIELD PRACTICUMSEMINAR 3

Provides discussion and analysis of practicum-related experiences and professional issues. A majorpurpose of the seminars is the development ofprofessional judgment through examination of casesand practice situations encountered in field instruc-tion. Prerequisites: all required social work coursesand permission of instructor. Open only to seniorsocial work majors. Non-liberal arts. J. Azzarto or

M. Tacardon

SW 382. SOCIAL WORK FIELD PRACTICUM 9Thirty-five hours per week spent in social serviceagencies and related organizations in SaratogaCounty and the surrounding area. Specific place-ments made according to academic interests andneeds of individual students. Prerequisites: all re-quired social work courses and permission of instruc-tor. Offered only to senior social work majors.Non-liberal arts. J. Azzarto or M. Tacardon

Sociology

Chair of the Department of Sociology,Anthropology, and Social Work: William Fox,Ph.D.

Sociology Faculty:

Professors: William Fox, Ph.D.; CatherineWhite Berheide, Ph.D.

Associate Professor: John Brueggemann, Ph.D.

Assistant Professors: Susan Walzer, Ph.D.; RoryM. McVeigh, Ph.D.; David R. Karp, Ph.D.

Sociology is the scientific study of the waygroups are organized, how they function, howthey change, and how they influence and areinfluenced by human behavior. The sociologycurriculum analyzes both small-scale socialinteraction and large-scale social structures.The sociology major includes course work inboth social theory and research methods andstatistics. Seniors carry out empirical researchprojects in the Senior Seminar offered eachfall. A sociology major prepares students forgraduate education in sociology, law, busi-ness, criminal justice, urban planning, socialwork, and other fields requiring knowledge ofsocial science as well as for careers in teach-ing, research, business, law, and other profes-sional fields related to the graduate programscited. Most importantly, though, a sociologymajor increases students' awareness of socialforces affecting their lives, thereby increasingcompetence in dealing critically and construc-tively with personal as well as public issues.

THE SOCIOLOGY MAJOR: The sociologymajor must successfully complete at leastthirty-two credit hours in sociology, includingSO101, 226, 227, either 324 or 325, and 375.SO226, 227, and 324 or 325 should all betaken before the end of the junior year. SO375is taken in the fall of the senior year. Coursesdesignated sociology-anthropology may betaken for either sociology or anthropologycredit, but not both.

THE SOCIOLOGY-ANTHROPOLOGYMAJOR: The sociology-anthropology majormust successfully complete SO101; eitherAN101 or 102; either SO324, 325, or AN270;either AN326 or 327 or SO226 or 227; eithereither AN 366 or SO375; and twelve credithours of electives in sociology and twelvecredit hours of electives in anthropology.Courses designated sociology-anthropologymay be taken for credit in either sociology oranthropology, but not both.

INTERDEPARTMENTAL MAJORS: Inconjunction with relevant departments, theDepartment of Sociology, Anthropology, andSocial Work offers majors in economics-sociology, government-sociology, and psychol-ogy-sociology. See Interdepartmental Majors.

HONORS: Students desiring departmentalhonors in sociology must meet the requisitegrade-point average, receive a grade of atleast A- in SO375, and present a senior semi-nar project for approval by the sociology fac-ulty. Students desiring departmental honors insociology-anthropology must meet the requi-site grade-point average and must complete asenior thesis under the supervision of a mem-ber of the department.

ALPHA KAPPA DELTA, the internationalsociology honor society, encourages andrecognizes academic achievement in sociol-ogy. Founded in 1920, the society has over300 chapters at colleges and universitiesthroughout the world. Eligibility requirementsfor membership in Alpha Kappa Delta includea demonstrated interest in sociology, comple-tion of at least four sociology courses, agrade-point average of 3.2 or higher in sociol-ogy, and a cumulative grade-point average of3.0 or higher in all college courses.

THE SOCIOLOGY MINOR: The sociologyminor must successfully complete at leasteighteen credit hours in sociology or sociology-anthropology, including SO101 and at leasttwo courses at the 300 level. One of thecourses must be SO226, 227, 324, or 325.The student should select a minor advisor whowill assist the student in constructing a pro-gram of study. Students are encouraged todeclare the sociology minor by the end of thejunior year.

EXPLORATIONS IN SOCIOLOGY: Selected200- and 300-level sociology courses eachsemester incorporate exploration in sociologythrough special emphasis on service learning,collaborative learning, research, or writing.Courses integrating an exploration in sociologycarry four rather than three credit hours.

Service LearningThis exploration in sociology requires thatstudents spend three hours in addition to classtime volunteering work for a campus or com-munity nonprofit organization for a minimumtotal of thirty-nine hours of community service.Faculty expect that some of these hours at thebeginning and end of the course will be spenton logistics such as identifying and interview-ing prospective service opportunities. Studentswill maintain time sheets signed by agencypersonnel to account for the completion ofhours. This module assumes that students'service work will be integrated with the aca-demic component of the course. Service workwill be assessed by faculty through variousstrategies requiring students to reflect on theirservice work in light of course materials andrelated academic projects such as (a) researchpapers that respond to service issues, (b)journals or field notes analyzing service workto be turned in to the instructor, (c) integrativeessay questions on exams, (d) in-class oralpresentations, or (e) combinations of theabove.

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Collaborative LearningThis exploration in sociology requires thatstudents spend three hours each week inaddition to class time in small group activities,working collectively or independently to con-tribute to group products. This time will bedevoted to group meetings, independent work,and meetings with the instructor to advancegroup projects. Products of this work will beassessed by the instructor via group presenta-tions, project papers written collaboratively, inaggregation (each student writes a section ofthe paper), or independently (each studentwrites an independent paper based on thegroup project). This module accommodates awide array of cooperative group structuresvarying by length, membership, and size, aswell as varying formats for assessment includ-ing individual and group grades. One exampleof a collaborative project is the assignment ofa different research article to each group, witheach group developing and offering a presen-tation to the class based on its article. Anotherexample is a semester-long group assignmentin which rotating team leaders are responsiblefor delivering discrete project reports (oral and/or written) based on various concrete tasks(e.g., Web-based research, off-campus inter-views, data analysis, and field trips).

ResearchThis exploration in sociology requires thatstudents spend three hours each week inaddition to class time engaging in independentor collaborative research projects that arerelated to the course material. This time will bespent developing research questions, review-ing relevant literature, collecting data, analyz-ing data, and presenting research findings inwritten reports, oral presentations, or othermedia. Courses incorporating this module mayprovide more intensive introductions to specificelements in the research process or particularmethodologies such as content analysis ordata analysis. Students will meet regularly withthe instructor to report on their progress and toreceive advice and feedback from the instruc-tor. Students' research will be evaluated basedon their finished products (research papers,oral presentations, etc.).

WritingThis exploration in sociology requires a fourthclassroom contact hour each week. Studentswill undertake writing assignments integratedwith the subject matter of the course. Writingassignments and their evaluation will be con-sistent with guidelines for the Skidmore'swriting-intensive courses.

SO 101. SOCIOLOGICAL PERSPECTIVES 3The basic concepts and principles of major socio-logical perspectives. Attention is given to how theseperspectives have been developed and used bysocial scientists to explain social phenomena.Recommended as an introduction to the discipline.(Meets society-A component of breadth requirement.)

The Department

SO 201. SOCIAL ISSUES 3Analysis of contemporary social issues such as racialand gender inequalities, environmental protection,and crime. Attention is given to the roots and dimen-sions of these issues by introducing core sociologicaltheories and methodologies. The course also in-cludes critical examination of current social policiesthat address these issues. (Meets society-A compo-nent of breadth requirement.) D. Karp

SO 202. THE INDIVIDUAL IN SOCIETY 3A variety of social psychological approaches to theexperiences of individuals as they influence or areinfluenced by social interactions and structures. Thecourse introduces a sociological orientation known as"symbolic interactionism," which assumes that amongthe key elements in the social environment are thesymbols and understandings possessed by people inthe group. (Meets society-A component of breadthrequirement.) S. Walzer

SO 206. COMMUNITIES 3Comparative analysis of different types of communi-ties and their relationships to each other—from ruraltowns and communes to the crowded metropolis.Prerequisite: SO101 or permission of instructor.

W. Fox

SO 208. SOCIAL INEQUALITY 3Analysis of social classes, power, and status groups,and their origins and functions, within a historical,comparative, and contemporary framework. Pre-requisite: SO101 or permission of instructor.

J. Brueggemann

SO 210. MEDICAL SOCIOLOGY 3A study of disease and the sick person including theepidemiology of disease, an analysis of healthpractices, beliefs, and practitioners, the hospital asan organization, and the cost, financing, and politicsof health care. Prerequisite: SO101 or permission ofinstructor. The Department

SO 212. SOCIOLOGY OF WORK ANDOCCUPATIONS 3

An analysis of the nature and conditions of work andthe relationship between work and the individualworker. Issues covered include the meaning of workand leisure, alienation, and job satisfaction. Selectedoccupations and professions are considered in termsof such factors as their social origins, how the occu-pation became a profession, typical career patterns,and social characteristics of members. Discriminationon the basis of sex, race, education, and social classare examined. Prerequisite: SO101 or permission ofinstructor. C. Berheide

SO 213. CRIMINOLOGY 3An introduction to the sociology of crime. This courseexamines contemporary crime trends and problemsin the measurement of crime; major theories thatexplain criminal behavior; and topical foci on varioustypes of crime such as homicide, sexual assault,organized crime, white collar crime, property crime,or juvenile delinquency. Prerequisite: SO101 orLW200. D. Karp

SO 218. ETHNICITY AND INEQUALITY 3Examination of the emergence and maintenance ofethnic identities such as African American, HispanicAmerican, Italian American, and Jewish American.This course analyzes the dynamics of relationsamong ethnic communities with special attention toissues related to inequality. Prerequisite: SO101 orpermission of instructor.

J. Brueggemann, R. McVeigh

SO 220. SOCIOLOGY OF CITIES AND TOWNS 3Sociological study of urban places ranging from smalltowns to large metropolitan areas. Topics includedevelopment of cities, historical and crossculturalvariations in cities, uses of urban space, and pro-cesses by which people create urban environmentsthat in turn affect social behavior and relationships.Prerequisite: SO101 or permission of instructor.

W. Fox

SO 222. POLITICAL SOCIOLOGY 3Focus upon the causes and consequences of powerdistributions within and between societies and thefactors leading to stable or changing allocations ofpower. Some concepts to be considered: state andcivil society; the structure, distribution, operation, andconflict over power; ruling class; class struggle;pluralism; democracy—formal and/or substantive.Prerequisite: SO101 or permission of instructor.

R. McVeigh

SO 222R. POLITICAL SOCIOLOGY WITHRESEARCH 4

Students spend three hours each week in addition toSO222 class time engaging in independent or col-laborative research projects that are related to thecourse material. Prerequisite: SO101 or permissionof instructor. R. McVeigh

SO 225. QUANTIFYING WOMEN 3An introduction to the empirical study of changes inwomen’s experiences in areas such as work, family,health, religion, and politics. The diversity of women’sattitudes, behaviors, and experiences in the UnitedStates are explored using the logic and mathematicsof social research. Students use microcomputers andstatistical software to analyze sociological data setsthat investigate a series of issues related to women,such as the gender gap in politics, pay differencesbetween men and women, and attitudes towardabortion rights. Prerequisite: QR1. (Fulfills QR2requirement.) C. Berheide

SO 226. SOCIAL RESEARCH ANALYSIS 4Examination of quantitative analysis in the socialresearch process. This course involves the studyand application of statistics for solving problems inthe social sciences. Students use computers as toolsfor social research as they analyze sociological datasets. Prerequisites: QR1 and two courses in thesocial sciences, or permission of instructor. (FulfillsQR2 requirement.) W. Fox

SO 227. SOCIAL RESEARCH DESIGN 3Examination of methods employed in the investiga-tion of sociological problems. This course analyzesthe research process as an integral whole includingpolitical and ethical issues in conducting research.Topics include conceptualization, measurementapproaches, design of surveys, and methods ofinterviewing and observation. Students designstudies using various methodological techniques.Prerequisite: Two courses in the social sciences orpermission of instructor. S. Walzer

SO 251. SPECIAL TOPICS IN SOCIOLOGY 3An examination at the intermediate level of specialtopics, methods, and areas in sociology, such aspopulation dynamics, collective behavior, juvenilejustice system, and social control. Specific topics tovary by instructor and semester. The course, in adifferent subject area, may be repeated for credit.Prerequisite: SO101 or instructor’s permission.

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SO 299. PROFESSIONAL INTERNSHIP INSOCIOLOGY 3 or 6

Internship opportunity for students whose curricularfoundations and cocurricular experience have pre-pared them for professional work related to sociology.With faculty sponsorship and department approval,students may extend their educational experiencethrough internships in human service agencies, thecriminal justice system, business, governmental, andother formal organizations, community groups, andrelated areas. Prerequisite: SO101. Non-liberal arts.

The Department

SO 303. SOCIOLOGY OF POPULARCULTURE 3

Analysis of sociological bases, impact, and implica-tions of popular culture. Social bases of tastecultures and publics. Interrelationships of popularculture, major social institutions, and social change.Prerequisite: two social science courses. W. Fox

SO 304. SOCIOLOGY OF EMOTIONS 3Analysis of how human emotions influence and areinfluenced by the social and cultural environment.The course examines the physiological and socialpsychological components of human emotion, thecrosscultural and historical variability of emotions,emotional socialization and the emotional aspects ofsocial interaction, relationships and institutions.Prerequisite: SO101 and one other social sciencecourse. S. Walzer

SO 305. SOCIOLOGY OF FOLKLORE 3Analysis of the social context of folklore, with specialemphasis on contemporary American folklore. Socialscientific theories of folklore, the social bases anddynamics of folk groups, folklore and processes ofsocial change, and folklore research methodologies.Prerequisite: two social science courses. W. Fox

SO 306. SOCIOLOGY OF RELIGION 3An examination of the sources, meanings, andimplications of religious phenomena. This courseexplores myth, ritual, and symbol in social contextswith special consideration for the contemporaryAmerican scene. Attention is given to religiousevolution in the light of social modernization; howreligious organizations are related to other socialinstitutions will also be considered. Prerequisite:SO101 or instructor’s permission. J. Brueggemann

SO 312. MODERN ORGANIZATIONS 3Analysis of modern organizations using theories ofbureaucracy. Issues covered include formal andinformal structure, functions and dysfunctions, thetension between democracy and hierarchy withincomplex organizations. The behavior of individuals inorganizations is examined in relation to the groupswithin which they interact and the organization’sstructure. Specific organizations including factories,public agencies, corporations, and total institutionsare considered. Prerequisite: SO101 or permission ofinstructor. C. Berheide

SO 313. SOCIAL INSTITUTIONS 3Analysis of social institutions as interrelated com-plexes of social structure, social behavior, and socialmeaning. This course focuses on relationshipsbetween individuals and such institutional patternsas religion, economy, and education. Although thecourse emphasizes current institutional patternsin the United States, it also uses historical andcrosscultural examples to illuminate how such pat-terns are culturally embedded. Prerequisite: Twosociology courses. The Department

SO 314. DEVIANCE 3An introduction to the sociology of deviance. Thiscourse examines sociological theory and evidencethat explain deviant and/or nonconforming behaviorin society. Attention is given to forms of deviance thatgenerate conflicts over values or between groups insociety and to the mechanisms of social control thatincrease conformity to social norms. Prerequisite:SO101 or LW200. D. Karp

SB 315. WORK, FAMILY, ANDORGANIZATIONS 3

The analysis of various white-collar and blue-collaroccupations and their relationship to work and familylife. Topics include the changing nature of work;professionalization; working within organizations; andoccupational socialization, careers, and mobility.Prerequisite: SO101 or BU224 or permission ofinstructor. C. Berheide

SO 316. WOMEN IN MODERN SOCIETY 3An interdisciplinary examination of the changingsocial status of women in the United States sinceWorld War II using theoretical perspectives primarilyfrom sociology and economics. The course analyzesthe intersection of race, class, and gender in women’slives. Particular emphasis is placed on women’s rolesas workers and such economic issues as occupationalsegregation and unequal pay. Prerequisite: SO101or WS101 or permission of instructor. C. Berheide

SO 321. AMERICAN SOCIAL CHANGES 3An examination of the structure and process of socialchange by comparing changes in several areas, suchas economic structure and relations, race, gender,urban community, education, the state. The specifichistorical periods covered in the course will varyaccording to the changes under consideration.American social changes will be addressed from avariety of theoretical perspectives within sociology,including Marxist and other conflict approaches,world-systems, functionalist, cultural, and social-psychological perspectives. Prerequisite: SO101 andtwo other social science courses or permission ofinstructor. W. Fox, R. McVeigh

SO 322. ENVIRONMENTAL SOCIOLOGY 3Examination of the impact of human societies on theirphysical environment and of physical environmentson human societies. This course explores sociologi-cal perspectives on environmental issues as well asthe history of the environmental movement in theUnited States. This course emphasizes the politicaleconomy of consumption, production and regulation,and the relative effects of technology, social change,and social organization on environmental degrada-tion. Specific topics include the resource scarcity,pollution, fossil fuel dependence, disasters, and riskassessment. Prerequisite: SO101 or permission ofinstructor. D. Karp

SO 324. THE DEVELOPMENT OFSOCIOLOGICAL THOUGHT 3

Analysis of the philosophical foundations, centralprinciples, and historical development of sociologicaltheory from its origins in late 19th century Europe tothe present. The course critically examines thesociological theories of Marx, Durkheim, Weber, andMead and their relationship to a number of morecontemporary social theories. Prerequisite: SO101and two other social science courses.

J. Brueggemann

SO 325. CONTEMPORARY SOCIAL THEORY 3An examination of contemporary social theories suchas functionalism, symbolic interactionism, conflict andsocial exchange theory. In addition, recent theoreticaltrends in sociology such as the feminist and environ-mental perspectives, and the biosocial and humanistapproaches are discussed. Prerequisite: SO101 andtwo courses in the social sciences or permission ofinstructor. J. Brueggemann, R. McVeigh

SO 328. SOCIAL MOVEMENTS ANDCOLLECTIVE ACTION 3

An exploration of the causes and consequences ofsocial movements and episodes of collective action.Many people are dissatisfied with existing economic,political or social arrangements, yet relatively fewindividuals attempt to bring about social change byparticipating in organized social protest. What is itthat differentiates those who participate from thosewho do not? In this course we will be approachingthis central question from a variety of theoreticalperspectives. Movements as diverse as the civilrights movement and the Ku Klux Klan will be exam-ined. Prerequisite: SO101. R. McVeigh

SO 329. CRIMINAL JUSTICE 3Sociological analysis of the criminal justice system,including policing, the courts, and corrections. Thiscourse examines criminal justice responses to crimeproblems, and alternative perspectives. Topics varyby semester and may include critical analysis ofpolice use of force, racial disparities in sentencing,the death penalty, juvenile justice, the prison experi-ence, or community justice. Prerequisite: SO 213 orLW 200. D. Karp

SO 331. WOMEN IN GLOBAL ECONOMY 3A comparative analysis of women’s roles in globaleconomy. The course considers both how globaleconomic transformations are affecting women andhow women affect these processes. Key topicsinclude the effect of economic development onwomen’s participation in various forms of economicactivity, including agriculture, micro enterprises,manufacturing, and on gender relations in familiesthroughout the world, with particular emphasis oncountries in the Southern Hemisphere. National andregional emphasis may vary among and within LatinAmerica, Asia, and Africa. Prerequisite: SO101 orWS101. C. Berheide

SO 351. ADVANCED SPECIAL TOPICS INSOCIOLOGY 3

An examination at the advanced level of specialtopics, methods, and areas in sociology. Specifictopics vary by instructor and semester. The course ina different subject area may be repeated for credit.Prerequisite: SO101 or permission of instructor.

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Theater

Chair of the Department of Theater: GautamDasgupta, M.F.A.

Professors: Gautam Dasgupta, M.F.A.;Carolyn Anderson, M.A.

Associate Professor: Lary Opitz, B.A. (mem-ber of United Scenic Artists)

Artists-in-Residence: Alma Becker; *PhilipSoltanoff, B.A.; *Scott Feldsher, B.A.

Lecturers: *Patricia Culbert, M.F.A.; *BarbaraOpitz, M.A.; *Patricia Pawliczak, B.S.; *DavidYergan, B.S.; *Garrett Wilson, B.A.

Theater Manager, Technical Director: DavidYergan, B.S.Theater Management Coordinator: Joan LaneCostume Manager: Patricia Pawliczak, B.S.Assistant Technical Director: Garett Wilson, B.A.Dance Theater Advisor: Isabel H. Brown,M.S., Associate Professor of Dance

The Theater Department offers an opportunityto pursue a serious study of the theater artswithin a liberal arts setting. Courses withinthe department afford training in the basicdemands of the discipline — physical andvocal control, technique in acting and direct-ing, technical and design skills—as well as theopportunity for advanced study, practicalproduction experience, and off-campus intern-ships. The liberal arts requirements help thestudent to understand the moral, intellectual,and political context in which any artistpractices.

All theater majors take certain basic coursesin each of the department’s areas of study.For the best possible training, students in theupper divisions are urged to concentrate inperformance, directing, or design and techni-cal theater. Students with specific intereststhat fall outside these concentrations maydevelop a specialized course of study inconsultation with their advisors and the de-partment. Such interest might includeplaywriting, special studies in dramatic theoryand criticism, theater management, or artsadministration.

THE THEATER MAJOR: Requirements for amajor in theater are:

1. The following eight courses: TH103, 129,229, 230, 231, 250, 235, and 335.

2. At least two courses in dramatic literature:EN215, 339, 343, 345, 346, 359; FF318;FG356; FS 321; or CL222. Other coursesmay be acceptable with permission of thedepartment.

3. Eighteen additional semester hours in theTheater Department.

AREAS OF CONCENTRATION: The followingis a recommended sequence of study in eacharea.

Acting: TH101, 104, 198, 203, 204, 211 or298, 303 or 304.

Directing: TH104, 203, 204, 231, 332, 333,375.

Design and Technical Theater: TH216, 228or 238, 337, 305; AR 103, 105.

HONORS: Departmental honors are based ona quality point average of 3.5 in all majorcourses, satisfactory completion of “SeniorProject” (TH376), and high quality work onother departmental projects.

INTERDEPARTMENTAL MAJOR: In conjunc-tion with the Department of Exercise Science,Dance, and Athletics, the Theater Departmentoffers a major in dance-theater. See Interde-partmental Majors.

THE THEATER MINOR: A minor in theater isavailable for students interested in a generaleducation in theater but not necessarily inten-sive training in a single concentration. Twenty-five semester hours are required: TH103, 129,231, 235, 250; one of the following courses:229, 230, 341; one additional course in theaterbeyond the introductory level; and two coursesin dramatic literature.

Those students interested in combining astudy of theater with art, dance, literature, ormusic should consult with the Theater Depart-ment and their advisors in the formulation of aself-determined major.

THEORY, HISTORY, AND PLAYWRITING

TH 103. INTRODUCTION TO THEATER 3An introduction to the art of the theater that seeks toanswer the question, “Why theater?” Topics willinclude: analysis of significant play texts, examinationof theater structures, forms and styles, and study ofresponsibilities of the theater artist within the contextof collaboration and production. (Fulfills arts-Bcomponent of breadth requirement.) C. Anderson, L. Opitz, and the Department

TH 229, 230. THEATER AND CULTURE I, II 3, 3TH 229: Theatrical Foundations:Classical to 1800; TH 230: Genesis ofTheatrical Modernisms: Nineteenthand Twentieth Centuries

A study of major periods of Western theater whichexplores how theater’s components—plays, acting,design, theory, management—combine to express anidea of theater that reflects its culture’s dominantvalues. Architecture, painting, sculpture, music, anddance—the constituent arts of the theater—will beexamined both within and outside the theatricalcontext to explore the aesthetic, socioeconomic, andpolitical values that shape a culture’s idea of theater.(Fulfills arts-B component of breadth requirement.)

G. Dasgupta

TH 325. PLAYWRITING 3A workshop course in the making of theater scripts inpreparation for public readings. This course may berepeated once for credit. Prerequisite: permission ofinstructor. C. Anderson and Guest Playwrights

SA 355. LANGUAGE IN SOCIETY 3Examination of the varied aspects of the socialorganization of language using techniques fromsociological, anthropological, psychological, andlinguistic theory. Special attention is given to regional,social, and individual variation; nonstandard dialectsand their social impact; the relationship of language,thought, and culture; the role of language in socializa-tion and in the maintenance of social structures; andthe type and extent of cultural variation in languageuse. Prerequisite: SO101 or AN101 or permission ofinstructor. J. Devine

SO 371, 372. INDEPENDENT STUDY 3, 3Individual reading and/or research in sociology underthe guidance of a member of the department. Openwith the consent of the department to qualifiedstudents. Individual conferences to be arranged.

The Department

SO 375. SENIOR SEMINAR IN SOCIOLOGY 4A research practicum in which students draw on theiracquired knowledge of the discipline to developindependent research projects. Students writing theSenior Thesis may, with the approval of the instructorand thesis advisor, begin thesis research in theSeminar. Prerequisites: SO101; SO226, PS217, orEC237; SO227 or PS306; and SO324 or 325; orpermission of the instructor. Open only to sociologymajors and sociology interdepartmental majors.

The Department

SO 376. SENIOR THESIS IN SOCIOLOGY 3Independent research leading to a thesis examining asociological question in depth. Students work underthe direction of a thesis advisor and a second reader.Required of candidates for department honors.Prerequisite: SO375 and permission of instructor.Open only to sociology majors and sociology interde-partmental majors. The Department

SO 399. PROFESSIONAL INTERNSHIP INSOCIOLOGY 3, 6, or 9

Internship experience at the advanced level forjuniors and seniors with substantial academic andcocurricular experience related to sociology. Withfaculty sponsorship and department approval, stu-dents may extend their educational experiencethrough internships in human service agencies, thecriminal justice system, business, governmental, andother formal organizations, community groups, andrelated areas. Prerequisite: nine credit hours insociology. Non-liberal arts. The Department

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† This course may be repeated for credit at thediscretion of the department

TH 332. ADVANCED DIRECTING 3An exploration of the director’s interpretive taskthrough the process of conceptualization and designwith various play and production styles. Designed asan advancement of the skills and knowledge acquiredin TH231, special emphasis is placed on the collabo-rative process. Interpretive and formal skills areshaped in such studio projects as the collaborationwith a playwright to stage a reading or an originalscript, and shaping through improvisation with anacting ensemble an unscripted performance. Notopen to first-year students. Prerequisite: TH231 andpermission of instructor. Recommended: TH129.Non-liberal arts. C. Anderson, A. Becker,

S. Feldsher, P. Soltanoff,

TH 333. THE DIRECTOR AS COLLABORATIVEARTIST 3

An advanced seminar course stressing the relation-ship of the director’s insights to the insights and workof actors, designers, stage managers, composers,and musicians. Students examine a variety of directo-rial models and theories. Students also analyze theirown collaborative efforts and directorial strategies invarious workshop productions. Prerequisite: TH230or 231, or permission of instructor. Non-liberal arts.

G. Dasgupta or the Department

TH 375. ADVANCED DIRECTINGPRACTICUM † 3

Independent work on a theatrical production. Underfaculty supervision, the student will choose, cast, andmount a dramatic work which will be presented to thepublic. Prerequisite: TH332 and permission of thedepartment. Recommended: TH333. Non-liberal arts.

The Department

DESIGN AND TECHNICAL THEATER

TH 129. DESIGN AND PRODUCTION 3An introduction to the principles and techniques oftheater production and design for the stage. Theaterproduction is explored through the study of organ-ization, the physical plant, scenic construction, stagelighting, stage management, painting, and the use ofplans. Half of the course is devoted to investigatingthe process by which the designer interprets playsand develops effective designs. Students will fulfill atwo hour lab requirement and will work on at leastone Skidmore Theater production. Theater majorsare required to complete this course by the end of thesophomore year. Prerequisite: TH103.

G. Wilson, D. Yergan

TH 216. THEATER GRAPHICS 3A studio course which explores the graphic tech-niques involved in theater design and technology.Topics include drawing, painting, drafting, and model-making. Non-liberal arts. (Fulfills arts-A component ofbreadth requirement.) L. Opitz

TH 228. STAGE LIGHTING 3A study of the theory, equipment, and techniqueinvolved in stage lighting. Topics include optics,vision, electricity, color, aesthetics, and designprocedures. This course consists of lectures, workinglabs, and assigned responsibilities on SkidmoreTheater productions. Non-liberal arts. (Fulfills arts-Acomponent of breadth requirement.) L. Opitz

TH 203. INTERMEDIATE ACTING 3Emphasis on deepening of the actor’s imagination,concentration, awareness, and presence throughrigorous physical improvisation. Students experiencethe integration of physical improvisation with textualwork as the semester progresses. Students areexposed to a variety of theatrical approaches. Pre-requisites: TH101 or 198, and TH104. Corequisites:TH101 or 198, or permission of instructor. Non-liberalarts. S. Feldsher, P. Soltanoff

TH 204. INTERMEDIATE ACTING 3Through textual analysis, object exercises, and scenework, students experience the development of a rolethrough the exploration of text and its relationship tothe body in space. Students will develop their abilityto read theatrical texts as they plan for their spatial,rhythmic and emotional work as performers. Studentsare exposed to a variety of theatrical approaches.Prerequisites: TH101 or 198, and TH104. Corequi-sites: TH101 or 198, or permission of instructor. Non-liberal arts. S. Feldsher, P. Soltanoff

TH 211. VOICE FOR THE ACTOR 2Students explore the power of language through thereading of prose and verse. Exercises learned in thiscourse continue to move the student toward a cen-tered, natural placement of the instrument, and thedevelopment of standard non-regional speech, articu-lation, and flexibility. Introductory tools are learned inthe reading of verse and standard dialect work.Rehearsal-specific warm-up programs are developedwith students and used regularly. Written evaluations,critiques, and observations by the student are as-signed to increase awareness of the voice and use ofvocal vocabulary. Prerequisite: TH101 or permissionof instructor. Non-liberal arts. P. Culbert

TH 298. ADVANCED MOVEMENT FOR THETHEATER 2

A course designed for the acting-concentrationstudent. This course builds on skills developed inTH198 and deals more specifically with character andstyle. Non-liberal arts. B. Opitz

TH 303. ACTING STYLES 3Concentrated scene study from major periods intheatrical history. Emphasis on the knowledge anddiscovery of each particular period through the studyand use of masks, costumes, and props. Prerequi-sites: TH203, 204 or permission of instructor. Non-liberal arts. A. Becker

TH 304. SPECIAL STUDIES IN ACTING † 3An open series of acting studies capable of rangingfrom Shakespearean scene study to musical comedy,from Grotowski training to acting for the epic theater.The specific area of study could be determined by theopportunities of a particular production season, bythe training of a visiting artist, or by the interests offaculty or a given group of students. May be repeatedthree times for credit. Prerequisites: TH203, 204 orpermission of instructor. Non-liberal arts. A. Becker

DIRECTING

TH 231. DIRECTING FOR THE THEATER 3An intensive introduction to the craft of directing forthe stage. The fundamentals of script analysis andinterpretation, and production research and prepara-tion will be explored in a seminar setting, while thestudio will be the laboratory for developing clear linesof action and the world of play through composition,picturization, and improvisation, as well as exploringthe collaborative process with actors and designers.By semester’s end students will be prepared toundertake the staging of a workshop production.Prerequisites: TH103, 129, and permission ofinstructor. C. Anderson, A. Becker, P. Soltanoff

TH 334. SPECIAL STUDIES IN THEATERHISTORY AND THEORY † 3

An in depth examination of a specific topic drawn fromthe related fields of history and theory. Topics mightinclude a specific period or trend in theater history (forexample, the avant-garde) or key artists (for example,women in the American theater) or exploration oftheater in relationship to other arts or media (forexample, from theater to film) or writing about perfor-mance and art. Prerequisite: permission of instructor.

C. Anderson, G. Dasgupta

TH 341. THE AMERICAN THEATER:CRITICAL ISSUES 3

An intensive study of key themes and issues in thedevelopment of the American theater and their directrelation to evolving concerns and practices in thecontemporary theater. Discussions and readings willfocus on such topics as, the American theater’s questfor realism and its affects on contemporary castingand production; the relationship of the Americantheater to experimentation on Broadway to Off-OffBroadway; decentralization of the American theaterfrom New York to regional theater, and economic andsocial life as it relates to the American theater. Recom-mended preparations: TH103, 229 or 230 or permis-sion of instructor. C. Anderson, G. Dasgupta

TH 371, 372. INDEPENDENT STUDY 3, 3Independent study and production projects under theguidance of the department. Hours to be arranged.Prerequisite: permission of department. This coursemay or may not be credited in liberal arts, at thediscretion of both the department chair and the regis-trar (and, in exceptional instances, the CurriculumCommittee of the College). The Department

PERFORMANCE

TH 101. VOICE AND SPEECH IN THE THEATER 2The student will learn voice-production techniques andtheories principally for the actor. This course seeks todevelop a free and natural speaking voice in thestudent and will provide the fundamentals of naturalvoice placement. Extensive exercises in breathing,support, resonance, flexibility, and projection will belearned toward the development of a personal vocalwarm-up. (Fulfills arts-A component of breadth re-quirement.) P. Culbert

TH 104. INTRODUCTION TO ACTING 3The student is exposed to exercises designed to freethe imagination through improvisation and theatergames. Secondarily, training is offered in the basicskills of physical and vocal mastery, analytical insightinto the text, and the ability to synthesize techniques,so that the student may acquire discipline in eacharea. Prerequisite: TH 103. (Fulfills arts-A componentof breadth requirement.) A. Becker, P. Soltanoff

TH 198. MOVEMENT FOR THE THEATER † 2Physical training for the actor-performer taught fromvarying points of view depending on the instructor.Work in this course might include physical training,dance for actors, mime, stage combat, circus tech-niques. Instructors also direct students in the develop-ment of a personal, physical warm-up. This coursemay be repeated for a maximum of eight semesterhours. Non-liberal arts. (Fulfills arts-A component ofbreadth requirement.) B. Opitz

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TH 238. COSTUME DESIGN 3A studio course in the principles and practice of stagecostume design, including an historical survey ofclothes, moral conventions, and theatrical costume.The process of design development from concept tocompleted plates will be encountered through aseries of assigned projects. Offered every other fallsemester. Prerequisite: TH129. Alternates withTH337 in fall semester. Non-liberal arts. P. Pawliczak

TH 305, 306. SPECIAL STUDIES IN DESIGN AND TECHNICAL THEATER † 3, 3

A series of specialized and advanced level courses indesign and technical theater. The opportunitiesoffered in a particular production season, the exper-tise of available visiting artists, and the needs ofqualified students will determine the offering(s) eachterm. Permission of instructor required. Non-liberalarts.

A. Scenic Painting D.Scenic ProjectionB. Make-up E.Advanced Scenic DesignC. Costume F.Advanced Lighting

Construction DesignG.Advanced Costume

Design L. Opitz, P. Pawliczak, D. Yergan, and Guest Artists

TH 336. ADVANCED THEATER PRODUCTION3This course, structured on an individual basis, pro-vides leadership experience in the areas of stagemanagement, properties, sound, and technicaldirection. Theories and strategies are studied, thenapplied to work on a major production assignment.Prerequisite: TH129 and permission of instructor.Non-liberal arts. L. Opitz or D. Yergan

TH 337. SCENIC DESIGN 3A studio course in advanced theories and practicesof scenic design. Study and projects will involve thedevelopment of conceptual approaches, research,sketches, and preservation techniques. Students willserve as assistant designers on Skidmore Theaterproductions. Prerequisites TH129 and 216, or permis-sion of the instructor. Non-liberal arts. L. Opitz

PRODUCTION

TH 235. THE SKIDMORE THEATERCOMPANY † 1

Participation for theater majors and non-majorsinterested in theater production. Each companymember will acquire a breadth of training across allareas of theatrical production, as well as makeessential contributions to the ongoing work of thecompany. All company members are a part of theproduction process from concept to design to execu-tion and evaluation. This course may be repeated fora maximum of six semester hours. Non-liberal arts.

D. Yergan and the Department

TH 250. PRODUCTION SEMINAR † 3All students enrolled in this course will have majorresponsibilities on the Skidmore Theater seminarproduction to be presented near the end of thesemester. In addition to fulfilling specific productionresponsibilities, all students will participate in aweekly seminar class through which the productionwork will be synthesized with the liberal arts. Theseseminars will deal with the study of pertinent theatri-cal, literary, philosophical, social, political, andeconomic aspects of the play. This course may berepeated for credit at the discretion of the departmentand may include other departmental productions.Prerequisite: permission of department. Non-liberalarts. (Fulfills arts-A component of breadth require-ment.) The Department

TH 299. PROFESSIONAL INTERNSHIP INTHEATER 3 or 6

Internship opportunity for students whose curricularfoundations and cocurricular experience have pre-pared them for professional work related to the majorfield. With faculty sponsorship and departmentapproval, students may extend their educationalexperience into such areas as stage managing;lighting; scene design and construction; costumedesign, construction, and restoration; sound designand implementation; acting; directing; and theatermanagement and promotion. Prerequisite: one of thefollowing courses pertinent to the chosen area of theinternship: TH103, 129, 231, 228, or 235, or 335.

TH 335. THE SKIDMORE THEATERCOMPANY † 2

Participation for theater majors and non-majorsinterested in theater production. Advanced level workis usually: working as a designer, as a director,performing in a substantial role, in a leadershipcapacity or specialist on crews or managementareas. All company members are a part of the pro-duction process from concept to design to executionand evaluation. This course may be repeated for amaximum of four semester hours. (Normally thiscourse is only open to seniors.) Prerequisite: TH235.Non-liberal arts. D. Yergan and the Department

TH 376. SENIOR PROJECT † 3This course provides a culminating experience for thetheater major. In consultation with faculty, eachstudent will submit a project proposal during thejunior year. Projects should be based upon thestudent’s past work and provide an appropriate nextchallenge for the student’s development as a theaterartist. Projects will be supervised by an appropriatefaculty member. Possible projects include:

a. Preparing a thesis (research paper, design project, etc.b. Performing in a seminar or faculty directed studio productionc. Directing a studio productiond. Designing a studio or seminar productione. Serving in one of a number of approved pro-

duction positions such as general manager, produc-tion manager, technical director, etc. Studentsunable to accomplish projects due to the casting ornature of available production will revise proposalduring the senior year. Prerequisites: TH250;senior status as a theater major; senior minors mayparticipate with permission of department.

The Department

TH 399. PROFESSIONAL INTERNSHIP INTHEATER 3, 6, or 9

Professional experience at an advanced level forjuniors and seniors with substantial academic andcocurricular experience in the major field. With facultysponsorship and department approval, students mayextend their educational experience into such areasas stage managing; lighting; scenic design andconstruction; costume design, construction, andrestoration; sound design and implementation; acting;directing; and theater management and promotion.Prerequisite: student must have completed all inter-mediate level theater courses appropriate to the areaof the internship and be recommended by an instruc-tor in the chosen area of study. The Department

Women’s Studies

Director of the Women’s Studies Program:Patricia Rubio, Ph.D.

Affiliated Faculty

American Studies: Wilma Hall, Mary Lynn,Joanna Schneider Zangrando

Art and Art History: Lisa Aronson, KatherineHauser, Penny Jolly

Classics: Leslie MechemEconomics: Sandy BaumEnglish: Barbara Black, Joanne Devine,

Catherine Golden, Charlotte Goodman,Sarah Webster Goodwin, Kate Greenspan,Susan Kress, Phyllis Roth, Ann Seaton,Linda Simon, Mason Stokes

Exercise Science, Dance, and Athletics: MaryDiSanto-Rose

Foreign Languages and Literatures: LynneGelber, Viviana Rangil, Patricia Rubio,Shirley Smith, Adrienne Zuerner,

Government: Pat Ferraioli, Katherine GraneyLibrary: Ruth CopansMusic: Deborah RohrPhilosophy and Religion: Joel Smith, Mary

Zeiss StangePsychology: Joan Douglas, Holley HodginsSociology, Anthropology, and Social Work:

Susan Bender, Catherine White Berheide,Gerald Erchak, Michael Ennis-McMillan,Jill Sweet, Susan Walzer

Theater: Carolyn Anderson

THE WOMEN’S STUDIES MAJOR: Women’sstudies is an interdisciplinary academic fieldthat draws on feminist theories and scholar-ship by and/or about women to analyze theexperiences, perspectives, and contributionsof women and systems of gender relations invarious cultural settings and time periods.The women’s studies major is a multi-disciplinary program that involves students inthe exploration of topics such as the socialconstruction of gender, women’s historical andcontemporary experiences, and their roleswithin various societies.

Completion of the major strengthens students’preparation for further work in fields includingwomen’s studies, law, public and internationalaffairs, social sciences, the humanities, com-munications, and the arts. Through the major,students also gain a foundation for under-standing the social, intellectual, and politicalforces that shape their personal and profes-sional lives. The major leads to a bachelor ofarts degree.

† This course may be repeated for credit at thediscretion of the department

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Women’s Studies Curriculum

WS 101. INTRODUCTION TO WOMEN’SSTUDIES 3

An introduction to the origins, purpose, subjectmatters, and methods of women’s studies. Throughan interdisciplinary investigation of the evolving bodyof scholarship by and about women, this coursepresents a survey of women’s social, psychological,historical, political, and cultural experiences. The goalof the course is to help students develop a criticalframework for thinking about gender and sexuality,with special attention to issues of class, race, andethnicity. (Fulfills LS2 requirement.)

WS 201. FEMINIST THEORIES ANDMETHODOLOGIES 3

A critical exploration of the history, development,impact, and implications of feminist theory. Beginningwith seventeenth- and eighteenth-century proto-feminism, the course moves through the “first andsecond waves” of the women’s movement in thenineteenth and twentieth centuries, and looks towardthe future through consideration of current trends infeminist theory and method. Emphasis is placed onthe crossdisciplinary nature of feminist inquiry, andthe specific ways in which particular methodologiesarise from or relate to specific theoretical positions.Prerequisite: WS101 or permission of instructor.

WS 371, 372. INDEPENDENT STUDY 3, 3A program of individual reading and research underthe direction of the women’s studies faculty. Prerequi-site: approval of the director of women’s studies.

WS 375. SENIOR SEMINAR IN WOMEN’SSTUDIES 3

Exploration of primary and secondary sources in theinterdisciplinary examination of a particular theme ortopic in women’s studies. The focus is on advancedresearch, and close attention is paid to the develop-ment, organization, and production of a major project.Students will present their research to the seminar;those intending to write an honors thesis will presenttheir thesis proposals. Prerequisite: WS101 andWS201.

WS 376. SENIOR THESIS 3Independent study and research leading to a thesisexamining, from an interdisciplinary perspective, atopic relevant to women's studies. Students will workunder the direction of a faculty advisor as well as asecond reader. Open to women's studies majorsonly, and required of candidates for program honors.

WS 399. PROFESSIONAL INTERNSHIP INWOMEN’S STUDIES 3

Internship opportunity for students whose academicand cocurricular experience has prepared them forprofessional work related to women’s studies. Withfaculty sponsorship and approval of the director ofthe Women’s Studies Program, students may extendtheir educational experience into such areas ascounseling, education, crisis intervention, health caredelivery, business and management, and other areasrelevant to women’s studies. Academic assignmentswill be determined by the faculty sponsor in consulta-tion with the on-site supervisor. Prerequisites: Twocourses in women’s studies, at least one of which isat the 200 or 300 level.

Students majoring in women’s studies mustsuccessfully complete ten courses in women’sstudies, including:

I) An Introduction to Women’s Studies. Thisrequirement may be fulfilled in one of two ways:

1. WS101: Introduction to Women's Studies

2. In exceptional cases and only with per-mission of the director of the Women’s StudiesProgram, two entry-level courses in thewomen’s studies curriculum in different areas(social sciences, humanities, or the sciences).Students who take this option must success-fully complete eleven courses for the major.

II) WS 201: Feminist Theories and Methodolo-gies. Prerequisite: WS101.

III) At least one course from the women’sstudies curriculum including works by or aboutwomen of color or women from other cultures.This category includes courses with a non-Western focus (e.g., “Issues of Gender inAfrican Art,” “Latin American Women”) as wellas those that deal centrally with culturallydiverse groups within the United States.

IV) Six additional courses in the women’sstudies curriculum. Courses should reflect theinterdisciplinary nature of women’s studies bydrawing from at least three different disciplines.Electives should be selected in consultationwith the program director so as to constituteboth exploration and concentration. A concen-tration, normally three courses at least one ofwhich is at the 300 level, may be designed tofocus on a discipline, a theme, a time period, oran issue.

V) Of the ten courses presented toward themajor, at least three must be 300-level courses.

VI) WS375: Senior Seminar in Women’s Stud-ies. Prerequisites: WS101 and WS201.

HONORS: Students desiring honors inwomen’s studies must meet the requisitegrade-point average and must complete asenior thesis under the supervision of awomen’s studies faculty member. The thesismust be approved for honors by the Women’sStudies Advisory Board.

THE WOMEN’S STUDIES MINOR: A minorconsists of six courses (at least eighteen se-mester hours), including:

1. WS101: Introduction to Women’s Studies2. WS201: Feminist Theories and Methodolo-gies.3. WS375: Senior Seminar in Women’sStudies.4. Three additional courses chosen from thewomen’s studies curriculum.

The following list may be revised with the approval ofthe director as departments offer additional coursesin women’s studies and as appropriate LiberalStudies courses become available.

AH 369. Women in the Visual ArtsAH 375.D. Seminar: Theory and Methodology

“Gender Issues in Late Medieval andRenaissance Art“

AH 376. E. Colloquia in Art History“Issues of Gender in African Art"

AM 340. Women and Work in AmericaAM 363. Women in American CultureAN 242. North American IndiansAN 260. Southwest IndiansAN 351. Topics in Anthropology

“Kinship and Gender”AN 352. Topics in Archaeology

“Women in Prehistory”CL 365. Topics in Classical Studies:

“Sex in the Ancient World”“Family in Antiquity”“Women in Antiquity”

EC 351. Women in the EconomyEN 208. Language and GenderEN 223. Women and LiteratureEN 316. Nineteenth-Century NovelEN 360. Women WritersEN 363. Special Studies in Literary History

B. "The James Circle"C. "Manhattan in the Twenties"

GO 223. Current Issues in Public PolicyGO 313. Politics of Contemporary United States

Social MovementsGO 352. Women and the LawGO 353. Sex and PowerGO 354. Feminist Political ThoughtLS2 102. Romance and GenderLS2 108. Coming of AgeLS2 120. Sexual ScienceLS2 136. United States Women EntrepreneursLS2 140. Changes in FamiliesLS2 145. Gender and the Scientific ProcessLS2 152. Women and MusicLS2 178. Born in AmericaLS2 181. How Do Women Look? Woman as

Object/Subject in ContemporaryAmerican Visual Culture

LS2 188. The Debate About Women in the MiddleAges

LS2 193. The Forgotten Half: Latin AmericanWomen Before and After SpanishColonization

LS2 197. Images of Contemporary Italian WomenLS2 198. Images of LatinasLS2 199. Italian Renaissance WomenPS331. Psychology of WomenRE205. Women, Religion, and SpiritualityRE 220. Encountering the Goddess in IndiaRE 330. Advanced Topics in Relgion: “Feminist

Theologies”SB 315. Work, Family, and OrganizationsSO 203. Femininity and MasculinitySO 217. The FamilySO 225. Quantifying WomenSO 316. Women in Modern SocietySO 331. Women in Global EconomyTH 334. Special Studies in Theater History and

Theory: “Women in American Theater”

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Interdepartmental Majors

BIOLOGY-CHEMISTRY

The combined major in biology-chemistryprovides a foundation in both disciplines forstudents who have a serious academic interestin each of the two areas, or an interest inpreparation for graduate study or professionaltraining in biology or biochemistry. The majorleads to a bachelor of arts degree.

Course requirements for the major:

1. Biology requirements include six coursesselected in consultation with the student'sbiology faculty advisor. At least two coursesmust be chosen from the BiologyDepartment's core curriculum of BI190,233, 236, and 237. The remaining fourcourses may include any combination ofcore courses not already taken and/or 300-level biology courses; some students maywish to study the full breadth represented inthe core, and others may wish to take onlythe core courses that prepare them forpursuit of a specialized interest at the 300level. For example, a student might take allfour core courses, and then choose twoadditional courses at the 300 level. Or, astudent wishing to focus on animal physiol-ogy might take BI233 and 236, followed byBI305, 306, 323, and 346 to complete thesix-course requirement.

2. Chemistry requirements include CH105,106 (or 107, 214), 221, 222, 341, and one300-level elective chosen in consultationwith the student's chemistry faculty advisor.

3. Minimum of one semester of capstoneresearch in either biology or chemistry(BI375 or CH371 or CH372).

4. Two credit hours of seminar in biology and/or chemistry (BI377, 378, CH377, 378).

5. MA111, 113 and PY 207, 208 are stronglyrecommended. For students preparing toattend health professional schools, theseare required courses.

To be eligible for honors in this major, a stu-dent must maintain the required College anddepartment averages and sucessfully com-plete a BI375, CH372 or CH 372 project. Otherfactors, such as academic integrity, will bearon the decision to award honors.

BIOLOGY-PHILOSOPHY

The major will complete a minimum of sixcourses in each department and a total offifteen courses in both. The courses chosenfrom philosophy must include PH203, 204, and375. Students seeking honors in the majormust complete either BI375 or PH376 in thesenior year with a grade of A- or better (thesewill be counted toward the requisite total of 15courses). Honors distinction also requires apositive recommendation from both depart-ments. The major will have an advisor fromeach department, and the program must beapproved by both chairs. The biology-philoso-phy major leads to the bachelor of arts degree.

BIOLOGY-PSYCHOLOGY

The major will complete a minimum of sixcourses in each department. Biology coursesmust include BI190, 233, 236, and three 300-level courses, one of which must be a physiol-ogy course (BI305 or 306), BI316, or 326.BI377 or 378 cannot substitute for thesecourses. No more than one lab/field researchopportunity (BI371 or 375) may substitute for arequired 300-level course. Psychology coursesmust include PS101, 216, 217, 304, 306 andone other psychology course. CH105 and 106are required. In the senior year, the studentmay undertake a tutorial research project witha research advisor chosen from either depart-ment and a thesis reader chosen from theother department (see BI375 and PS375, 376course descriptions for requirements). Suc-cessful completion of a tutorial study is a re-quirement for consideration for honors in themajor. An academic advisor is to be chosenfrom each department upon entering the major.The major leads to a bachelor of arts degree.

BUSINESS-ECONOMICSThe requirements for a business-economicsmajor are: BU107, 205, 214, 224, 234, 235,342, 349, and one 300-level elective in busi-ness; and EC103, 104, 235, 236, 237, and atleast six additional credit hours at the 300 levelin economics. To be eligible for honors, astudent must receive at least an A- on a thesisacceptable to both departments. The thesismust be defended before a joint committeefrom the two departments. The major leads toa bachelor of arts degree.

BUSINESS-FRENCH

The major requires sixteen courses, seven inFrench and nine in business. In French theseinclude two from among FF213, 214, 216, 219,221, and five courses at the 300 level thatmust include FF 301 and 376 (one FL coursemay also be included). The major will alsoinclude: BU107, 205, 214, 224, 234, 235, 342,349, and EC237. To be considered for honors,the student must receive at least an A- inFF374 "Thesis," to be written in French, whichintegrates the two disciplines and is acceptableto both departments. The major leads to abachelor of arts degree.

BUSINESS-GERMAN

The major requires sixteen courses, seven inGerman and nine in business. In Germanthese include FG213, 214, 301, 376, and threemore German courses above FG202, at leastone of which is at the 300 level. One FLcourse may be included. The major will alsoinclude: BU107, 205, 214, 224, 234, 235, 342,349, and EC237. To be considered for honors,the student must receive at least an A- inFG374 "Thesis," to be written in German,which integrates the two disciplines and isacceptable to both departments. The majorleads to a bachelor of arts degree.

BUSINESS-GOVERNMENT

The major will complete a minimum of sixteencourses, eight in business (BU107, 205, 214,224, 234, 235, 342, 349) plus EC237 andseven in government (GO101, 103 and fiveother courses chosen in consultation with thegovernment faculty advisor, at least two ofwhich shall be at the 300 level). To be eligiblefor honors, a student must have received atleast an A- on an honors research paper in a300-level business or government course thatintegrates the two disciplines. The major leadsto a bachelor of arts degree.

BUSINESS-MATHEMATICS

The following courses are required for themajor: BU107, 205, 214, 224, 234, 235, 342,349; MA111, 113, 200, 204; CS106; and oneadditional 300-level course in mathematics orcomputer science. In addition, the studentmust elect two other courses at the 300 levelrelating to this major and approved by thechair of each department. To be eligible forhonors, a student must have received at leastan A- on a thesis that integrates the two disci-plines and is acceptable to both departments.The major leads to a bachelor of arts degree.

BUSINESS-SPANISH

The major requires sixteen courses, seven inSpanish and nine in business. In Spanishthese include FS211, 212, 301, 331, 332, 376and one other Spanish course at the 300 levelor a course designated FL. The major will alsoinclude: BU107, 205, 214, 224, 234, 235, 342,349, and EC237. To be considered for honors,the student must receive at least an A- inFS374 "Thesis," to be written in Spanish,whichintegrates the two disciplines and is accept-able to both departments. The major leads to abachelor of arts degree.

DANCE THEATER

The qualified student of dance wishing topursue a liberal and technical education maydo so, beginning in the first or sophomoreyear, in an interdepartmental dance-theaterprogram leading to a bachelor of sciencedegree. The basis for dance study is moderndance and ballet. Requirements are as follows:

1. In dance—(a) Technique—eighteensemester hours of technique including foursemester hours outside primary discipline;(b) Theory—DA230 and one course fromamong the following: DA227, 228, 335,376M or 376B

2. In theater— TH103, 129, 231, 250 and any twoof the following courses: TH229, 230, 341

3. TH376 (senior project combining danceand theater) or two courses from amongDB393, 394, DM393, 394.

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ECONOMICS-FRENCH

In constructing the major, the student, with thehelp of an advisor in each department, shouldselect complementary courses from the twofields to facilitate the integration of the twodisciplines. Required among the sevencourses in French are two from FF213, 214,216, 219, or 221, and five courses at the 300level to include FF376 (one FL course may beincluded). Students are also urged to includeFF301. Requirements in economics are:EC103, 104, at least two 200-level courseschosen from EC235, 236, and 237, and atleast six additional credit hours at the 300level. To be eligible for honors in economics-French, a student must receive at least an A-on a thesis acceptable to both departments thatintegrates the two disciplines. The major leadsto a bachelor of arts degree.

ECONOMICS-GERMAN

In constructing the major, the student, with thehelp of an advisor in each department, shouldselect complementary courses from the twofields to facilitate the integration of the twodisciplines. Required among the sevencourses in German are FG213, 214, 376, andfour other courses at the 300 level, one ofwhich may be designated FL. Students arealso urged to include FG301. Requirements ineconomics are: EC103, 104, at least two 200-level courses chosen from EC235, 236, and237, and at least six additional credit hours atthe 300 level. To be eligible for honors in eco-nomics-German, a student must receive at leastan A- on a thesis acceptable to both depart-ments that integrates the two disciplines. Themajor leads to a bachelor of arts degree.

ECONOMICS-MATHEMATICS

The requirements for an economics-math-ematics major are: EC103, 104, 235, 236; andat least nine additional credit hours in econom-ics, at least six of which are at the 300 level.The mathematics-computer science coursesmust include MA111, 113, 200, 202, 204;either MA316 or MC302; and one additional300-level course in mathematics or computerscience. A senior thesis or project integratingboth disciplines (presented to both depart-ments) is required for honors. The major leadsto a bachelor of arts degree.

ECONOMICS-PHILOSOPHY

In philosophy, students must take PR200,PH203, 204, and three 300-level philosophycourses, including PH375. Requirements ineconomics are EC103, 104, at least two 200-level courses chosen from EC235, 236, and237, and at least six additional credit hours atthe 300 level in economics. To be eligible forhonors, a student must receive a grade of atleast A- on an honors thesis that integrates thetwo fields. The thesis must be defended beforethe faculty. Approval of the program is requiredby the chairs of both departments. The majorleads to a bachelor of arts degree.

ECONOMICS-SOCIOLOGY

The economics-sociology major must success-fully complete at least twenty-one credit hoursin sociology, including SO101, 226, 227, 324or 325, and 375. Students may substituteEC237 for SO226, but must still complete aminimum of twenty-one hours of course workin sociology. The economics requirements areEC103, 104, 235, 236, 237 (or SO226) and atleast six credits in 300-level economicscourses. Courses are to be selected in consul-tation with advisors in each discipline. In con-structing the major program, the studentshould select complementary courses as astep toward integration of the two disciplines.To be eligible for honors, the student mustearn at least an A- on a thesis acceptable toboth departments (EC371 or 372 or SO376).The thesis must be defended before a jointcommittee determined by the thesis advisor.The major leads to a bachelor of arts degree.

ECONOMICS-SPANISH

In constructing the major, the student, with thehelp of an advisor in each department, shouldselect complementary courses from the twofields to facilitate the integration of the twodisciplines. Required among the sevencourses in Spanish are FS211, 212, and 376,and four other courses at the 300 level, one ofwhich may be designated FL. Students arealso urged to include FS301, 331, and 332.Requirements in economics are: EC103, 104,at least two 200-level courses chosen fromEC235, 236, and 237, and at least six addi-tional credit hours at the 300 level. To beeligible for honors in economics-Spanish, astudent must receive at least an A- on a thesisacceptable to both departments that integratesthe two disciplines. The major leads to a bach-elor of arts degree.

ENGLISH-FRENCH

The major requires fourteen courses in Englishand French equally divided between the twodisciplines. The seven courses required by theEnglish Department must be above the 100level and must include EN201 and 202 (insequence) taken before 300-level courses inEnglish. At least four must be taken on the 300level in the junior or senior years, but no fewerthan two in the senior year, and two of the fourmust be from the categories AdvancedCourses in British and American Literature orSenior Tutorial Studies. Of the seven coursestaken in French, at least five must be in theFrench language beyond the intermediatelevel, and at least three of the five on the 300level. The seven must include two from amongFF213, 214, 216, 219, or 221, and 376. Twocourses may be from the department’s offer-ings designated FL. Majors seeking honorsmust write a thesis while enrolled in eitherFF374 or EN390 and must receive at least anA- for the thesis, a portion of which must be ina foreign language. Only students with acumulative average of 3.5 or higher are eligibleto write a thesis. Each student will have advi-sors in both departments who will pay particu-lar attention to the intellectual coherence of hisor her work in English and French literatures.The major leads to a bachelor of arts degree.

ENGLISH-GERMAN

The major requires fourteen courses in Englishand German equally divided between the twodisciplines. The seven courses required by theEnglish Department must be above the 100level and must include EN201 and 202 (insequence) taken before 300-level courses inEnglish. At least four must be taken on the 300level in the junior or senior years, but no fewerthan two in the senior year, and two of the fourmust be from the categories AdvancedCourses in British and American Literature orSenior Tutorial Studies. Of the seven coursestaken in German, at least five must be in theGerman language beyond the intermediatelevel, and at least three of the five on the 300level. The seven must include FG213, 214,and 376. Two courses may be from thedepartment’s offerings designated FL. Majorsseeking honors must write a thesis whileenrolled in either F374 or EN390 and mustreceive at least an A- for the thesis, a portionof which must be in a foreign language. Onlystudents with a cumulative average of 3.5 orhigher are eligible to write a thesis. Eachstudent will have advisors in both departmentswho will pay particular attention to the intellec-tual coherence of his or her work in Englishand German literatures. The major leads to abachelor of arts degree.

ENGLISH-PHILOSOPHY

The major will complete a minimum of twelvecourses, six in English and six in philosophy.The six course required by the English Depart-ment (totalling a minimum of twenty semesterhours) must be above the 100 level and mustinclude EN201 and 202 (in sequence) takenbefore 300-level courses in English. At leastthree must be taken on the 300 level in thejunior or senior year but no fewer than two inthe senior year. Two of the three must be fromthe categories Advanced Courses in Britishand American Literature or Senior TutorialStudies; one must be either EN361 orPH330E. The six course required by the De-partment of Philosophy and Religion (totallinga minimum of nineteen semester hours) mustinclude PR200, PH203, 204, and three 300-level courses, including PH375 and eitherPH330E or EN361. Both PH330E and EN361may be taken for credit toward the interdepart-mental major. Approval of the program isrequired by the chairs of both departments. Tobe eligible for honors, a senior major who hasmaintained the College required grade-pointaverage for departmental honors must alsoachieve at least an A- on a senior thesis,senior project, or research-seminar paper, byagreement of an appropriate faculty readerfrom each department, or as designated by therespective chairs. The major leads to a bach-elor of arts degree.

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ENGLISH-SPANISH

The major requires fourteen courses in Englishand Spanish equally divided between the twodisciplines. The seven courses required by theEnglish Department must be above the 100level and must include EN201 and 202 (insequence) taken before 300-level courses inEnglish. At least four must be taken on the 300level in the junior or senior years, but no fewerthan two in the senior year, and two of the fourmust be from the categories AdvancedCourses in British and American Literature orSenior Tutorial Studies. Of the seven coursestaken in Spanish, at least five must be in theSpanish language beyond the intermediatelevel, and at least three of the five on the 300level. The seven must include FS211, 212,and 376. Two courses may be from thedepartment’s offerings designated FL. Majorsseeking honors must write a thesis whileenrolled in either FS374 or EN390 and mustreceive at least an A- for the thesis, a portionof which must be in a foreign language. Onlystudents with a cumulative average of 3.5 orhigher are eligible to write a thesis. Eachstudent will have advisors in both departmentswho will pay particular attention to the intellec-tual coherence of his or her work in Englishand Spanish literatures. The major leads to abachelor of arts degree.

GOVERNMENT-FRENCH

The major requires fourteen courses, seven ineach department. In constructing the major,the student, with the help of an advisor in eachdepartment, should select complementarycourses from the two fields to facilitate theintegration of the two disciplines. Requiredamong the seven courses in French are twofrom among FF213, 214, 216, 219, 221. Onemay be a course designated FL, four otherFrench courses at the 300 level and FF376.Among the courses in government are GO103,203, 318 and four other courses chosen inconsultation with the advisor. To be eligible forhonors, a student must receive at least an A-in FF374: Thesis and an A- on an honorsresearch paper in a 300-level governmentcourse. The major leads to a bachelor of artsdegree.

GOVERNMENT-GERMAN

The major requires fourteen courses, seven ineach department. In constructing the major,the student, with the help of an advisor in eachdepartment, should select complementarycourses from the two fields to facilitate theintegration of the two disciplines. Requiredamong the seven courses in German areFG213, 214, and 376 and four other Germancourses at the 300 level, one of which may bedesignated FL. Among the seven courses ingovernment are 103, 203, 318, and four othercourses chosen in consultation with the advi-sor. To be eligible for honors, a student mustreceive at least an A- in FG374: Thesis and anA- on an honors research paper in a 300-levelgovernment course. The major leads to abachelor of arts degree.

GOVERNMENT-HISTORY

The major will complete fourteen courses,equally divided between government andhistory, including a history colloquium and atleast one 300-level government course. To beeligible for honors, the student must havereceived at least an A- on an honors researchpaper in a 300-level government course. Inconstructing the major, the student shouldselect complementary courses from the twofields as a step toward integrating the twodisciplines. Approval of the program by thechairs of both departments is required. Themajor leads to a bachelor of arts degree.

GOVERNMENT-PHILOSOPHY

The major will complete a minimum of fourteencourses, equally divided between governmentand philosophy. Required among the sevencourses in government are GO303 and 304.Required among the seven courses in philoso-phy are PH203, 204, and four 300-levelcourses, including the PH375 "Senior Semi-nar." To be eligible for honors, the studentmust have at least an A- on an honors re-search paper in a 300-level governmentcourse or in PH376: Senior Thesis. In con-structing the major, the student should selectcomplementary courses from the two fields asa step toward integrating the two disciplines.Approval of the program is required by thechairs of both departments. The major leadsto a bachelor of arts degree.

GOVERNMENT-SOCIOLOGY

The government-sociology major must suc-cessfully complete at least twenty-one credithours in government, including at least twocourses at the 300 level, and twenty-one credithours in sociology, including SO101, 226,227, either 324 or 325, and 375. SO222 and328 are strongly recommended. To be eligiblefor honors, the student must have at least anA- on an honors research paper in a 300-levelgovernment course, complete a senior thesisin government or sociology (GO375 orSO376), or earn at least an A- in SO375. Thestudent selects courses in consultation withadvisors in each discipline. In constructing themajor, the student should select complemen-tary courses as a step toward integration of thetwo disciplines. The major leads to a bachelorof arts degree.

GOVERNMENT-SPANISH

The major requires fourteen courses, seven ineach department. In constructing the major,the student, with the help of an advisor in eachdepartment, should select complementarycourses from the two fields to facilitate theintegration of the two disciplines. Requiredamong the seven courses in Spanish areFS211, 212, and 376 and four other Spanishcourses at the 300 level, one of which may bedesignated FL. Among the seven courses ingovernment are 103; either 203 and 318, or209 and 309; and four other courses chosen inconsultation with the advisor. To be eligible forhonors, a student must receive at least an A- inFS374: Thesis and an A- on an honors re-search paper in a 300-level government course.The major leads to a bachelor of arts degree.

HISTORY-PHILOSOPHY

The major will complete a minimum of fourteencourses equally divided between history andphilosophy. In constructing the major program,the student should select complementarycourses from the two fields as a step towardintegrating the two disciplines. The major isrequired to take PH203, 204, a history collo-quium, and the senior seminar in philosophy.Approval of the program by the chairs of bothdepartments is required. The major leads to abachelor of arts degree.

POLITICAL ECONOMY

Required among the seven governmentcourses is at least one 300-level governmentcourse. In economics, students must takeEC103, 104, at least two 200-level courseschosen from EC234, 235, 236, and 237, and atleast six additional credit hours at the 300 levelin economics. To be eligible for honors inpolitical economy a student must have re-ceived at least an A- on an honors researchpaper in a 300-level government course. Inaddition the student must submit a paper tothe Economics Department that integrates thetwo disciplines, and must successfully defendthat paper before the economics faculty. Inconstructing the major program, the studentshould select complementary courses from thetwo fields as a step toward integrating the twodisciplines. The major leads to a bachelor ofarts degree.

PSYCHOLOGY-SOCIOLOGY

The psychology-sociology major must suc-cessfully complete twenty-one credit hours inpsychology and twenty-one credit hours insociology, including PS101; SO101 and 375;either PS205 or SO 202; either SO324 or 325;either PS217 and 306 or SO226 and 227. Tobe eligible for honors, the student must com-plete a senior thesis in psychology or sociol-ogy (PS375 and 376, or PS378 or SO376) orreceive at least an A- in SO375.. The studentselects courses in consultation with advisors ineach discipline. In constructing the major, thestudent should select complementary coursesas a step toward integration of the two disci-plines. The major leads to a bachelor of artsdegree.

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Self-Determined Major

A student may pursue an interest through aprogram not necessarily contained within orrelated to a major department. The self-deter-mined major is neither a double major nor aninterdepartmental major. In recent years, self-determined majors have included such areasas medieval studies, arts administration, sportsmanagement, environmental studies, law andsociety, and Italian studies. The degree pro-gram must contain a core of not fewer than tencourses pertinent to the student’s centralinterest, one of these being an independentstudy project that integrates this core ofcourses, or a senior seminar or colloquium inwhich a main project achieves the same goal.Self-determined majors must meet the all-College requirements, including the maturity-level requirement.

The student proposes a course of study tothe Subcommittee on Self-Determined Majorsthrough the chair of the subcommittee. Nor-mally, a student will apply during the spring ofthe sophomore year. A self-determined-majorproposal must be submitted no later thanOctober 15 of the junior year or its equivalent.

Students seeking departmental honors atgraduation may submit their final project to thesubcommittee for evaluation. There are twoconditions for giving a final project honors:(1) the advisors assess it to be excellent andof honors caliber;(2) the Self-Determined Majors Subcommittee,based on the advisors’ assessments and itsmembers’ judgments, deems it worthy ofhonors. In instances when the subcommitteeis not sufficiently knowledgeable about thesubject of a final project to assess it, a facultymember knowledgeable in the subject willadvise them.

Detailed procedures for establishing a self-determined major may be obtained from theOffice of the Dean of Studies or from the chairof the subcommittee.

Preparation for Professions andAffiliated Programs

The undergraduate program at Skidmoreaffords preparation for graduate work either inthe liberal arts or in the professions. Studentsinterested in advanced degrees should consultthe appropriate department as soon as pos-sible in their undergraduate careers. A numberof preprofessional programs, such as premedand prelaw, are supported by special advisorsat the College.

Catalogues of graduate and professionalschools are available on microfiche in theScribner Library. Notices of graduate fellow-ships and assistantships from many institu-tions are on file in the Office of The Dean ofStudies and are posted on departmentalbulletin boards.

Most graduate schools require an appropriateentrance exam: the MCAT for medical school,the LSAT for law school, the GMAT for busi-ness school, and the GRE for most othergraduate programs. Information on specificentrance requirements and application formsare available in the Office of Career Services.Many graduate programs in an academicdiscipline leading to an M.A. or Ph.D. requirecompetence in one or two foreign languages.

Most professional schools advise students toobtain a sound foundation in the liberal arts, inaddition to the necessary preprofessionalcourses, as the best preparation for admission.This holds true for engineering, law, medicine,social service, and teaching certification.

BUSINESS ADMINISTRATION

The 4 + l M.B.A. Program with ClarksonUniversity

In this program, students earn a baccalaureatefrom Skidmore and a master’s degree in busi-ness administration from Clarkson in the yearfollowing Skidmore graduation. Normally, theM.B.A. requires two or more graduate years tocomplete.

Under special agreement, students plan theirundergraduate programs to include certainfoundation courses normally taken in the firstyear of study in an M.B.A. program.

Foundation requirements include satisfactorycompletion of a total of twenty-seven semesterhours in each of the following subjects:

Foundation Skidmore CoursesRequirements (or Clarkson equivalent)

Business and Society BU 333. Business Law I

Economics EC 103. Introduction toMacroeconomicsEC 104. Introduction toMicroeconomics

Management BU 224. FoundationsPrinciples of Organizational

Behavior

Accounting BU 234. Foundations ofAccounting IBU 235. Foundations ofAccounting II

Computer CS 102. Computing inProgramming Context

Statistics and EC 237. Economic andProbability Business Statistics; or

MA 204. Probability andStatisticsPS 217. StatisticalMethods of Psychology I

Calculus MA 111. Calculus I

Marketing BU 214. Foundations ofMarketing

Finance BU 338. Foundations ofFinance

In addition to completing the foundationequivalents, students will meet Clarkson’sprescribed admission standards.

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The 3/2 Bachelor’s M.B.A. Program withRensselaer Polytechnic Institute, School ofManagement

In this program, students earn a baccalaureatefrom Skidmore and a master’s degree in busi-ness administration from Rensselaer. Studentsspend generally three to three and one-halfyears at Skidmore completing their particularmajor as well as the undergraduate equivalentM.B.A. course requirements for whichRensselaer grants credit. Then one and one-half to two years are spent at Rensselaercompleting the M.B.A. requirements.

Under special agreement, students plan theirundergraduate programs to include certaincourses normally taken in the first year ofstudy in an M.B.A. program.

Courses taken at Skidmore that may substituteas undergraduate equivalent courses in thisM.B.A. program are:

EC 103, 104. Macro, Micro EconomicsBU 214. MarketingBU 224. Organizational BehaviorBU 234, 235. Financial, Managerial AccountingEC 237, PS 217. StatisticsCS 102. Computing in ContextBU 343, 345. Financial ManagementBU 355. Business EthicsMA 105, 111. Pre-Calculus, Calculus I

Admission to the program will normally bemade during the first semester of a student’sthird year at Skidmore. To qualify for admis-sion (without GMAT tests) applicants musthave at least a 3.0 cumulative grade pointaverage and will have met the following mini-mal prerequisites: MA105, 111, EC 103, 104,CS102, and one other course in computerscience or computer applications approved byRensselaer. The chair of the Management andBusiness Department, in consultation withappropriate faculty of the department, and afaculty member from the student’s majordepartment may admit as many as six stu-dents each year to the graduate program. Anyqualified applicants beyond the six admittedmay, with Management and Business Depart-ment support, also apply to the program, andtheir admission will be at the discretion ofRensselaer.

In addition to the course and formal programrequirement, 3/2 students are required tocomplete a summer work-internship at acompany or agency.

ENGINEERING

Skidmore College offers qualified students theopportunity to earn dual degrees in liberal artsand engineering through its cooperative 3/2Program with Dartmouth College or its 3 + 2Program with Clarkson University. These arechallenging programs designed for the studentwho has strong preparation in mathematicsand physical sciences, and above averageproblem solving skills.

It is desirable to select either the 3/2 or the3+2 program at the earliest possible date,preferably during the first year, to ensuremeeting the prerequisite requirements. There-fore, interested students are encouraged todiscuss the engineering programs with theengineering coordinator as soon as possible.

Skidmore Engineering Advisory Committee:Professors William J. Standish, Coordinator;Richard L. Speers, Pierre von Kaenel.

3/2 Program with Dartmouth College

Through a cooperative arrangement with theThayer School of Engineering at DartmouthCollege, students majoring in mathematics orphysics at Skidmore may earn both the bach-elor of arts degree from Skidmore at the end ofthe fourth year and, at the end of the fifth year,the bachelor of engineering degree fromDartmouth.

An additional one or two years may lead tothe master of engineering and/or the masterof business administration degree fromDartmouth.

REQUIREMENTSA student entering this combined programmust major in mathematics or physics, musthave a grade point average of at least 3.0 inscience and mathematics, and must haveapproval of the Engineering Advisory Commit-tee.

Students interested in this program musthave the necessary course background beforeentering Dartmouth in the junior year. There-fore it is desirable to select the program at theearliest possible date, preferably during thefirst year, to ensure meeting the prerequisiterequirements. The Engineering AdvisoryCommittee does not recommend studentsaccelerate in the program.

At the end of the fall semester of the sopho-more year the student shall apply to the Engi-neering Advisory Committee for consideration.The Committee will recommend to Dartmouthonly those students whom it believes are likelyto profit from the program.

Outlined below is the course of study requiredfor the 3/2 program comprising first, second,and senior years at Skidmore and the juniorand fifth year at Dartmouth.

Mathematics/Engineering MajorPhysics/Engineering Major

First YearMA 111. Calculus IMA 113. Calculus IIPY 207. General Physics IPY 208. General Physics IILS1. Human ExperienceLS2. Integrative TopicsEN 105 or 107. Writing Seminar II or III; or a

writing-intensive courseForeign language or breadth component course

Second YearMA 200. Linear AlgebraMA 202. Calculus IIIMA 270. Differential Equations (for physics

major)MA 215. Bridge to Advanced Mathematics (for

mathematics major)PY 210. Foundations of Modern PhysicsPhysics Elective (for physics major)

Junior Year at DartmouthDuring the junior year, while in residence at ThayerSchool, Dartmouth College, students are required totake:ENGS 21. Introduction to EngineeringENGS 22. Systems ISeven additional engineering courses, science and/ormathematics electives should be chosen in consulta-tion with the student’s advisor at Skidmore and withthe Thayer School at Dartmouth.

Senior Year (Mathematics/Engineering)MA 303. Advanced CalculusMA 319. Algebra IMA 376. SeminarTwo additional mathematics courses (at least one ofwhich is at the 300 level) selected in consultation withthe student’s advisor.Electives

Senior Year (Physics/Engineering)PY 341. Advanced Theory and Methods in

Physics ResearchPY 345. MechanicsPY 346. Electricity and Magnetism (equivalent to

ENGS 23)PY 348. Quantum MechanicsPY 373. Senior Research in PhysicsOne additional physics course selected in consulta-tion with the student’s advisor.Electives

Fifth Year at DartmouthDuring this year engineering courses areavailable that will allow the student to concen-trate in a particular area of engineering sci-ence and/or to prepare for graduate study inadvanced engineering or business. Thesecourses should be selected in consultationwith the student’s Dartmouth advisor.

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The 3 + 2 Program with Clarkson University

The 3 + 2 Program in Engineering, offered incooperation with the School of Engineering atClarkson University, combines three years ofstudy at Skidmore with two years of additionalstudy at Clarkson. During their senior year inabsentia, while continuing their studies atClarkson, students fulfill the bachelor of artsrequirements (including major and all-collegerequirements) and receive their degrees fromSkidmore at the end of the fourth year of theprogram. Upon successful completion of theadditional year of prescribed study, qualifiedstudents will be eligible for the bachelor ofscience degree in engineering from Clarkson.

REQUIREMENTSA student entering this combined programmust major in either mathematics, chemistry,or physics, have a grade-point average of atleast 3.0 in science and mathematics, haveapproval of the Engineering Advisory Commit-tee, and be accepted for admission byClarkson. Students interested in this programmust have the necessary course backgroundbefore entering Clarkson in the senior year. Toensure meeting the prerequisite requirements,students should take the following coursesduring their first year at Skidmore.

MA 111. Calculus IMA 113. Calculus IICH 105. Chemical Principles ICH 106. Chemical Principles IIPY 207. General Physics IPY 208. General Physics IILS1. Human ExperienceEN 105. Writing Seminar II

Courses for the sophomore and junior years atSkidmore will be chosen by the student inconsultation with the engineering coordinator,based on the student's engineering interests(e.g., electrical, mechanical, civil).

At the beginning of the junior year, the studentapplies to the Engineering Advisory Committeefor consideration. The committee will recom-mend only those students it believes are likelyto profit from the program and who have metall prerequisite requirements.

LAW

The law school admissions process is highlycompetitive. While there is no prescribedcourse of study for the undergraduate whoplans to attend law school, a strong academicrecord is the best preparation.

Law schools emphasize the importance of abroad liberal arts education. The ability toanalyze critically, and synthesize material, andthe power of organization, clear expressionand sound judgment are desirable. Well-devel-oped skills in reading, speaking, and writingare essential. Students are encouraged tochoose courses widely, concentrating in anarea that is of most interest to them.

The law and society minor involves studentsin the interdisciplinary study of law; the cur-riculum for the minor includes courses fromthe Departments of Management andBusiness; Economics; Government; History;Philosophy and Religion; and Sociology,Anthropology, and Social Work.

Practically all law schools require the LawSchool Admission Test (LSAT) of the Educa-tional Testing Service. Students should submitseveral applications early in the fall of theirsenior year.

A prelaw advisor counsels students preparingfor law, assisting them in evaluating lawschools and in preparing effective applica-tions.

The Accelerated Law School Program

Through a cooperative arrangement with theCardozo Law School of Yeshiva University,qualified Skidmore students may obtain abachelor’s degree from Skidmore and a lawdegree from Cardozo in six years rather thanthe average time of seven years for comple-tion of both degrees. Students admitted to theprogram complete a full first year of profes-sional legal education during the summersbefore and after their final year of undergradu-ate study. With careful course selection anddepartmental and Committee on AcademicStanding approval, Skidmore will accept up tofifteen hours of Cardozo credit toward theSkidmore degree. The student then becomesa second year law school student during thefall semester after graduation from Skidmore.

HEALTH PROFESSIONS

Health Professions Advisory Committee:Professors Raymond Giguere, Roy S. Meyers,Vasantha Narasimhan, Bernard Possidente(chair), Jon R. Ramsey, Elaine C. Rubenstein,and Philip Ortiz.

Students who plan to apply to medical, dental,veterinary or other health professional schoolsshould consult with a member of the HealthProfessions Advisory Committee early in theircollege careers and before registration eachsemester so that they can plan their coursesat Skidmore to include those that will helpthem succeed in the standardized admissionstests required by various health professionalschools. The following courses are recom-mended by the majority of health professionalschools as minimum requirements:

1. Two courses in English2. Two courses in biology (most successful applicants complete four to six courses)3. Two courses in general chemistry4. Two courses in organic chemistry5. Two courses in calculus6. Two courses in physics

Students should be aware that additionalspecific requirements may be set by individualmedical, dental, veterinary, and osteopathicschools and physician’s assistant and physicaltherapy programs.

The Health Professions Advisory Committee atSkidmore offers counseling to pre-healthprofessions students in their undergraduatecurriculum planning and application process tohealth professional schools. Students who areinterested in health professions must contactthe chair or any member of the Health Profes-sions Advisory Committee to discuss theirinterests and seek advice regarding theiracademic and cocurricular planning.Students with an interest in the health profes-sions should register with the HPAC commit-tee. The HPAC office is located in DanaScience Center, room 172.

SECONDARY EDUCATION

The 4 + 1 M.A.T. Program with UnionCollege

Students accepted into the program earn abaccalaureate degree from Skidmore and aMaster of Arts in Teaching degree from UnionCollege. Admission is competitive andstudents are selected according to the follow-ing criteria: undergraduate major in a disciplinerepresented in the Union M.A.T. Program;ED203, 323 and PS204; 3.0 grade point aver-age in the major and overall; and demon-strated interest and suitability for teaching.

The Union program includes the followingsecondary (grades 7-12) subjects: biology,chemistry, earth science, English, French,general science, German, Latin, mathematics,physics, social studies, and Spanish.

Students interested in the program shouldconsult with the chair of the Education Depart-ment.

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Skidmore Study Abroad Programs

Many program opportunities are coordinatedthrough the Office of International Programsand the Dean of Studies Office. Skidmoreoffers foreign-study programs in Madrid,Spain; Paris, France; Stratford-upon-Avon andLondon, England; and Jaipur and Mussoorie,India. The programs are designed to develop adeeper understanding of cultures different fromone’s own and to broaden perspectives onone’s own culture through daily contact withforeign teachers, students, and institutions.

SKIDMORE IN PARIS

Coordinator: Office of International Programs

Director: Alain Matthey de l'Etang, Ph.D.Representative courses:AH 371, 372. Studies in the History of French ArtBU 385, 386. Topics in Business

A. MarketingB. InvestmentsC. ManagementD. AccountingE. Production

EC 381, 382. Studies in EconomicsFF 280. French Conversation and PhoneticsFF 309, 310. French CompositionFF 381, 382. Advanced Language StudyFF 383, 384. Studies in French LiteratureFF 385, 386. Theater in ParisFF 323 Contemporary French SocietyFF 377. The City of ParisFF 378. The French CinemaFL 323. Contemporary French SocietyFL 391, 392. Field Experience AbroadGO 381, 382. Studies in PoliticsHI 381, 382. Topics in HistoryMU 335, 336. Studies in MusicSO 381, 382. Topics in Sociology

SKIDMORE IN MADRID

Coordinator: Office of International Programs

Director: Joan Berenguer, D. es L.Assistant Director: Angel Berenguer, D. es L.

Representative courses:AH 371, 372. Studies in the History of

Spanish ArtBU 385, 386. Topics in Business

A. MarketingB. InvestmentsC. ManagementD. AccountingE. Production

EC 381, 382. Studies in EconomicsFL 391, 392. Field Experience AbroadFS 381, 382. Advanced Language StudyFS 383, 384. Studies in Spanish LiteratureFS 385, 386. Contemporary Spanish CivilizationGO 381, 382. Studies in PoliticsHI 381, 382. Topics in HistoryMU 335, 336. Studies in MusicSO 381, 382. Topics in SociologyTH 381, 382. History of Spanish Theater

For more information, consult the study-abroadbrochure.

SEMESTER IN INDIA

The New York State Independent CollegeConsortium for Study in India (Skidmore,Bard, Hartwick, St. Lawrence, and Hobart andWilliam Smith Colleges) offers a one-semesteracademic program in India every fall thatcarries seventeen semester hours of credit.Students live and study in two locations —Mussoorie, in the foothills of the Himalaya, andthe city of Jaipur.

Courses offered (see page 69 for descriptions):AS 101, 102. Language and Culture in IndiaAS 201. Historical, Cultural, and Social

Background of Indian DevelopmentAS 202. Contemporary Issues in Indian

Social and Cultural DevelopmentAS 376. Directed Field Study in India

Information on the Semester in India may beobtained from Professor Robert Linrothe, inthe Department of Art and Art History and theOffice of International Programs.

SEMESTER IN LONDON

Skidmore offers a variety of study programs inthe heart of London each spring semester. Theprogram is accompanied by a Skidmore facultydirector. Applicants must have strong Skid-more faculty references and normally anachievement record of 3.0 or higher. Coursesin the London program are pre-approved fortransfer credit. The total cost of the program isequivalent to tuition, room, and board in Sara-toga Springs. Skidmore students on financialaid may apply their loans and significant por-tions of their scholarship awards to the pro-gram. Information and application forms areavailable from the Office of International Pro-grams.

SHAKESPEARE PROGRAMME

This fall semester program offers in-depthShakespeare studies in London and Stratford-upon-Avon. Students earn from twelve toeighteen semester hours of credit. Admissionis selective. For additional information, consultProfessor Lary Opitz, Theater Department.

Courses offered:EN 314. Contemporary PoetryEN 316. Nineteenth Century NovelEN 343. Elizabethan and Jacobean DramaEN 345. Shakespeare: Comedies, Histories,

and RomancesEN 346. Shakespeare: The TragediesTH 230. Theater and Culture II: Genesis of

Theatrical ModernismTH 231 DirectingTH 303. Acting StylesTH 304. Special Studies in Acting:

ShakespeareTH 325 PlaywritingTH 334. Special Studies in Theater History

and Theory: Criticism

Higher Education Opportunity ProgramAcademic Opportunity Program

Director: Susan Layden, M.S.

The Higher Education Opportunity Program(HEOP) recruits and admits talented andmotivated students from New York State whootherwise, owing to academic and financialcircumstance, would be unable to attendSkidmore College.

The Academic Opportunity Program (AOP)recruits and admits students who are HEOP-like in their academic and economic profiles,yet are not eligible for support from the pro-gram because they reside in states other thanNew York or have income levels slightly abovethe HEOP economic eligibility guidelines.

Holistic in the approach to student develop-ment, both programs provide developmental,tutorial, financial, and counseling services,beginning with a required, prefreshman, on-campus summer program. The Summer Aca-demic Institute strengthens students' academicand study skills and prepares them for anacademically and personally successful col-lege experience.

SUMMER COURSES

HE 100. ACADEMIC WRITING 3A course designed for HEOP/AOP students thatincludes work on grammar, sentence structure,paragraph development, and ESL concerns. It willintroduce interpretation and documentation of aca-demic texts from a variety of disciplines. Students willmove from short papers and revisions to a finalanalytical five-page paper.

MA 100. QUANTITATIVE REASONING 3Study of practical arithmetic and geometry, datagathering and analysis, introductory probability andstatistics, size and bias in sampling, hypothesistesting, confidence intervals and their use in statisti-cal analysis, linear relationships, interpolation andextrapolation, correlation, linear and exponentialgrowth with practical applications. This course isprimarily intended to fulfill the first part of the quanti-tative reasoning requirement.

HPB. BASIC MATHEMATICSThis course addresses quantitative skills such as:number relations, computations, percents, wordproblems, statistics, and the interpretations of graphs.It is intended to prepared students for MA100.

HPE. PERSONAL DEVELOPMENT ANDEXPLORATION WORKSHOP

This course uses a discussion/seminar format todiscuss a variety of topics related to the collegeexperience. Using a problem-solving paradigm,students will explore the challenges inherent inmaking the transition from high school to college.

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GEOGRAPHIC DISTRIBUTION – FALL 1999

Alabama................................... 1 Arizona ......................................3

California............................... 40Colorado................................ 21Connecticut......................... 237Delaware.................................. 2District of Columbia ............... 9Florida.................................... 21Georgia.................................... 8Guam .........................................1Hawaii ...................................... 2Illinois .................................... 36Indiana..................................... 4Iowa.......................................... 2Kansas..................................... 5Kentucky ................................. 5Louisiana................................. 3Maine ..................................... 64Maryland................................ 47Massachusetts.................... 430Michigan.................................. 8Minnesota.............................. 17

Mississippi................................ 1Missouri................................... 7New Hampshire..................... 91New Jersey.......................... 194

New Mexico............................... 3 New York................................597 North Carolina...........................9 Ohio..........................................48 Oregon.......................................5 Pennsylvania.......................... 84 Puerto Rico ...............................1 Rhode Island............................36 South Carolina......................... 3 South Dakota.............................1 Tennessee.................................3 Texas........................................16 Utah............................................1

Vermont................................. 87Virginia .................................. 20

Virgin Islands ............................1Washington............................. 8Wisconsin................................ 4

Andorra .....................................1Algeria .......................................1Austria ..................................... 2Bermuda .................................. 1Brazil........................................ 3Canada..................................... 4Ecudor ..................................... 1

Egypt .........................................2England ................................... 7France...................................... 4Germany .................................. 2Greece ..................................... 2Haiti.......................................... 1Hong Kong .............................. 3Kenya....................................... 1Korea ....................................... 1Mexico .................................... 1Netherlands............................. 1Philippines .............................. 1Singapore................................ 3Sri Lanka ................................. 1Taiwan ..................................... 1

Thailand ....................................1Turkey...................................... 1

TOTAL................................ 2232

Enrollment Statistics

RETENTION

Information on retention is available from theOffice of the Registrar.

Retention rates for the 1998-99 academic year(fall to fall):

Junior Class — 95%Sophomore Class — 91.4 %First-year Class — 91.4%All-College Average — 92.6%

DEGREES CONFERRED IN 1998-99

Skidmore College conferred 322 B.A. and 192B.S. degrees from August 1998 through May1999. In addition, 35 B.A. and 15 B.S. degreeswere conferred on graduates of the SkidmoreCollege University Without Walls program.Sixteen M.A. degrees were awarded gradu-ates of the Master of Arts in Liberal Studiesprogram for 1998-99.

GRADUATION RATES**

Initial Cohort, Fall 1993Total full-time first-year students 588Graduates by June 1997 414Additional graduates by June 1998 22Additional graduates by June 1999 5Total graduates by June 30, 1999 441

Percentage of students receivingbaccalaureate degrees within period ofsix academic years: 75 percent

**UWW students not included

HPG. PRE-LIBERAL STUDIES/STUDY SKILLS WORKSHOP

This course follows the format of Liberal Studies1:The Human Experience. Students are introduced toa variety of classroom settings, including lectures,guest lectures, discussion meetings, and perfor-mances. The study skills component of this courseuses the content of the pre-LS readings and discus-sions to help students improve reading comprehen-sion, time-management, note taking, analytical, andlibrary skills.

HPC. LANGUAGE SKILLSThis is a remedial course that includes both basicgrammatical skills and the writing of one- and two-page essays. The instructor reviews sentencestructure, usage, some ESL techniques, and para-graph development. The student progresses tolonger essays and the creation of a portfolio of his/her best work.

ACADEMIC YEAR COURSES

HE 100. ACADEMIC WRITING 3A course designed for HEOP students that includeswork on grammar, sentence structure, paragraphdevelopment, and ESL concerns. It will introduceinterpretation and documentation of academic textsfrom a variety of disciplines. Students will move fromshort papers and revisions to a final analytical five-page paper.

HPF. STUDY SKILLSThis course is offered to first-year students as acontinuation of the study skills workshop offeredduring the summer program. The focus of thiscourse remains the development of time- manage-ment, note-taking, test-taking, and reading-compre-hension skills; however, the content of the coursewill be based upon first semester courses.

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ROBERT M. LADDTucson, ArizonaB.A., Bard College;M.A., Trinity College;Ed.D., University of Virginia

KIM P. MACALISTER ’76New York, New YorkB.S., Skidmore College

SCOTT M. MARTIN ’79Los Angeles, CaliforniaB.A., Skidmore College;M.A., J.D., American University;LL.M., Columbia University

BEVERLY HARRISON MILLER ’67Concord, MassachusettsB.A., Skidmore College;M.A., Fairfield University

JOHN S. MORRIS Litt. D. ’91Hamilton, New YorkB.A., University College of South Walesand Monmouthshire;M.A., The University of Cambridge;M.A., Colgate University;Ph.D., Columbia University

DAVID J. MURPHY ’93Brighton, MassachusettsB.A., Skidmore College;J.D., Georgetown University Law Center

SARA LUBIN SCHUPF ’62New York, New YorkB.A., Skidmore College, University Without Walls

JAMIENNE S. STUDLEYSaratoga Springs, New YorkB. A., Barnard College;J.D., Harvard Law School

KAY YEE TAI ’72SingaporeB.A., Skidmore College

KRISTIN A. TANG ’92Vail, ColoradoB.A., Skidmore College;M.A., New York University

SUZANNE CORBET THOMAS ’62Summit, New JerseyB.A., Skidmore CollegeM.S.W., Columbia University

M. ELIZABETH TIDBALL L.H.D. ’84Washington, D.C.B.A., Mount Holyoke College;M.S., Ph.D., University of Wisconsin-Madison;M.T.S., Wesley Theological Seminary

WILMA STEIN TISCH ’48 LL.D. ’90New York, New YorkB.S., Skidmore College

EDGAR WACHENHEIM IIIRye, New YorkB.A., Williams College;M.B.A., Harvard Business School

CHARLES V. WAITSaratoga Springs, New YorkB.A., Cornell University;Stonier School of Banking, Rutgers University

JOAN ROYTER WALSH ’61Sonoma, CaliforniaB.A., Skidmore College;M.A., Cornell University

JANET LUCAS WHITMAN ’59Summit, New JerseyB.S., Skidmore College, University Without Walls

SUSAN KETTERING WILLIAMSON ’59 L.H.D. ’98Lyme, New HampshireSkidmore College

Emeriti

CARLETON A. CLEVELAND JR.Marco Island, Florida

GEORGE H. COLTON LL.D. ’86Peterborough, New Hampshire

JUDITH PICK EISSNER ’64 LL.D. ’95Marblehead, Massachusetts

IRVING HARRISCincinnati, Ohio

JAMES H. INGERSOLLBelleair, Florida

PENNY KANICLIDES ’59New York, New York

ESTHER ANDERSON LACEY ’48Binghamton, New York

ROBERT P. LARSONYarmouthport, Massachusetts

CATHERINE MATHERHaverford, Pennsylvania

JAMES E. McCABE LL.D. ’91Palm City, Florida

KATHERINE SCRANTON ROZENDAALL.H.D. ’71Schenectady, New York

JEAN POSKANZER RUDNICK ’44Brookline, Massachusetts

INEZ ZAGOREOS SCRIBNER ’62Princeton, New Jersey

JESSICA WEIS WARREN ’48Pittsford, New York

Board of Trustees2000-2001

JOAN LAYNG DAYTON ’63, ChairWayzata, MinnesotaB.S., Skidmore College

FLORENCE ANDRESEN ’57Saratoga Springs, New YorkB.A., Skidmore College;M.S., Hofstra University

BARBARA McILVEEN BALDWIN ’61Short Hills, New JerseyB.A., Skidmore College

ROSEMARY BOURNE ’60Oyster Bay, New YorkB.A., Skidmore College;New York University Graduate School of Business

CHARLES B. BUCHANANGlenmont, New YorkB.A., Dartmouth College;M.B.A., Harvard Business School

JEAN BERNHARD BUTTNERWestport, ConnecticutB.A., Vassar College;Certificate of Business Administration, Harvard-Radcliffe Program of Business Administration

BARBARA UNDERHILL COLLYER ’52Ithaca, New YorkB.S., Skidmore College;M.S., Smith College

DALE OWEN COXE ’64Marblehead, MassachusettsB.A., Skidmore College;M.A., Brown University

WILLIAM P. DAKESaratoga Springs, New YorkB.M.E., Cornell University

ANN MOSES DOUGLAS ’56Princeton, New JerseyB.A., Skidmore College;M.S., Bank Street College of Education

NANCY E. FISHER ’66New York, New YorkB.A., Skidmore College

LINDA JACKSON-CHALMERS ’73Albany, New YorkB.S., Skidmore College;M.S., University at Albany, State Universityof New York

PENELOPE DAMMANN JOHNSTON ’63Riverside, ConnecticutB.A., Skidmore College;CA Teaching Credentials, San Francisco StateCollege

PAMELA SCHICK KELSEY ’70Princeton, New JerseyB.S., Skidmore College

PAULINE SKOGSBERG KISIEL ’62Sherborn, MassachusettsB.S., Skidmore College

152

Faculty

Emeriti

DANIEL BALMUTH, Ph.D.Professor Emeritus of History

PETER B. BARUZZI, M.F.A.Professor Emeritus of Art

PARKER B. BAUM, Ph.D.Professor Emeritus of Chemistry

BEVERLY J. BECKER, Ph.D.Professor Emerita of Physical Education

WILLIAM S. BROWN, Ph.D.Associate Professor Emeritus of Biology

WILLIAM BRYNTESON, Ph.D.Professor Emeritus of History

JEAN H. CAMPBELL, R.N., Ed.D.Professor Emerita of Nursing

ELISABETH CARROLLAssociate Professor Emerita of Dance

REGINA CASALLS, Ph.D.Associate Professor Emerita of Spanish

RALPH A. CIANCIO, Ph.D.Professor Emeritus of English

DENTON W. CROCKER, Ph.D.Professor Emeritus of Biology

NANCY B. DAVIS, M.S.Associate Professor Emerita of Physical Education

THOMAS R. DAVIS, Ph.D.Associate Professor Emeritus of ReligionChaplain Emeritus

DORIS DILLER, R.N., M.A.Professor Emerita of Nursing

HELGA B. DOBLIN, Ph.D.Professor Emerita of Foreign Languages

JEFFREY L. ELGIN, M.F.A.Professor of Art

ANNE R. FAIRBANKS, M.S.Associate Professor Emerita of Physical Education

ALBERTA LEE FEYNMAN, Ph.D.Professor Emerita of English

E. BEVERLY FIELD, A.M.Associate Professor Emerita of Biology

MARY ELLEN FISCHER, Ph.D.Professor Emeritus of Government

ROBERT FOULKE, Ph.D.Professor Emeritus of English

HENRY C. GALANT, Ph.D.Professor Emeritus of Government

ALVIN F. GAMAGE, M.L.S.Associate Professor Emeritus, Library

MARGARET K. GUYDER, Ph.D.Associate Professor Emerita of Mathematics

EDWARD G. HAUSMAN, M.S.Professor Emeritus of Music

WARREN J. HOCKENOS, Ph.D.Associate Professor Emeritus of Philosophy

J ARTHUR HONEYWELL, Ph.D.Professor Emeritus of Philosophy

HAROLD H. HOWARD, Ph.D.Associate Professor Emeritus of Biology

DOUGLAS C. HUSTON, Ph.D.Associate Professor Emeritus of Physics

SONJA P. KARSEN, Ph.D.Professor Emerita of Spanish

JAMES K. KETTLEWELL, M.A.Professor Emeritus of Art History

ALLEN F. KIFER, Ph.D.Associate Professor Emeritus of History

RUTH C. LAKEWAY, M.M.Professor Emerita of Music

KIE BOK LEE, Ph.D.Associate Professor Emeritus of Economics

WILLIAM LeFURGY, Ph.D.Professor Emeritus of Psychology

ERWIN L. LEVINE, Ph.D.Professor Emeritus of Government

VICTOR LIGUORI, M.F.A.Professor Emeritus of Art

GEORGE W. LOWIS, Ph.D.Professor Emeritus of Sociology

AUGUSTUS R. LUMIA, Ph.D.Associate Professor Emeritus of Psychology

ROBERT P. MAHONEY, Ph.D.Professor Emeritus of Biology

ROBERT A. McGILL, Ph.D.Associate Professor Emeritus of English

SHIRLEY S. MURPHY, M.S.Assistant Professor Emerita of Business

ANTHONY M. NAZZARO, Ph.D.Professor Emeritus of French

MADELAINE ORTOLEVA, Ph.D.Professor Emerita of French

RICHARD H. PAGE, Ph.D.Associate Professor Emeritus of Psychology

DAVID H. PORTER, Ph.D.President Emeritus

HARRY PROSCH, Ph.D.Professor Emeritus of Philosophy

EDWARD REAGEN, Ph.D.Professor Emeritus of Economics

JOHN L. REED, Ph.D.Professor Emeritus of Education

ELEANOR A. SAMWORTH, Ph.D.Professor Emerita of Chemistry

STANLEY SAXTON, M.M.Professor Emeritus of Music

JOAN C. SIEGFRIED, Ph.D.Associate Professor Emerita of Art History

BARBARA E. SMITH, M.L.S.Professor Emerita, Library

FELIX SMITHTechnical Director and Lecturer in Dance Emeritus

ROBERT F. SMITH, Ph.D.Professor Emeritus of Government

FREDERICK A. SPEAR, Ph.D.Professor Emeritus of French

RUDOLF STURM, Ph.D.Professor Emeritus of Slavic Languages

RICHARD UPTON, M.F.A.Professor Emeritus of Art

PAUL H. L. WALTER, Ph.D.Professor Emeritus of Chemistry

ISABELLE WILLIAMS, Ph.D.Professor Emerita of Music

153

Teaching Faculty 2000-2001

* YACUB ADDYLecturer in Music

* ANN ALTONLecturer in MusicB.M., M.M., The Juilliard School;D.M.A., Manhattan School of Music

CAROLYN ANDERSONProfessor of TheaterB.A., Middle Tennessee State University;M.A., University of Illinois

CAY ANDERSON-HANLEYVisiting Assistant Professor of PsychologyB.S., Gordon College;M.S., Ph.D., University at Albany, StateUniversity of New York

JOHN ANZALONEProfessor of FrenchB.A., University of Massachusetts, Boston;M.A., Ph.D., Tufts University

PAUL J. ARCIEROAssociate Professor of Exercise ScienceB.S., Central Connecticut State University;M.S., Purdue University;M.S., University of Vermont;Ph.D., Springfield College

2 MICHAEL F. ARNUSHAssociate Professor of Classics;Director, Honors ForumB.A., Stanford University;Ph.D., University of Pennsylvania

LISA ARONSONAssociate Professor of Art History;Director, Art History ProgramB.A., Wayne State University;M.A., Ph.D., Indiana University

DAVID ATKATZAssociate Professor of PhysicsB.S., M.A., Ph.D., State University ofNew York at Stony Brook

JACQUELINE AZZARTOAssociate Professor of Social Work;Director, Social Work ProgramB.A., St. Joseph College;M.S.W., University at Albany, State University ofNew York;Ph.D., Rutgers University

* TINA BAIRDLecturer in DanceB.A., University at Albany, State University ofNew York

BETTY V. BALEVICAssociate Professor of Management and BusinessB.S., Syracuse University;M.S., University at Albany, State University ofNew York

DIANA BARNESLecturer in Foreign Languages and LiteraturesB.A., University of Alaska, Fairbanks;M.A., Washington State University

DAVID E. BAUMAssistant Professor of HistoryB.A., University of Dallas;M.A., M. Phil., Ph.D., Yale University

SANDY BAUMProfessor of Economics;Director, Law and Society ProgramB.A., Bryn Mawr College;M.A., Ph.D., Columbia University

POLA BAYTELMANArtist-in-Residence, MusicB.M., University of Chile;M.M., Artist’s Diploma, New EnglandConservatory of Music;D.M.A., University of Texas at Austin

ALMA BECKERArtist-in-Residence, Theater

SUSAN BELDENAssociate Professor of Management and BusinessB.S., Ph.D., University of Utah

SUSAN BENDERAssociate Professor of Anthropology;Associate Dean of the FacultyB.A., Goucher College;M.A., Ph.D., University at Albany, StateUniversity of New York

* ANGEL BERENGUERLecturer in Spanish;Assistant Director, Skidmore in MadridLic., University of Grenada;D. es L., University of Paris III

* JOAN BERENGUERLecturer in Spanish;Director, Skidmore in MadridL. es L., M. es L., University of Paris III;D. es L., University of Barcelona

CATHERINE WHITE BERHEIDEProfessor of SociologyB.A., Beloit College;M.A., Ph.D., Northwestern University

DONALD BIBBYVisiting Teaching Associate in BiologyA.B., St. Michael’s College;M.S., University at Albany, State University ofNew York

BARBARA BLACKAssociate Professor of EnglishA.B., Bryn Mawr College;M.A., Ph.D., University of Virginia

RICHARD BONANNOLecturer in Foreign Languages and LiteraturesB.A., University of Massachusetts;M.A., Rutgers University

* FRANCOIS BONNEVILLELecturer in English and Liberal StudiesB.A., University of Massachusetts;M.A., Colorado State University;Ph.D., University at Albany, State University ofNew York

PHILIP BOSHOFFAssociate Professor of English;Associate Chair, Department of English;Director, Writing CenterB.A., State University of New York Collegeat Oneonta;M.A., Ph.D., Purdue University

ROBERT BOYERSProfessor of EnglishTisch Professor of Arts and LettersB.A., Queens College;M.A., New York University

2 KAREN BRACKETTLecturer in Education;Director, Skidmore Early Childhood CenterB.S., Skidmore College;M.S., University at Albany, State Universityof New York

UNA BRAYAssociate Professor of MathematicsB.A., City College of New York;M.A., Brooklyn College of City Universityof New York;Ph.D., Polytechnic Institute of New York

* DONNA BRENTLecturer in EducationB.A., M.A., M.S., Ph.D., University at Albany,State University of New York

BEAU BRESLINAssistant Professor of GovernmentB.A., Hobart College;M.A., Ph.D., University of Pennsylvania

REGIS C. BRODIEProfessor of Art;Director, Summer Six Art ProgramB.S., M.Ed., Indiana University of Pennsylvania;M.F.A., Tyler School of Art of TempleUniversity

ISABEL H. BROWNAssociate Professor of DanceA.B., Vassar College;M.S., Smith College

JOEL BROWNArtist-in-Residence, MusicB.M., Philadelphia College of Performing Arts;M.M., Ithaca College

4 P. TIMOTHY BROWNProfessor of Exercise Science;Director of AthleticsB.S., Keene State College;M.S., P.E.D., Indiana University

* CHRISTOPHER BRUBECKLecturer in Music

JOHN BRUEGGEMANNAssociate Professor of SociologyB.A., Earlham College;M.A., Ph.D., Emory University

KATHLEEN BUCKLEYLecturer in Philosophy and Religion;College ChaplainB.S., University of Massachusetts, Amherst;M.Div., Trinity Evangelical Divinity School

Key to symbols1 Absent on leave fall semester 20002 Absent on leave spring semester 20013 Absent on leave for the year 2000-014 Late fall-early spring leave* Part time

154

TIMOTHY W. BURNSAssistant Professor of GovernmentB.A., Boston College;M.A., Ph.D., University of Toronto

GRACE M. BURTONAssociate Professor of SpanishB.A., Bucknell University;Ph.D., Duke University

DEBORAH CADMANResearch Associate in EnglishB.A., Syracuse University;M.A., College of St. Rose;Ph.D., University of Massachusetts

VICTOR L. CAHNProfessor of EnglishA.B., Columbia College;M.A., Ph.D., New York University

2 MARTIN J. CANAVAN, C.P.A.Associate Professor of Management and BusinessB.B.A., Siena College;M.S., University at Albany, State Universityof New York

* ROBERT E. CARTERLecturer in Art History;Curator, Permanent Art CollectionA.B., University of PennsylvaniaM.A., Williams College

KATHARINE CARTWRIGHTLecturer in GeologyB.A.. College of Charleston;M.S., Syracuse University

* YOEL CASSELLVisiting Artist-in-Residence, DanceB.F.A., Boston Conservatory

* VEENA CHANDRALecturer in MusicB.T., M.A., Agra University;M.M., Prayay Sangit Samiti

MAO CHENAssociate Professor of ChineseB.A., Beijing Second Foreign LanguagesInstitute;M.A., Ph.D., State University of New York atStony Brook

* MARY HONG-YU CHENLecturer in Foreign Languages and LiteraturesAdvanced Teaching Certification for CollegeLevel, Beijing;M.A., Queens College of City Universityof New York;Certificate of Advanced Study in MusicEducation, New York Univeristy

NGINA S. CHITEJIAssistant Professor of EconomicsA.B., Brown University;Ph.D., University of North Carolina

3 MICHAEL CLAPPERAssistant Professor of Art HistoryB.A., Swarthmore College;M.F.A., Washington University;M.A., Ph.D., Northwestern University

* FRANK CLARKLecturer in MathematicsB.S., Siena College;M.S., University at Albany, State Universityof New York

2 PATRICIA M. COLBYAssistant Professor of PsychologyB.A., University of Houston;M.A., Ph.D., University of California, Davis

RUTH COPANSAssociate Librarian, Humanities LibrarianB.A., M.A., University of Massachusetts;M.L.S., University at Albany, State University ofNew York

PAUL J. CORR, C.P.A.Associate Professor of Management and BusinessB.A., State University of New York at Buffalo;M.S., University at Albany, State University ofNew York;M.A., Ph.D., Washington University

MARY ELIZABETH CORREAAssociate Professor of Management and BusinessB.S., Boston College;M.S.N., Yale University, School of Nursing;Ph.D., Purdue University

3 MARY M. CRONEAssistant Professor of PhysicsCharles Lubin Family Professor for Women in ScienceB.S., College of William and Mary;Ph.D., University of Michigan

* PATRICIA CULBERTLecturer in TheaterB.A., Tufts University;M.F.A., Boston Univeristy

JOHN CUNNINGHAM JR.Robert Davidson Professor of ArtB.A., Kenyon College;B.F.A., M.F.A., Yale University

DANIEL CURLEYVisiting Assistant Professor of ClassicsB.A., Beloit College;A.M., Ph.D., Washington University, Seattle

* JOHN DANISONLecturer in ArtB.A., Empire State College

GAUTAM DASGUPTAProfessor of Theater;Chair, Department of TheaterB.S., Jadavpur University;M.F.A., M.A., University of Connecticut

* NANCY JO DAVIDSENLecturer in MusicB.A., Barnard College

3 KATHRYN DAVISProfessor of EnglishB.A., Goddard College

LORI A. DAWSONTechnical Director of Dance TheaterB.A., University of Akron;M.F.A.,University of Massachusetts at Amherst

ALICE M. DEANAssociate Professor of MathematicsB.A., Herbert H. Lehman College of the CityUniversity of New York;M.A., Ph.D., University of Massachusetts

3 JENNIFER DELTONAssistant Professor of HistoryB.A., University of Minnesota, Minneapolis;M.A., Ph.D., Princeton University

THOMAS DENNYAssociate Professor of MusicB.A., Haverford College;M.A., Ph.D., Eastman School of Music,University of Rochester

NICOLA F. DENZEYAssistant Professor of ReligionB.A., University of Toronto;M.A., Ph.D., Princeton University

* ROBERT P. DESIENOProfessor of Computer Science;Assistant to Dean of Faculty for Faculty Developmentand Sponsored ResearchB.S., M.S., Union College;Ph.D., University of California, Davis

JOANNE DEVINEAssociate Professor of EnglishB.A., Trinity College;M.A., Ph.D., Michigan State University

TERENCE DIGGORYProfessor of English,Courtney and Steven Ross Professor of Inter-disciplinary Studies;Coordinator, Liberal Studies 1B.A., Yale University;D. Phil., Oxford University

MARY DISANTO-ROSEAssociate Professor of Dance;Director, Dance ProgramB.S., St. Lawrence University;M.Ed., Ed.D., Temple University

CATHERINE DOMOZYCHSenior Teaching Associate in BiologyB.A., Glenville State College;Ph.D., Miami University

DAVID DOMOZYCHProfessor of BiologyB.S., Southern Connecticut State University;Ph.D., Miami University

JOAN DELAHANTY DOUGLASProfessor of Psychology;Chair, Department of PsychologyB.S., Cornell University;M.S., State University of New YorkCollege at Brockport;Ph.D., University at Albany, State Universityof New York

BARBARA T. DOYLE-WILCHCollege LibrarianB.A., M.A., Jordan College of Music, ButlerUniversity;M.A., Graduate School of Librarianship andInformation Service, University of Denver

JORDANA DYMVisiting Instructor in HistoryB.A., M.A., Stanford University;M.Phil., New York University

CHRISTINA K. EDDYAssistant Professor of BiologyB.A., Cornell College;Ph.D., Marquette University

155

HUGH J. FOLEYAssociate Professor of PsychologyB.A., St. John Fisher College;Ph.D., State University of New York at StonyBrook

MARY ANN FOLEYProfessor of Psychology;Edwin M. Moseley Faculty Research Lecturer, 2000-01B.A., Nazareth College of Rochester;Ph.D., State University of New York at StonyBrook

* MARK FOSTERLecturer in MusicB.M., Eastman School of Music, University ofRochester

WILLIAM FOXProfessor of Sociology;Chair, Department of Sociology, Anthropology, andSocial WorkB.A., University of Michigan;M.A., Ph.D., Indiana University

COREY R. FREEMAN-GALLANTAssistant Professor of BiologyA.B., Bowdoin College;Ph.D., Cornell University

2 STEVEN T. FREYAssistant Professor of ChemistryB.S., Ithaca College;Ph.D., Pennsylvania State University

* JOHN GALTVisiting Assistant Professor of ArtB.A., State University of New York College atCortlandM.F.A., University of Pennsylvania

MICHAEL J. GARCIATeaching Associate in Athletics,Athletic TrainerB.A., State University of New York College atPotsdam;M.S., Alfred University

2 LYNNE L. GELBERProfessor of FrenchB.A., M.A., Bryn Mawr College;Ph.D., University of Colorado

RAYMOND GIGUEREProfessor of Chemistry;Chair, Department of Chemistry and PhysicsB.A., Kalamazoo College;Dr. rer. nat., University of Hannover

* UNDINE GIGUERELecturer in Liberal StudiesPh.D., University at Albany, State University ofNew York

ERIKA GILLISTeaching Associate in AthleticsB.A., Connecticut College

ROY H. GINSBERGProfessor of GovernmentB.A., Bradley University;M.A., Ph.D., George Washington University

* DOUGLAS GLOVERVisiting Writer-in-ResidenceB.A., York University;M.Lit., University of Edinburgh;M.F.A., University of Iowa

CATHERINE GOLDENAssociate Professor of EnglishA.B., Brown University;Ed.D., Harvard University;Ph.D., University of Michigan

BARRY GOLDENSOHNProfessor of EnglishB.A., Oberlin College;M.A., University of Wisconsin

NATASHA GOLDMANLecturer in Art HistoryB.A., Syracuse University;M.A., University of Rochester

FRANCISCO GONZALEZAssociate Professor of PhilosophyB.A., Northern Illinois University;M.A., Ph.D., University of Toronto

ANDREA GOODMANLecturer in Music;Choral Director and Director of Vocal ChamberEnsembleB.F.A., M.M., New York University;D.M.A., University of Cincinnati CollegeConservatory of Music

3 CHARLOTTE M. GOODMANProfessor of EnglishB.A., Wellesley College;M.A.T., Harvard University;M.A., Ph.D., Brandeis University

GREGORY A GOODWINAssistant Professor of PsychologyB.A., Rhodes College;M.A., Wake Forest University;Ph.D., State University of New York,Binghamton

SARAH WEBSTER GOODWINProfessor of English;Chair, Department of EnglishA.B., Harvard University;M.A., Ph.D., Brown University

BENJAMIN GORDONResearch Associate in Management and BusinessB.A., Carleton College;A.M., University of Illinois, Urbana-Champaign

KATHERINE E. GRANEYAssistant Professor of GovernmentB.A., College of the Holy Cross;M.A., Ph.D., University of Wisconsin, Madison

CHARLENE GRANTLecturer in Foreign Languages and LiteraturesB.A., M.A., University of Minnesota;M.B.A., Eastern Washington University

JANE S. GRAVESAssociate Professor,Viusal Resources/Arts LibrarianB.A., University of Kansas;M.L.S., University at Albany, State Universityof New York

* GENE MARIE GREENLecturer in MusicB.M., Oberlin College Conservatory

KATE GREENSPANAssociate Professor of EnglishB.A., Skidmore College;M.A., Ph.D., University of Massachusetts,Amherst

WILLIAM EDWARDSProfessor of Management and Business,F. William Harder Professor of BusinessM.B.A., Wharton School of Business, Universityof Pennsylvania

GOVE W. EFFINGERAssociate Professor of MathematicsB.A., Williams College;M.A., University of Oregon;Ph.D., University of Massachusetts

* CAROL ANN ELZELecturer in MusicB.A., Crane School of Music, State University ofNew York at Potsdam

* MICHAEL EMERYLecturer in MusicB.S., College of St. Rose;M.M., Manhattan School of Music

MICHAEL C. ENNIS-MCMILLANAssistant Professor of AnthropologyB.S., Northern Michigan University;M.A., Ph.D., Michigan State University

GERALD M. ERCHAKProfessor of AnthropologyB.A., Ohio State University;A.M., Ph.D., Harvard University

CYNTHIA A. EVANSLecturer in French;Director, Foreign Language Resource CenterB.A., Central Washington University;M.A., Arizona State University

2 DENISE L. EVERTAssistant Professor of PsychologyB.A., Gettysburg College;M.A., Wesleyan University;M.A., Ph.D., Princeton University

DAVID H. EYMANProfessor of Liberal Studies;Lecturer in HistoryA.B., M.A., Ohio University;A.M.L.S., Ph.D., University of Michigan

GIUSEPPE FAUSTINIProfessor of Italian;Chair, Department of Foreign Languages andLiteraturesB.A., Immaculate Conception College;M.A., Middlebury College;Ph.D., Harvard University

PATRICIA FEHLINGAssociate Professor of Exercise ScienceB.S., M.S., Northern Illinois University;Ph.D., University of Illinois

SCOTT A. FELDSHERArtist-in-Residence, TheaterB.A., University of California, San Diego

2 DEBRA FERNANDEZAssociate Professor of DanceB.A., University of South Florida

PAT FERRAIOLIAssistant Professor of GovernmentB.A., M.A., Ph.D., University at Albany, StateUniversity of New York

* D. LESLIE FERSTVisiting Assistant Professor of ArtB.A., Skidmore College;M.F.A., Boston University

156

1 GRANT GUTHEILAssistant Professor of PsychologyB.A., State University of New York College atGeneseo;Ph.D., University of Michigan

DEBORAH R. HALLAssistant Professor of ArtB.F.A., Rochester Institute of Technology;M.F.A., Vermont College

* WILMA B. HALLVisiting Associate Professor of American Studies,Visiting Associate Professor of EnglishB.A., Bucknell University;M.A., Columbia University;Ph.D., University of Pennsylvania

JUDITH A. HALSTEADAssociate Professor of Chemistry;Director, Environmental Studies ProgramB.A., State University of New York atBinghamton;Ph.D., Rensselaer Polytechnic Institute

JENNIFER MISTRETTA HAMPSTONAssistant Professor of PsychologyB.A., State University of New York, Binghamton;M.S., Ph.D., University at Albany, State Universityof New York

PATRICIA HANLecturer in Foreign Languages and LiteraturesB.A., Haverford College;M.A., M.Phil., Columbia University

* PHILIP J. HARDYLecturer in Liberal StudiesB.A., Otterbein College;M.A., Ohio University;Ph.D., Bowling Green State University

TIMOTHY L. HARPERLecturer in Management and Business,Trustee Visiting ScholarB.S., M.B.A., Bowling Green State University

3 KATHERINE HAUSERAssistant Professor of Art HistoryB.A., University of California, DavisM.A., Ph.D., University of California, Los Angeles

* PATRICIA HENDERERLecturer in Dance

RICHARD HIHNArtist-in-Residence, Music;Chair, Department of MusicB.M., Eastman School of MusicM.M., University of Michigan;D.M.A., University of Colorado

MATTHEW D. HOCKENOSAssistant Professor of HistoryB.A., Connecticut College;M.A., Ph.D., New York University

HOLLEY S. HODGINSAssociate Professor of PsychologyB.S., Roberts Wesleyan College;M.A., St. Bonaventure University;Ph.D., University of Rochester

CHARLES M. JOSEPHProfessor of Music,Kenan Professor of Liberal ArtsB.M., West Virginia University;M.M., University of Illinois;Ph.D., University of Cincinnati College-Conservatory of Music

DAVID KARPAssistant Professor of SociologyB.A., University of California, Berkeley;M.A., Ph.D., University of Washington

* KAREN KELLOGGLecturer in Environmental StudiesB.S., University of Iowa;Ph.D., Pennsylvania State University

JAMES J. KENNELLYAssistant Professor of BusinessB.S., Montclair State College;M.B.A., Ph.D., New York University

JAMES KIEHLAssociate Professor of EnglishB.A., Washington and Jefferson College;Ph.D., Syracuse University

TIM KOECHLINAssociate Professor of EconomicsB.A., Ph.D., University of Massachusetts,Amherst

* CHRISTINE KOPECLecturer in BusinessA.B., Ripon College;J.D., Albany Law School

SUSAN KRESSProfessor of English,Class of 1948 Professor for Excellence in TeachingB.A. Manchester University;Ph.D., Cambridge University

TADAHISA KURODAProfessor of HistoryB.A., Yale College;M.A., Ph.D., Columbia University

* ERIC LATINILecturer in MusicB.M., New England Conservatory of Music

* SUSAN B. LAYDENLecturer in Liberal Studies;Director, Higher Education Opportunity Program andAcademic Opportunity ProgramB.A., Siena College;M.S., College of St. Rose

KATE LEAVITTAssistant Professor of ArtB.F.A., University of Southern Maine;M.A., M.F.A., University at Albany, StateUniversity of New York

* PATRICIA-ANN LEEProfessor of History;B.S., Kean College;M.A., Ph.D., Columbia University

SUSAN S. LEHRProfessor of EducationB.A., Concordia Teachers College;M.A., St. Louis University;Ph.D., Ohio State University

STEVEN A. HOFFMANNProfessor of GovernmentB.A., Harpur College, State University ofNew York at Binghamton;M.A., Ph.D., University of Pennsylvania

LISA HOFFMASTERLecturer in DanceB.A., Elmira College;B.S., Russell Sage College;M.A., University of Minnesota, Minneapolis;M.F.A., University of Utah

MARK HOFMANNAssociate Professor of Mathematics;Chair, Department of Mathematics and ComputerScienceB.S., Bates College;M.S., Ph.D., University of New Hampshire

ANTHONY HOLLANDAssociate Professor of MusicB.M., Baldwin-Wallace College;M.M., D.M.A., Cleveland Institute of Musicand Case Western Reserve University

MARK E. HUIBREGTSEProfessor of MathematicsB.A., Haverford College;Ph.D., Massachusetts Institute of Technology

* ELIZABETH HUNTLEYLecturer in MusicB.A., Union College;M.A., Boston University;M.M., New England Conservatory of Music

R. DANIEL HURWITZProfessor of MathematicsB.A., Macalester College;M.S., Ph.D., University of Illinois

3 MASAKO INAMOTOLecturer in JapaneseB.S., Kwansei Gakuin University;M.S., University at Albany, State Universityof New York

REGINA M. JANESProfessor of EnglishA.B., University of California, Berkeley;M.A., Ph.D., Harvard University

HÉDI A. JAOUADAssociate Professor of FrenchB.A., University of Tunis;M.A., La Sorbonne Nouvelle;Ph.D., Temple University

3 KENNETH G. JOHNSONProfessor of GeologyB.S., Union College;M.S., Michigan State University,Ph.D., Rensselaer Polytechnic Institute

PENNY JOLLYProfessor of Art HistoryB.A., Oberlin College;M.A., Ph.D., University of Pennsylvania

ROBERT J. JONESAssociate Professor of EconomicsB.A., St. John’s University;M.A., M. Phil., Ph.D., Columbia University

157

* LESLIE MECHEMLecturer in Classics,Lecturer in Art History;Chair, Department of ClassicsB.A., Douglass College, Rutgers University

MARGO MENSINGAssistant Professor of ArtB.A., M.A., University of Michigan, Ann Arbor;M.F.A., School of the Art Institute of Chicago

ROY S. MEYERSProfessor of BiologyA.B., Brown University;Ph.D., State University of New York,Downstate Medical Center

PAUL MICHALECAssistant Professor of EducationB.S., Cornell University;M.A., Mankato State University;Ph.D., University of Colorado at Boulder

DAVID J. MILLERElla Van Dyke Tuthill '32 Professor of Studio Art;Director, Schick Art GalleryB.F.A., Art Institute of Chicago;M.S., University of Wisconsin

DORETTA MILLERProfessor of ArtB.A., Ripon College;M.A., Ed.D., M.F.A., Northern IllinoisUniversity

STEVEN MILLHAUSERProfessor of EnglishB.A., Columbia College

JOHN L. MOORESenior Artist-in-Residence, ArtB.F.A., M.A., Kent State University

DEBORAH MORRISVisiting Assistant Professor of ArtB.F.A., Arizona State University;M.F.A., California State University

W. MICHAEL MUDROVICAssociate Professor of SpanishB.A., University of Missouri;M.S., Washington University;Ph.D., University of Kansas

2 VASANTHA NARASIMHANProfessor of ChemistryB.S., M.S., Madras University;Ph.D., University at Albany, State Universityof New York

JOHN NAZARENKOArtist-in-Residence, MusicB.A., Skidmore College;M.S., University at Albany, State Universityof New York

ADONDRA R. NELSONLecturer in American StudiesB.A., University of California, San Diego;M. Phil., New York University

BARBARA NORELLIAssistant Librarian, Social Science LibrarianB.A., M.L.S., University at Albany, StateUniversity of New York

ELZBIETA LEPKOWSKA-WHITEAssistant Professor of Management and BusinessB.S., M.S., University of Olsztyn;M.S., University of Florida;Ph.D., University of Massachusetts, Amherst

2 JUAN CARLOS LÉRTORAProfessor of SpanishProf. de Castellano, Valparaiso;Ph.D., University of Alberta

RUTH ANDREA LEVINSONAssociate Professor of Education;Chair, Department of EducationB.A., Sarah Lawrence College;M.S.Ed., Bank Street College of Education;Ph.D., Stanford Graduate School of Education

MURRAY J. LEVITHProfessor of EnglishB.A., Washington and Jefferson College;M.A., University of Nebraska;Ph.D., Syracuse University

ERIC ELLIOTT LEWISAssistant Professor of Management and BusinessB.S., Siena College;M.B.A., Ph.D., Union College

THOMAS S. W. LEWISProfessor of English,Quadracci Professor of Social ResponsibilityB.A., University of New Brunswick;M.A., Ph.D., Columbia University

REGINALD LILLYAssociate Professor of Philosophy;Chair, Department of Philosophy and ReligionB.A., University of Vermont;M.A., Ph.D., Duquesne University

DENISE WARNER LIMOLIAssociate Professor of Dance

RICHARD H. LINDEMANNAssociate Professor of Geology;Chair, Department of GeologyB.S., State University of New York Collegeat Oneonta;M.S., Ph.D., Rensselaer Polytechnic Institute

* JACK TAK FOK LINGLecturer in Liberal Studies;Director, Office of Diversity and Affirmative ActionB.A., M.A., Indiana University;Ph.D., Duquesne University

RICHARD LINKEAssociate Professor of ArtB.S., B.A., St. Lawrence University;M.F.A., Ohio University

2 ROBERT LINROTHEAssociate Professor of Art HistoryB.A., University of Minnesota;M.A., Ph.D., University of Chicago

JILL A. LINZTeaching Associate in PhysicsB.S., Stockton State College;M.S., Rensselaer Polytechnic Institute

JEANETTE L. LIPPITTLecturer in Management and BusinessB.B.A., Siena College;M.S., Graduate Management Institute, UnionCollege

* PATRICIA LYELLVisiting Assistant Professor of Art and Liberal StudiesB.S., Skidmore College;M.F.A., Maryland Institute of Art

* RICHARD F. LYMANLecturer in EducationB.S., State University of New York, Brockport;M.A., Syracuse University

MARY C. LYNNProfessor of American StudiesB.A., Elmira College;Ph.D., University of Rochester

* PATRICE MALATESTINICLecturer in MusicB.A., University at Albany, State Universityof New York;M.M., College of St. Rose

* ADRIANA MARKOVSKALecturer in DanceDiploma, Conservatory of Music, Kosice;M.M., Charles University, Prague

KIMBERLY A. MARSELLATeaching Associate in GeologyB.S., Bates College;M.S., University of Vermont

* SUSAN MARTULALecturer in MusicB.A., Smith College;M.M., Manhattan School of Music

MICHAEL S. MARXAssociate Professor of EnglishB.A., Columbia University;M.A., Ph.D., University of Michigan

ALAIN MATTHEY de l’ETANGLecturer in French;Director of Study Abroad Program, ParisB.A., University of Paris VIII;B.A., M.A., Ph.D., University of Paris I Sorbonne

REINHARD MAYERVisiting Associate Professor of GermanB.A., Tufts University;M.A., Eberhard-Karls Universität, Tübingen;Ph.D., Northwestern University

K. GARY MCCLUREAssociate Professor of Management and Business;Director, International Affairs ProgramB.S., United States Naval Academy;M.B.A., Dartmouth College;Ph.D., University of Central Florida

* DONALD J. MCCORMACKAssociate Professor of Government;Dean of Special ProgramsB.A., Bucknell University;M.A., Ph.D., University at Albany, StateUniversity of New York

JULIA MCGINNISAssistant LibrarianB.A., Wellesley CollgeM.I.L.S., University of Michigan

1 RORY M. MCVEIGHAssistant Professor of SociologyB.A., University of Arizona;M.A., Ph.D., University of North Carolina,Chapel Hill

158

1 MARY-ELIZABETH O’BRIENAssociate Professor of GermanB.A., California State University, Long Beach;M.A., Ph.D., University of California, LosAngeles

MEHMET ODEKONAssociate Professor of Economics;Chair, Department of EconomicsB.A., Bogazici University;M.A., Ph.D., University at Albany, StateUniversity of New York

* THOMAS P. OLESAssociate Professor of Social Work;Dean of Student AffairsB.A., Utica College of Syracuse University;M.S.W., Syracuse University

* BARBARA OPITZLecturer in TheaterB.A., Queens College, City University ofNew York;M.A., Teachers College, Columbia University

LARY OPITZAssociate Professor of TheaterB.A., Queens College, City University ofNew York

PHILLIP A. ORTIZAssistant Professor of BiologyB.S., State University of New York atBinghamton;Ph.D., State University of New York at StonyBrook

ROBERT M. OSWALTProfessor of PsychologyB.A., DePauw University;M.A., Ph.D., Louisiana State University

1 CHRISTINE M. PAGEAssistant Professor of Managment and BusinessB.S., M.S., Ph.D., University of Colorado atBoulder

* VICTORIA PALERMOVisiting Assistant Professor of ArtB.S., Skidmore College;M.F.A., Bennington College

LORETTA M. PARSONSSenior Teaching Associate in BiologyB.A., College of St. Catherine;M.S., Case Western Reserve University

RAJAGOPAL PARTHASARATHYAssociate Professor of EnglishB.A., M.A., Bombay University;Postgraduate Diploma, Leeds University;Ph.D., University of Texas

* PATRICIA PAWLICZAKLecturer in TheaterB.S., College of St. Rose

MARGARET PEARSONAssociate Professor of History;Chair, Department of HistoryB.A., Smith College;M.A., Ph.D., University of Washington

DAVID PETERSONAssociate Professor of ArtB.A., State University of New York Collegeat Geneseo;M.F.A., Indiana State University

GREGORY M. PFITZERAssociate Professor of American Studies;Chair, Department of American StudiesA.B., Colby College;A.M., Ph.D., Harvard University

FLIP PHILLIPSAssistant Professor of PsychologyB.F.A., M.A., Ph.D., Ohio State University

RONALD PLOURDETeaching Associate in AthleticsB. A., St. Joseph’s College;M.S., Frostburg State University

* DAVID H. PORTERPresident Emeritus;Visiting Professor of ClassicsB.A., Swarthmore College;Ph.D. Princeton University

BERNARD POSSIDENTEProfessor of BiologyB.A., Wesleyan University;Ph.D., University of Iowa

PUSHKALA PRASADProfessor of Management and Business,Zankel Professor of Management for Liberal Arts StudentsB.A., Stella Maris College, University of Madras;M.B.A., Xavier University (India);Ph.D., University of Massachusetts, Amherst

JOHN QUATTROCHITeaching Associate in AthleticsB.A., M.A., University at Albany, StateUniversity of New York

SUMA RAJIVAAssistant Professor of PhilosophyB.A., M.A., Concordia University, Montreal;Ph.D., University of Toronto

* JON R. RAMSEYAssociate Professor of English;Dean of StudiesB.A., San Diego State University;M.A., Ph.D., University of California, Riverside

VIVIANA RANGILAssistant Professor of SpanishB.A., Insituto Padre Gabriel Tommasini;M.A., Universidad Nacional de Tucumán;Ph.D., University at Albany, State University ofNew York

3 AMELIA RAUSERAssistant Professor of Art HistoryB.A., University of California, Berkeley;M.A., Ph.D., Northwestern University

MONICA RAVERET RICHTERAssociate Professor of Biology;Chair, Department of BiologyB.A., M.S., University of Wisconsin;Ph.D., Cornell University

JOANNE E. REGERVisiting Assistant Professor of SociologyB.A., M.A., Ph.D., Ohio State University

WAYNE RICHTERResearch Associate in BiologyB.A., Wesleyan University;M.S., University of Iowa

* LAWRENCE R. RIESLecturer in Liberal StudiesB. A., Thomas More College;M.A., Ph.D., Southern Illinois University

JANIS SKOG RITORTOSenior Teaching Associate in ChemistryB.A., Skidmore College

* DAVID M. RIVESLecturer in MusicB.M., Florida State University;M.M., Cincinnati Technical College;D.M.A., Ohio University

GERARDO RODRIGUEZVisiting Assistant Professor of PhysicsB.S., M.S., University of Puerto Rico;Ph.D., Cornell University

* JAY ROGOFFLecturer in Liberal StudiesB.A., University of Pennsylvania;M.A., D.A., Syracuse University

DEBORAH ROHRAssociate Professor of MusicB.A., Bennington College;M.A., Ph.D., University of Pennsylvania;Ph.D., Eastman School of Music, University ofRochester

* LEWIS ROSENGARTENLecturer in Liberal StudiesB.A., Colgate University;M.M., Ithaca College;D.M., Indiana University

3 PHYLLIS A. ROTHProfessor of EnglishA.B., Clark University;M.A., Ph.D., University of Connecticut

ROY J. ROTHEIMProfessor of Economics;Chair, Department of Management andBusinessB.A., Ohio University;M.A., Ph.D., Rutgers University

ELAINE C. RUBENSTEINProfessor of BiologyB.A., State University of New York at Buffalo;Ph.D., University of Pennsylvania

JOYCE RUBINLecturer in EducationB.A., M.S., Hunter College;Professional Diploma in Administration/Supervision, City University of New York

PATRICIA RUBIOProfessor of Spanish;Director, Womens Studies ProgramProf. de Castellano, Valparaiso;Ph.D., University of Alberta

PAUL SATTLERAssistant Professor of ArtB.F.A., School of the Art Institute of Chicago;M.F.A., Indiana University

159

BRIAN SCHROEDERVisiting Associate Professor of PhilosophyB. A., Edinboro University of Pennyslvania;M. Div., Princeton Theological Seminary;M.A., Ph. D., State University of New York atStony Brook

REGINA SCHROEDERLecturer in Foreign Languages and LiteraturesB.A., Iberoamerican University, Mexico City;M.A., University of Maryland at College Park

ANN SEATONAssistant Professor of EnglishB.A., Wellesley College;Ph.D., Harvard University

JEFFREY O. SEGRAVEProfessor of Exercise Science;Chair, Department of Exercise Science, Dance, andAthleticsB.Ed., University of Exeter;M.S., Washington State University;Ph.D., Arizona State University

RONALD P. SEYBAssociate Professor of GovernmentB.A., University of California, Irvine;M.A., M.Phil., Ph.D., Yale University

LINDA L. SIMONAssociate Professor of English;Director, Expository Writing ProgramB.A., Queens College;M.A., New York University;Ph.D., Brandeis University

3 DENISE L. SMITHAssociate Professor of Exercise ScienceB.S., Houghton College;M.S., Ph.D., University of Illinois

JOEL R. SMITHAssociate Professor of PhilosophyB.A., Carleton College;M.A., Ph.D., M.A., Vanderbilt University

SHIRLEY SMITHAssociate Professor of ItalianB.A., M.A., University of Wisconsin;M.A., Ph.D.; Harvard University

DAREN SNIDERLecturer in Foreign Languages and LiteraturesB.A., University of California, Riverside;M.A., University of Wisconsin, Madison;

CARLA J. SOFKAVisiting Assistant Professor of Social WorkB.S., University of Illinois;M.S.W., Ph. D., Washington University

3 SHELDON SOLOMONProfessor of Psychology;B.A., Franklin and Marshall College;M.A., Ph.D., University of Kansas, Lawrence

PHILIP SOLTANOFFArtist-in-Residence, TheaterB.A., Kenyon College

JANET SORENSENAssociate Professor of ArtB.F.A., Kansas State University;M.A., M.F.A., University of Iowa

1 RICHARD L. SPEERSAssociate Professor of MathematicsB.A., M.A., Ph.D., University of Kansas

JOHN J. THOMASProfessor of GeologyB.A., Williams College;M.A., Northwestern University;Ph.D., University of Kansas

3 GORDON R. THOMPSONAssociate Professor of MusicB.M., University of Windsor;M.M., University of Illinois, Urbana-Champaign;Ph.D., University of California, Los Angeles

JOSEPH THORNTONAssistant LibrarianB.S., Villanova University;M.L.S., University at Albany, State University ofNew York

* ROGER TRIENENSResearch Associate in LibraryB.A., M.A., Ph.D., Northwestern University;M.A. in L.S., University of Michigan

JAMES P. TUCCITeaching Associate in AthleticsB.S., Jacksonville University

REBECCA TUCKERLecturer in Art HistoryA.B., Bryn Mawr College;M.A., Institute of Fine Arts, New York University

ANNE Z. TURNERArtist-in-Residence, MusicB.A., Eastman School of Music,University of Rochester;M.A., California State College

ROBERT C. TURNERAssistant Professor of GovernmentB.A., Middlebury College;Ph.D., University of Wisconsin, Madison

* SHEILA TUTTLEResearch Associate in BiologyB.A., George Mason University;M.S., Antioch New England Graduate School

ALDO C. VACSJoseph C. Palamountain Professor of Government;Chair, Department of GovernmentB.A., Universidade de Sao Paulo;M.A., Ph.D., University of Pittsburgh

SUE VAN HOOKSenior Teaching Associate in BiologyB.A., M.A., Humboldt State University

* BENJAMIN VAN WYELecturer in MusicB.Mus., University of Texas;M.A., Ohio State University;M.M., University of London, King’s College;D.M.A., University of Illinois

LYNDA D. VARGHAAssistant Professor of EconomicsA.B., Wellesley College;M.Ed.,Harvard University;M.S., Ph.D., University of Wisconsin, Madison

DAVID C. VELLAAssociate Professor of MathematicsB.A., American International College;Ph.D., University of Virginia

2 PETER STAKEAssociate Professor of Art;Chair, Department of Art and Art HistoryB.F.A., Arizona State University;M.F.A., California State University

CHARLES STAINBACKProfessor in Liberal Studies;Dayton Director,Tang Teaching Museum and ArtGalleryB.F.A., Kansas City Art Institute;M.F.A., State University of New York at Buffalo;

WILLIAM J. STANDISHAssociate Professor of Physics;B.A., Harpur College;M.A., Ph.D., State University of NewYork, Binghamton

MARY ZEISS STANGEAssociate Professor of Religion,A.B., M.A., Ph.D, Syracuse University

AMY JO STAVNEZERLecturer in PsychologyB.S., Allegheny CollegeM.S., University of Connecticut

* SARAH STEBBINSLecturer in Philosophy and ReligionB.A., M.A., Ph.D., University of California,Berkeley

STEVE STERNWriter-in-Residence, EnglishB.A., Southwestern at Memphis;M.F.A., University of Arkansas at Fayetteville

MASON STOKESAssistant Professor of EnglishB.A., University of South Carolina;M.A., Ph.D., University of Virginia

JILL D. SWEETProfessor of AnthropologyB.A., M.F.A., University of California, Irvine;M.A., Ph.D., University of New Mexico

* RICH SYRACUSELecturer in MusicB.A., Manhattan School of Music

KRZYSZTOF SZYMBORSKIAssociate Professor, Science LibrarianM.S., Warsaw University;M.L.S., University of Illinois;Ph.D., Polish Academy of Sciences

MARY ELIZABETH TABERAssistant Professor of Management and BusinessA.B., Vassar College;M.P.P.M., Yale School of Management;Ph.D., University of Illinois, Urbana

MARGARET N. TACARDONAssociate Professor of Social WorkB.A., State University of New York Collegeat Plattsburgh;M.S.W., University at Albany, StateUniversity of New York

JENNIFER ROSS TAXMANAssociate Librarian, Head of Public ServicesB.A., Purdue University;M.S., University of Illinois

160

Department Assistants

SHERRY ANKENYAssistant in AthleticsB.A., Pace University

KAREN ARCIEROAssistant in Exercise ScienceM.S., Springfield College

HILDA ARRECHAAssistant in AthleticsB.S., University of Puerto Rico

MANOEL CARTAGENESLanguage Assistant (Portuguese)A.A., Rio De Janeiro Industrial College

CHRIS CASERTINOAssistant in Biology and Psychology

VEENA CHANDRALanguage Assistant (Hindi)B.T., M.A., Agra University;M.M., Prayay Sangit Samitri

MICHAEL CLEMENTAccompanist in MusicB.M., University of Arizona

CAROL ANN ELZEAccompanist in Music and DanceB.A., Crane School of Music, State University ofNew York at Potsdam

JOANNE M. VELLAAssociate Professor of ArtB.F.A. (Art Education), B.F.A. (Painting),M.F.A., University of Illinois

JAN VINCIArtist-in-Residence, MusicB.M., Bowling Green State University;M.M., Cleveland Institute of Music;D.M.A., The Juilliard School

* MARK VINCILecturer in Music

PIERRE vonKAENELAssociate Professor of Computer Science;Director, Mathematics-Computer Science LaboratoryB.A., Hamilton College;M.A., Ph.D., Syracuse University

ANNE M. WAGNERSenior Teaching Associate in ChemistryB.S., Marymount College;M.A., State University of New York atBinghamton

RENEE B. WALKERVisiting Assistant Professor of AnthropologyB.A., Indiana University of Pennsylvania;M.A., Ph.D., University of Tennessee

SUSAN WALZERAssistant Professor of SociologyA.B., Brown University;M.S.W., Smith College;Ph.D., University at Albany, State University ofNew York

DAVID WEISAssistant Professor of ChemistryB.A., Earlham College;Ph.D., Indiana University

ERIC J. WELLERAssociate Professor of PhilosophyB.A., Hofstra College;Ph.D., University of Rochester

* SANDRA WELTERLecturer in EnglishB.A., Elmira College;M.A., University at Albany, State University ofNew York

STACIE L. WETZELTeaching Associate in AthleticsB.S., Lock Haven University;M.Ed., University of Virginia

ALAN WHEELOCKVisiting Associate Professor of EnglishA.B., Queens College;A.M., Hunter College;Ph.D., University at Albany, State Universityof New York

MARC-ANDRÉ WIESMANNAssociate Professor of FrenchB.A., University of California, Berkeley;M.A., Ph.D., University of California, LosAngeles

GARETT WILSONLecturer in TheaterB.A., University at Albany, State University ofNew York

STUART K. WITTAssociate Professor of GovernmentB.A., Columbia University;M.A., Ph.D., Syracuse University

* MARC WOODWORTHLecturer in EnglishB.A., Skidmore College;M.A., Ohio University

* DAVID YERGANLecturer in Theater;Technical Director, TheaterB.S., Skidmore College

MARK A. YOUNDTAssistant Professor of Management and BusinessB.A., Gettysburg Collge;M.B.A., Rollins College;Ph.D., Pennsylvania State University

JOANNA SCHNEIDER ZANGRANDOProfessor of American Studies;Douglas Family Professor of American Culture,History, Literary and Interdisciplinary Studies;Director of Liberal StudiesB.A., M.A., Wayne State University;Ph.D., George Washington University

SUSAN H. ZAPPENAssociate LibrarianB.A., M.A., University of Missouri

ADRIENNE ZUERNERAssociate Professor of French;Coordinator, Self-Instructional Languages ProgramA.B., University of California, Santa Barbara;M.A., Ph.D., University of Michigan

PAIGE FAUBELAssistant in RidingB.A., Hamilton College

SONIA GOLDMANLanguage Assistant (Hebrew)B.A., Brooklyn College;M.S., Sage Graduate School

PATRICIA HADFIELDAccompanist in MusicB.M., Crane School of Music, State University ofNew York at Potsdam

REGINA HARTMANNLanguage Assistant (Arabic)Ph.D., University of Erlangen

SANG LEELanguage Assistant (Korean)B.S., M.S., University of Saskatchewan

SUSAN SHERWOODAssistant in Psychology

POLINA SHVARTSMANLanguage Assistant (Russian)B.S., M.S.M.E., Odessa Institute of Technology

Athletics Personnel

Athletics Director: P. Timothy BrownAssistant Athletics Director: Katharine DeLorenzoAthletic Trainer: Michael GarciaAssistant Athletic Trainer: Stacie L. WetzelFacilities Coordinator: Paul DionEquipment Manager: Sherry Ankeny

Head Coaches:

PAUL ARCIEROMen’s Tennis

* HILDA ARRECHEAWomen’s Volleyball

TIMOTHY BROWNMen’s Golf

TERRANCE CORCORANMen’s Lacrosse

KATHARINE DELORENZOWomen’s Field Hockey, Women’s Lacrosse

PAUL DIONMen’s Ice Hockey, Women’s Soccer

CINDY FORDDirector of Coed Riding Program

ERIKA GILLISWomen’s Basketball, Softball

JOHN E. QUATTROCHIMen’s Basketball

RONALD PLOURDEBaseball

JEFFREY SEGRAVEWomen’s Tennis

JAMES TUCCIMen’s and Women’s Crew

TBAMen’s SoccerMen’s Swimming and DivingWomen’s Swimming and Diving

161

Administration

Office of the President

JAMIENNE S. STUDLEY, J.D.President

JAMES D. GETTE, J.D.Director, Office of the President

JACK TAK FOK LING, Ph.D.Director, Diversity and Affirmative Action

Academic Affairs

TBAVice President for Academic Affairs and Dean of theFaculty

SUSAN BENDER, Ph.D.Associate Dean of the Faculty

ROBERT P. DESIENO, Ph.D.Assistant to the Dean for Faculty Development andSponsored Research

BARBARA T. DOYLE-WILCH, M.A.College Librarian

ANN L. HENDERSON, M.A.Registrar; Director of Institutional Research

CHARLES STAINBACK, M.F.A.Director, Tang Teaching Museum and Art Gallery

Business Affairs

KARL W. BROEKHUIZEN, M.B.A.Vice President for Business Affairs and Treasurer

BARBARA E. BECK, M.A.Director, Human Resources

PHILIP L. CIFARELLI, B.S., C.P.A.Director, Financial Services

MICHAEL F. HALL, B.S.Director, Financial Planning and Budgeting

CHRISTINE KACZMAREK, M.S.Director, Business Services

MARK STRUSSDirector, Facilities Services

TBADirector, Center for Information Technology Services

Student Affairs

THOMAS P. OLES, M.S.W.Dean of Student Affairs

KATHLEEN BUCKLEY, M.Div.College Chaplain

DONALD HASTINGS, M.S.Associate Dean of Student Affairs;Director, Residential Life

SONIA A. KISZKA, A.N.P.C., M. Ed.Director-Nurse Practitioner, Health and WellnessCenter

SUSAN B. LAYDEN, M.S.Director, Higher Education Opportunity Program andAcademic Opportunity Program

JUDY McCORMACK, M.S.W.Director, Counseling Center

MICHAEL PROFITA, M.A.Director, Career Services

JON R. RAMSEY, Ph.D.Dean of Studies

KARA SHELDON, M.A.Director, Office of International Programs

ANITA L. STEIGERWALD, M.S.Associate Dean of Student Affairs for LeadershipActivities and Dean for First-Year Students

PATRICIA ROLLINS TROSCLAIR, B.A.Assistant to the Dean for Multicultural Students

Enrollment and College Relations

MARY LOU W. BATES, A.B.Director, Admissions

ROBERT S. KIMMERLE, M.A.Director, College Relations

ROBERT D. SHORB, M.S.Director, Student Aid and Family Finance

Institutional Advancement

TBAVice President for Institutional Advancement

TRACY W. BARLOCK, B.A.Director, Leadership Gifts

DONALD L. BLUNK, B.A.Director, Planned Giving

STEPHEN CLARK, Ph.D.Director, Annual Fund and Parent Relations

TBADirector, Advancement Services

MARNY KRAUSE, B.A.Director, Development

BARRY M. PRITZKER, M.A.Director, Foundation and Corporate Relations

MARY SOLOMONS, B.A.Director, Alumni Affairs

TBA'Director, College Events and Stewardship

Special Programs

DONALD J. McCORMACK, Ph.D.Dean of Special Programs

SHARON ARPEYDirector, Community Education and SummerConferences

BETH BRUCKER-KANE, B.A.Development Associate

JAMES CHANSKY, Ph.D.Director, Summer Sessions and Summer SpecialPrograms

DAVID P. GLASER, Ph.D.Director, External Master’s Program in LiberalStudies

CORNEL J. REINHART, Ph.D.Director, University Without Walls

TBADirector, Continuing Education and SummerFacilities

Alumni Association

The Skidmore College Alumni Associationpromotes the interests of the College andencourages a lifelong relationship betweenSkidmore and its alumni. Membership includesall graduates and former students and numberedover 24,000 in 1999-2000. Through an electedboard of directors, the association functions as adepartment of the College and conducts classand club programs, the Annual Giving program,and programs (on and off campus) that addresseducational and/or social issues.

Board of Directors 2000-2001

Beverly Harrison Miller ’67President

Jeffrey Anderson ’93Chair, Alumni Admissions

Florence Andresen ’57Alumna Trustee and Vice President, Annual Giving

Neil Astmann ’00Chair, Young Alumni and Undergraduate Activities

Vincent Catalano ’83Chair, Awards

George Constant ’86Chair, Alumni Clubs

Ann Moses Douglas ’56Alumna Trustee

Sibyl Waterman Haley ’71Chair, Reunion Giving

Spencer Goldin ’93Chair, Young Alumni Giving

Pamela Schick Kelsey ’70Alumna Trustee

Anthony Llano ’97Chair, Diversity

Scott Martin ’79Alumnus Trustee

Amy O’Leary ’92Chair, Alumni Reunion

Barbara Sabia ’80Chair, Nominating

Carol Strickland ’72Chair, Friends of the Presidents

Terrill Tiffany Sullivan ’62Vice President, Alumni Programs

Jeffrey Treuhaft ’91Member-at-Large

Jeanne Shipp Waldinger ’62Vice President, Board Relations

162

Map of Skidmore Campus

Barrett Center (25)Bernhard Theater (6)Bolton Hall (31)Case Center (13)Castle Baseball Diamond/Ingram Park/ Jarvis Pavilion (41)Clinton Street Entrance (39)Colton House (37)Dana Science Center (32)Dance Center (9)Eissner Admissions Center (1)Falstaff’s (34)Filene Music Building (4)Greenberg Child Care Center (7)Harder Hall (33)Haupt Pond/South Park (10)Hoge Heating Plant (36)Howe Hall (26)Jonsson Tower (23)Kimball Hall (19)Ladd Hall (14)Main Entrance (3)McClellan Hall (16)Moore Hall (42)Murray and Aikins Dining Halls (21)North Hall (35)Palamountain Hall (30)Penfield Hall (18)Rounds Hall (27)Saisselin Art Building (5)Scribner House (38)Scribner Library (12)Scribner Village Apartments (22)Skidmore Hall (17)Sports and Recreation Center (8)Starbuck Center (20)Surrey Williamson Inn (2)Tang Museum (11)Tisch Learning Center (29)Van Lennep Riding Center (40)Wait Hall (24)Wilmarth Hall (15)Wilson Memorial Chapel (28)

Parking Lots

A West Lot A (v)B West Lot B (v)C West Lot C (v)D Lodge LotE Sports Center LotF Case LotG Filene Lot (v)H Trades-only LotI North Hall LotJ North Woods LotK Palamountain LotL Wait LotM Tower LotN Scribner Village Lots

(v) denotes visitor parking

Handicapped parking areas aredesignated in all parking lots.

163

164

Directory of Offices andAcademic Departments

Geology Department–Dana Science CenterGovernment Department–Ladd HallGymnasiums–Sports and Recreation CenterHealth and Wellness Center–Jonsson TowerHigher Education Opportunity Program/Academic

Opportunity Program–Starbuck CenterHistory Department–Tisch Learning CenterHonors Forum–Ladd HallHuman Resources Office–Barrett CenterInternational Programs Office–Starbuck CenterLibrary–Scribner LibraryManagement and Business Department–Palamountain HallMaster of Arts in Liberal Studies Progam–Ladd HallMathematics and Computer Science Department–Harder HallMedia Services–Palamountain HallMulticultural Lounge–Case CenterMulticultural Students Office–Ladd HallMuseum–Tang Teaching Museum and Art GalleryMusic Department–Filene Music BuildingPavilion, Student–Falstaff’sPhilosophy and Religion Department–Ladd HallPost Office–Case CenterPresident’s Office–Palamountain HallPsychology Department–Tisch Learning CenterRecital Hall–Filene Music BuildingRegistrar’s Office–Starbuck CenterResidence Halls–Kimball, Penfield, McClellan, Wilmarth,

Wait, Howe, Rounds, Moore, Skidmore, and JonssonTower

Residential Life Office–Starbuck CenterSalmagundi Magazine–Palamountain HallSecurity–Jonsson TowerSociology, Anthropology, and Social Work Department–

Tisch Learning CenterThe Spa–Case CenterSpecial Programs Office–Palamountain HallStables–Van Lennep Riding CenterStudent Affairs Offices–Case CenterStudent Aid and Family Finance Office–Starbuck CenterStudent Accounts Office–Starbuck CenterTheater Department–Bernhard TheaterUniversity Without Walls–Ladd Hall

Academic Affairs:Office of the Dean of the Faculty–Palamountain Hall; Officeof Dean of Studies–Starbuck Center

Admissions Office–Eissner Admissions CenterAlumni Affairs Office–North HallAmerican Studies Department–Tisch Learning CenterApartments (student)–Scribner VillageArchives–Scribner LibraryArt Collection, Permanent–Tang MuseumArt and Art History Department, art studios–Saisselin Art

BuildingArt Gallery, Schick–Saisselin Art BuildingArt History offices–Scribner LibraryBiology Department–Dana Science CenterBookstore (Skidmore Shop)–Case CenterBusiness Affairs Office–Barrett CenterCareer Services–Starbuck CenterCenter for Information Technology Services–Harder HallChapel–Wilson ChapelChaplain, Office of–Jonsson TowerChemistry and Physics Department–Dana Science CenterChild Care Center–Greenberg Child Care CenterClassics Department– Ladd HallCollege Events Office–North HallCollege Relations Office–Dana Science CenterCounseling Center–Jonsson TowerDance Theater and Studios–Dance CenterDevelopment Office–North Hall, Colton HouseDining Halls–Murray and Aikins Dining HallsDiversity and Affirmative Action–Palamountain HallEarly Childhood Center–Palamountain HallEconomics Department–Harder HallEducation Department–Palamountain HallEnglish Department–Palamountain HallExercise Science, Dance, and Athletics Department–Sports

and Recreation CenterFacilities Services–North HallFaculty, Office of the Dean–Palamountain HallFinancial Services–Barrett CenterFood Services–Murray Dining HallForeign Languages and Literatures Department–Palamountain

HallForeign Language Resource Center–Bolton Hall

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Procedure for Filing Administrative Complaints

Skidmore College provides a procedural framework forstudents and parents who are dissatisfied with some aspect ofthe cocurricular or curricular experience at the College. When-ever students and parents have questions about College policyor practice regarding student residence, student life, finance,academic requirements, or any other aspect of the collegeexperience, the first course of action is to initiate a conversationwith members of the staff of the appropriate office. Forexample, student housing and student life questions should bedirected to the Office of the Dean of Student Affairs, workingwith staff first and then, if difficulties remain, progressing to aconversation with the dean of student affairs. The same stepspertain to questions involving fees or financial aid — the staffsof the Office of Financial Services or the Office of Student Aidand Family Finance are the first points of contact, then thedirectors of these offices. (A listing of administrative offices canbe found on page 161.)

If students and parents find that their concerns are not beingadequately addressed, they have recourse with the President’sOffice via the assistant to the president. Students and parentsshould call or write the assistant to the president, explainingtheir circumstances and describing the conversations that havetaken place with other College staff. (If the President’s Office isthe first point of contact, students and parents will be directedto the appropriate office for resolution.) The assistant to thepresident, and the president if necessary, will assess each caseand then respond promptly to the student or parent — inwritten correspondence, with a phone call, or both. Studentsand parents should expect complaints to be resolved withinforty-five days. No adverse action will be taken against astudent or parent for filing a complaint. Neither the presidentnor his staff is prepared to change policy, but contact with thePresident’s Office may help facilitate resolution in difficult cases.

Any individual who believes he or she has been aggrieved bySkidmore College may file a written complaint with the NewYork State Education Department.

Campus Security Report

Skidmore College publishes an annual Campus Security Reportto inform the Skidmore community, campus visitors, and thegeneral public of the College’s policies and procedures forcampus safety. This report follows the guidelines of PublicLaw 101-542, the “Student Right-to-Know and CampusSecurity Act,” and related amendments. Skidmore distributesthis information to all current students and employees, andmakes it available upon request to anyone applying for admis-sion or employment at College, and to the general public.

Statement of Nondiscrimination

It is the policy of Skidmore College to prohibit discriminationfor or against any individual or group of its students, prospec-tive students, employees, or prospective employees on thebasis of race, color, religion, gender, disability, age, nationalor ethnic origin, or sexual orientation. The College hasestablished mechanisms to provide prompt, fair, and impartialconsideration of any complaint of discrimination. Inquiriesconcerning application of this policy should be directed to thedirector of diversity and affirmative action initiatives in thePresident’s Office: 518-580-5943.

The Family Educational Rights and Privacy ActPolicies of Skidmore College

The 1974 Family Education Rights and Privacy Act detailedstudents’ rights of access to their official educational records.The legislation gives current and former students of SkidmoreCollege the right to inspect, review, and copy their ownpermanent records. At Skidmore, the permanent recordscovered by the Act include: the student’s application foradmission; high school and/or former college transcript(s);SAT scores; correspondence with the Skidmore Office ofAdmissions; documents pertaining to grade reports; dates ofattendance; approval of leaves of absence; correspondence withthe Deans; senior audits; and the materials contained in thestudent’s career planning file.

The Act includes a list of types of records not open to studentinspection. These are parents’ financial statements; confidentialletters and recommendations written before January 1, 1975;letters and recommendations written after January 1, 1975 butspecifically designated as confidential; ancillary records ofinstructional, supervisory and administrative personnel;confidential law enforcement records; and records written byphysicians, psychiatrists, psychologists, and other recognizedprofessionals or paraprofessionals. Students and former studentsmay request a doctor of their choice to review their medicalrecords.

Colleges are allowed to publish “directory information”including the student’s name, address, telephone number,e-mail address, date and place of birth, major field of study,participation in officially recognized activities and sports,weight and height of members of athletic teams, dates ofattendance, enrollment status, degrees and awards received, andthe most recent previous educational institution attended. If anycurrent Skidmore student does not want such directory infor-mation to be disclosed he or she must notify the Registrar’sOffice in writing of the specific information not to be released.

Statements of Policies andProcedures

166

Such notification is necessary within ten days of the first day ofclasses of the fall semester annually.

Except for parties identified as having legitimate access asdefined by the Act, Skidmore College must obtain thewritten consent of the student before disclosing personallyidentifiable information from the educational records. Specificsrelated to the disclosure process are available upon request inthe Registrar’s Office. Students or former students may gainaccess to their credential files in the Career Services Office onlyif they have established a non-confidential (or open) file.Upon request, their open file will be made available for theirinspection. Copies of the file are available for a nominal fee.

A student or former student who believes that informationcontained in the permanent record is inaccurate, misleading,or in violation of his or her privacy may request Skidmore toamend the record. Such a request must be made in writing andmust contain specific information. Details related to this appealprocess are available through the Registrar's Office.

(Printed in compliance with the Family Educational Rights andPrivacy Act Policies)

Regulations Regarding Students Unable to Registeror Attend Classes Because of Religious Beliefs

Effective July 30, 1992, the People of New York State, repre-sented in the Senate and Assembly, amended the EducationLaw as follows:

1. No person shall be expelled from or be refused admission asa student to an institution of higher education for the reasonthat he or she is unable, because of his or her religious beliefs,to register or attend classes or to participate in any examination,study or work requirements on a particular day or days.

2. Any student in an institution of higher education who isunable, because of his or her religious beliefs, to attend classeson a particular day or days shall, because of such absence on theparticular day or days, be excused from any examination or anystudy or work requirements.

3. It shall be the responsibility of the faculty and of theadministrative officials of each institution of higher educationto make available to each student who is absent from school,because of his or her religious beliefs, an equivalent opportunityto register for classes or make up any examination, study orwork requirements which he or she may have missed because ofsuch absence on any particular day or days. No fees of any kindshall be charged by the institution for making available to thesaid student such equivalent opportunity.

4. If registration, classes, examinations, study or work require-ments are held on Friday after four o’clock post meridian or onSaturday, similar or makeup classes, examinations, study orwork requirements or opportunity to register shall be madeavailable on other days, where it is possible and practicable todo so. No special fees shall be charged to the student for theseclasses, examinations, study or work requirements or registra-tion held on other days.

5. In effectuating the provisions of this section, it shall be theduty of the faculty and of the administrative officials of eachinstitution of higher education to exercise the fullest measure ofgood faith. No adverse or prejudicial effects shall result to anystudent because of his or her availing himself or herself of theprovisions of this section.

6. Any student who is aggrieved by the alleged failure of anyfaculty or administrative officials to comply in good faith withthe provisions of this section, shall be entitled to maintain anaction or proceeding in the supreme court of the county inwhich such institution of higher education is located for theenforcement of his or her rights under this section.

6-a. It shall be the responsibility of the administrative officialsof each institution of higher education to give written notice tostudents of their rights under this section, informing them thateach student who is absent from school, because of his or herreligious beliefs, must be given an equivalent opportunity toregister for classes or make up any examination, study or workrequirements which he or she may have missed because of suchabsence on any particular day or days. No fees of any kind shallbe charged by the institution for making available to eachstudent such equivalent opportunity.

7. As used in this section, the term “institution of highereducation” shall mean any institution of higher education,recognized and approved by the regents of the university of thestate of New York, which provides a course of study leading tothe granting of a post-secondary degree or diploma. Such termshall not include any institution which is operated, supervisedor controlled by a church or by a religious or denominationalorganization whose educational programs are principallydesigned for the purpose of training ministers or other religiousfunctionaries or for the purpose of propagating religiousdoctrines. As used in this section, the term “religious belief”shall mean beliefs associated with any corporation organizedand operated exclusively for religious purposes, which is notdisqualified for tax exemption under section 501 of the UnitedStates Code.

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Index

Academic integrity, 51Academic program, 7Academic requirements and

regulations, 47-51Academic standards and review, 51-56Acceleration, 49Accreditation, 57Administration, 161Admission, 29-34

Deadlines, 33Early admission, 31Early decision, 29Guidelines, 29Midyear admission, 31Requirements for, 30Standardized testing, 31

Advising services, 22Affiliated programs, 13, 146Alumni Association, 161American Studies, 58Anthropology, 61Art (Studio), 63Art History, 66Arts requirement, 11, 48Asian Studies, 69Athletic facilities, 21Athletics, 27, 160Attendance, 51Audit, 36, 52

Bachelor of arts degree, 47, 57Bachelor of science degree, 47, 57Biology, 71Board fee, 34Breadth requirements, 10, 48Buildings, key to, 162Business, 74

Calendar, college, 3Campus Security Report, 165Career Services, 25

Credentials file, 57Chemistry, 77Chinese, 97Classics, 79Cocurricular activities, 26Community education, 16Complaint procedure, 165Computer Career Institute, 16Computer Science, 80

Computer services (CITS), 12Correspondence, inside front coverCounseling, 25Course credit, 58Course loads, 50Course numbering, 58Credit by examination, 50Credit hour fee, 35Curriculum, 10-12

Dance, 82Dean of the Faculty message, 9Degree programs, 57Degrees, requirements for, 47Directory of offices and academic

departments, 164Directions to campus, inside back

coverDisabilities, students with, 30Dismissal, 56Disqualification, 56

Early Childhood Center, 86Economics, 83Education, 85

Early Childhood minor, 86Education Studies major, 86M.A.T. program, 148

Employment on campus, 41Engineering, 147English, 88Enrollment statistics, 150Environmental Science Semester, 13Environmental Studies, 92Exercise Science, 93Expenses, 34-38Exploration requirements, 10, 48Expository writing requirement, 10, 48External degree programs Master of Arts in Liberal Studies, 16 University Without Walls, 16

FacilitiesAcademic, 19Academic departments, 164Administrative offices, 164Cocurricular, 21Sports and recreational, 21Residence, 23

Faculty, 152-160

Family Educational Rights andPrivacy Act Policies, 165

Federal aid programs, 42Fees and expenses, 34-38Financial aid, 38-47

Skidmore College, 39Federal, 42New York State, 43

Foreign Languages and Literatures, 96Foreign language requirement, 11, 49Foreign Language Resource Center, 93Foundation requirements, 10, 48French, 97

Geology, 103German, 99Government, 105Grades, 52Grants, 39, 42, 43Greek, 79

Health insurance, 36Health professions, preparation for, 148Health services, 24Higher Education Opportunity

Program (HEOP), 15, 149History, 108History of the College, 4Honor code, 51Honor societies, national

Alpha Kappa Delta (sociology), 136Omicron Delta Epsilon (economics), 84Phi Alpha Theta (history), 109Phi Beta Kappa, 54Phi Sigma Iota (foreign language), 106Pi Mu Epsilon (mathematics), 123Pi Sigma Alpha (political science), 114Psi Chi (psychology), 131Sigma Delta Pi (Spanish), 106

Honors, 53Honors Forum, 11, 54, 112Housing, 23, 36Hudson-Mohawk Association, 13

India, semester in, 14, 149Information resources

Scribner Library, 12, 19Center for Information TechnologyServices, 12

Integration requirements, 10, 48

168 printed on recycled paper

Intercollegiate teams, 28, 160Interdepartmental majors, 143Interdisciplinary courses, 112Interdisciplinary programs

Asian Studies, 69Environmental Studies, 92International Affairs, 113Law and Society, 114Liberal Studies, 115Women’s Studies, 141

International Affairs, 113International programs, 14, 22, 149International students, 32Internships, 11, 112Intramurals, 28Italian, 100

Japanese, 100

Latin, 79Law, preparation for, 148Law and Society, 114Leaves of absence, 37, 50Liberal arts requirement, 47Liberal Studies

LS1, 10, 115LS2, 10, 115LS Capstone, 10Tutoring project (ID201H), 112

Library, Scribner, 12, 19Loans, 41, 42,46London, semester in, 14, 149

Madrid, study abroad, 14, 149Majors, 57

Interdepartmental, 143Self-determined, 146Requirements for, 11, 49

Management and Business, 74M.B.A. programs, 146

Maps, 162, inside back coverMaster of Arts in Liberal Studies, 16Mathematics, 123Maturity level requirement, 48Meal plans, see Board, 34Media opportunities, 26Medicine, preparation for, 142, 148Merit awards, 41Minors, 49

Mission statement, 6Multicultural students, 22Museum, Tang, 20Music, 125

Nature requirement, 10, 48New York State aid programs, 43Nondiscrimination statement, 165Nonmatriculated students, 34Non-Western culture requirement, 11, 49

Off-campus programs, 13Overload fee, 34

Paris, study abroad, 14, 149Part-time status, 50Payment plans, 35Performing opportunities, 26Periclean, 54Philosophy, 128Physics, 130Policies and procedures, 165President’s message, 8Prizes, academic, 54Probation, 55Psychology, 131

Quantitative reasoning requirement,10, 44

Readmission, 56Reclassification, 49Recreation opportunities, 28Refunds, 37Registration, 51Religious Studies, 133Religious life, 24Requirements for degrees, 47Reserve Officer Training Corps, 13Residential life, 23Riding center, 21Room fee, 34

Satisfactory/Unsatisfactory, 52Science center, 19Science requirement

Nature, 10, 48Self-determined major, 146Self-instructional languages, 102

Shakespeare Programme, 14, 149Social integrity, 52Social Work, 135Society requirement, 10, 49Sociology, 136Spanish, 101Special students, 34, 36Student Government Association, 26Student life, 26-28Student opportunity funds, 55Student services, 22-25Study abroad, 14, 22, 149Summer programs, 17-18

AP/Art, 17Camp $tart-Up, 18Center for Talented Youth, 18International Women’s Writing

Guild, 18Jazz Institute, 18Judaic Studies Program, 18Pre-College Program for High

School Students, 18Summer academic sessions, 17Summer Six, 17Summer dance workshops, 18Summer Life Science Institute for

Girls, 18Summer theater workshop, 18Summer writers institute, 17

Theater, 139Transcripts, 57Transfer of credit, 50Transfer applicants, 32Trustees, board of, 151Tuition fee, 34Tuition insurance, 36

Underloads, 35University Without Walls, 16

Visiting student programs, 13Visiting students, 34

Washington Semester, 13Withdrawal, 56Women’s Studies, 141Work Study, 42World cultures requirement, 11, 49