Curriculum 2007-2008

Fall 2007

Three-Credit Honors Courses

Department:   Anthropology
Instructor:   Gil Landsman
Course:   Making Babies: Anthropologists Look at New Reproductive Technologies
(A ANT 266H)
Meeting:   TTH :15-2:35 p.m..

Description: New reproductive technologies are not only influential in transforming the experience of procreation for individuals, but they both validate and challenge culturally constructed notions of kinship, identity, self, and personhood. Thus they speak to some of the most basic issues in the field of anthropology, involving debate over our very definitions of what it means to be human.

In this class we ask: What are the implications of living in a society in which it is possible to think of procreation, in Strathern's words, as "subject to personal preference and choice in a way that has never before been conceivable"? How does, or might, widespread use of prenatal testing affect decisions regarding conception and/or abortion in various cultures? What does it mean for definitions of parenthood and women's bodies if children can be "produced" through "donated" eggs and/or "rented" wombs? Are we moving towards women's empowerment or the new eugenics? Taking a cross-cultural approach, we will critically examine anthropological scholarship on new and emerging reproductive technologies.

The format of course will include lecture, class discussion, and films. Requirements for the course include a semester-long project tracking media coverage of new reproductive technologies (incorporating books and scholarly articles for a comparative analysis).

Department:   Chemistry
Instructor:   Lawrence
Course:   Chemical Principles I: Advanced General Chemistry I (A CHM 130H)
Meeting:   There are to sections of A CHM 130H scheduled for fall 2007.
MWF 9:20-10:15 a.m.
MWF 10:25-11:20 a.m.

Description: Energy, enthalpy, thermochemistry, quantum mechanics and atomic theory, general concepts of bonding, covalent bonding and orbitals, gases, liquids, and solids. Only one of A CHM 120 and A CHM 130H may be taken for credit.

Prerequisite(s): One year of high school chemistry and one year of high school physics or concurrent enrollment in college physics. Students will also be required to pass a test to assess their knowledge of chemistry fundamentals on the first day of classes. Those not passing the test will be advised to enroll in A CHM 120.

Gen. Ed.: Natural Sciences

Department:   English
Instructor:   Judith Barlow
Course:   Growing Up in America
(A ENG 240H)
Meeting:   TTH 10:15-11:35 a.m.

Description: Growing Up in America is designed to introduce students to writings by members of marginalized groups whose voices are rarely heard in our society in general and our classrooms in particular. By reading works by and about Native Americans, African Americans, Asian Americans, the rural poor, recent immigrants, the urban homeless, gays, lesbians, transsexuals, and/or the differently abled, we will learn about the richness and diversity of our society as well as how society treats those who don't fit our arbitrarily defined ideal. These writings are particularly important because they focus on the experiences of children, the most vulnerable members of our culture. Given that the family is in many ways a microcosm of the larger society, we will also be looking at the interrelations among societal values, familial experiences and individual characteristics. Equally important, we will learn not only that different people in our country grow up in different worlds but that their very ways of seeing differ depending on ethnicity, race, gender, etc. The languages and narrative devices the writers use as well as the implied relationship between writers and readers will also be addressed. In the course of our discussions we will be examining such popular terms as "the American dream," "family values," "the melting pot" and "equal opportunity" - terms that have widely varied meanings for different groups. Last but not least, we will discuss how we can begin to appreciate the diversity reflected in these works and remedy the societal inequities revealed by many of the writers.

The format of the course includes classroom discussions, group presentations, and small group discussions. Assignments will include two papers. One paper may be a creative work or a research paper. The second paper will be based on small group discussions and reflect the diversity of opinions within the group. There will also be a brief midterm and a final examination, both of which will rely primarily on essay questions.

Gen. Ed.: U.S. Diversity and Pluralism

Department:   Environmental Science
Instructor:   John Delano
Course:   Dinosaurs in Jurassic Environments
(A ENV 175H)
Meeting:   MWF 1:40-2:35 p.m..

Description: While the skeletons of animals provide important insights about dead individuals (e.g., size, appearance), footprints convey quantitative information about living animals. At what speed did they travel? Did they travel in social packs, or as solitary individuals? What was the geometrical and structural relationship between the hip and knee (e.g., sprawling like alligators and lizards versus upright like modern birds) indicated by the observed footprints? What activity were they engaged in when the footprints were made? What kind of environments did these theropod dinosaurs inhabit? Could these dinosaurs swim?

Students will conduct analysis of dinosaur footprints, and the geochemistry of the Jurassic sediments that contain them, to infer mechanical and behavioral aspects of theropod dinosaurs, and the Jurassic environments in which those dinosaurs lived. Two field trips to dinosaur footprint localities in Massachusetts and Connecticut occur during the semester to collect data that provide the basis for two 15-page papers.

Gen. Ed.: Natural Sciences

Department:   Geography and Chinese Studies
Instructor:   Christopher Smith
Course:   Reform & Resistance in Contemporary China (A GOG/EAC 230H)
Meeting:   TTH 2:45-4:05 p.m..

Description: The course provides a survey of economic and social change in reform-era China (1978-present), beginning with a broad review of the policies that have brought about such a monumental restructuring of the economy. In the later sections of the class, discussion will focus on the human impacts of the reforms and the extent to which the Chinese people have been constrained in their struggles for a better life and a more just and equitable society. Readings and materials from other media (e.g., contemporary film) will be used to illustrate some of the ways the Chinese people have been exerting agency in shaping their own fate and resisting the inevitable forces that seem likely to overwhelm them in the new era of free-wheeling capitalism.

Classroom discussions will focus on specific case studies of resistance drawn from a variety of sites and a range of contexts in contemporary China, which will be discussed and analyzed in the context of social science theories about the nature of resistance and its outcomes. Students will be required to read in advance of each class and will be tested on the readings, either with a mini-quiz, or in the context of discussion group topics. Two examinations, both with a short essay answer format, will be given, and a research paper on a pre-determined topic related to the course content will be assigned. This class is offered as part of the Fall 2007 China Semester.

Gen. Ed.: Social Sciences; Regions Beyond Europe

Department:   History
Instructor:   Ronald Berger
Course:   Modern Western Civilization II: A Multidisciplinary Approach (A HIS 131H)
Meeting:   MW 2:45-4:05 p.m..

Description: Many introductory courses take a single-discipline approach to a subject. For example, in history a chronological analysis of historical events is usually the preferred mode. This method often neglects the ways that theory can help us explain the causes of historical phenomena. In this course we will employ a multi-disciplinary approach. We will, for example, explore the way writers dealt with specific historical issues, not only how they portrayed those events but how they created narratives or stories to describe and understand those events. We will also examine the suggestion that only by writing history, stories in which characters and trends interact in a setting of conflict, can one comprehend complex historical events. In addition, we will use material from art history and music to analyze historical issues such as the relationship between historical and cultural change Assignments for the course include a mid-term essay, a final paper, and several brief writing assignments. Visits to local museums and archives will take place if possible.

Gen. Ed.: Europe; Writing Intensive

Department:   Journalism
Instructor:   Thomas Bass
Course:   Visual culture (A JRL 220H)
Meeting:   W 7:15-10:05 p.m..

Description:This course explores the increasing dominance of visual media in contemporary life. It examines how traditional narrative forms of story-telling are being replaced by visual forms of story-telling in journalism, films, television, the Internet, video games, anime, graphic novels, advertising, and public relations. The course is designed to teach students how to "read" visual culture and develop a critical awareness of contemporary media and practices.

The format of the course includes discussion, student presentations, field trips, and other hands-on projects. Students will be required to complete weekly writing assignments and a final project involving original research or creative work.

Gen. Ed.: Arts

Department:   Languages, Literatures, and Cultures
Instructor:   Brett Bowles
Course:   European Cinema and Society (A LLC 275H)
Meeting:   TTH 1:15-2:35 p.m..

Description: This course explores the symbiotic evolution of European cinema and society from the silent era through the present, focusing on representative films from France, Italy, Germany, Spain, and the Soviet Union/Russia. We will approach film not only as an art form whose stylistic and technological dimensions have shifted over the past century, but also as a collective representation that provides insight into social, political, and cultural issues. We will also investigate how cinema has shaped national identities and promoted both international competition and collaboration. In so doing, our study of film will naturally open onto a variety of other disciplines, such as history, psychology, sociology, political science, and gender studies.

The course will be taught in a collaborative format emphasizing discussion and student-centered learning through round-table discussions and group analysis of film sequences. Working in pairs, students will regularly be asked to lead class discussions and sequence analyses. Assignments will include several class presentations using multi-media technology, short reaction papers, and a longer research paper.

Gen. Ed.: Arts OR Humanities; Europe

Department:   Mathematics and Statistics
Instructor:   R. Michael Range
Course:   Honors Calculus I (A MAT 118H)
Meeting:   TH 1:15-2:35 and M 1:40-2:35 p.m..

Description: Honors version of first-semester calculus. Same topics as A MAT 112, but topics are covered in greater depth. This course is for students with more than average ability and more than average interest in mathematics. Students with a strong interest in mathematics or the physical sciences should consider taking A MAT 118 instead of A MAT 112. A MAT 118 substitutes for A MAT 112 toward the prerequisite in any course. Only one of A MAT 112 & 118 may be taken for credit.

Prerequisite(s): Three years of secondary school mathematics and permission of the instructor.

Gen. Ed.: Mathematics and Statistics

Department:   Mathematics and Statistics
Instructor:   Marin Hildebrand
Course:   Honors Calculus I (A MAT 119H)
Meeting:   MWF 0:25-11:20 a.m. and T 10:15-11:10 a.m.

Description: Honors version of second-semester calculus. Same topics as A MAT 113, but topics are covered in greater depth. For students with more than average ability and more than average interest in mathematics. Students with a strong interest in mathematics or the physical sciences should consider taking A MAT 119H instead of A MAT 113. A MAT 119H substitutes for A MAT 113 toward the prerequisite in any course. Only one of A MAT 113 & 119H may be taken for credit.

Prerequisite(s): A MAT 118, a grade of A in A MAT 112, or permission of the instructor.

Department:   Mathematics and Statistics
Instructor:   Steven Potnick
Course:   Honors Calculus of Several Variables (A MAT 214H)
Meeting   MWF 1:40-2:35 p.m.. and M 2:35-3:30 p.m..

Description: Curves and vectors in the plane, geometry of three-dimensional space, vector functions in three-space, partial derivatives, multiple integrals, line and surface integrals.

Prerequisite(s): A MAT 113 or 119H.

Department:   Music
Instructor:   Nancy Newman
Course:   American Music (A MUS 214H)
Meeting:   11:45 a.m.-1:05 p.m.

Description: This course surveys the history of music in the United Sates through the prism of the nation's most persistent cultural issue, race relations. From the earliest transatlantic contacts to the present day, music-making is viewed as a complex response to both inherited traditions and a changing environment. The major periods of American history-from the colonial and antebellum eras through our own age of mass-mediation-provide a framework for investigating the relationship between individual creative endeavors and broad cultural forces.

The course begins by examining the diverse musical heritages of Europe and Africa, the transmission and adaptation of Christianity in the New World, and key forms of secular music, including minstrelsy and opera. We will consider compositional responses to the American experience, such as Stephen Foster's "Camptown Races" and Louis Moreau Gottschalk's virtuoso piano solo, "The Banjo." The second half of the semester traces the commodification of music through the publishing and recording industries, vernacular genres such as blues and folk, and the emergence of a distinctively American art music. Throughout the course, emphasis is placed on informed listening through demonstrations of the elements that define style and genre.

Students will be responsible for several short presentations based on reading and listening assignments. The course will culminate with each student producing an independent research project developed through a topic proposal, bibliography, presentation of work-in-progress (with group feedback), and formal oral and written presentations.

Gen. Ed.: Arts

Department:   Physics
Instructor:   William Lanford
Course:   Honors Physics I: Mechanics (A PHY 141H)
Meeting:   MWF 11:30 a.m-12:25 .pm.

Description: Course content will follow A PHY 10. However, topics will be covered in more depth and at a somewhat more advanced level. Students with a strong interest in physical sciences should consider taking A PHY 141 instead of A PHY 140. Only one of A PHY 140 or 141 may be taken for credit. Offered in fall semester only.

Prerequisite(s): A MAT 111 or 112 or 118.

Gen. Ed.: Natural Sciences

Department:   Psychology
Instructor:   Robert Rosellini
Course:   Advanced Introduction to Psychology (A PSY 102H)
Meeting:   TTH 1:15-2:35 p.m..

Description: This course explores in greater detail than in  PSY 101 the basic method and points of view in the scientific study of human behavior. Topics include biological bases of behavior, personality organization, intelligence, motivation, emotions, learning, and social relations. Lectures are supplemented with multimedia presentations and laboratory-data collection experiences. To gain further expertise in the research process in psychology, students are required to read original experimental work on a topic chosen in consultation with the professor, and to write a 10-page summary and critical review of this work. Only one of A PSY 101 or 102 may be taken for credit.

Gen. Ed.: Social Science

Department:   Women's Studies
Instructor:   Janell Hobson
Course:   Women and the Media A WSS 281H)
Meeting:   TTH 11:4-1:05

Description: This curse will examine the intersections of race, gender, lass, nationality, sexuality, and (dis)ability and how they shape representations of women in mass media and popular culture. We will explore the local and global arenas in which "culture" is produced and consider women's representations (and realities) in and outside of diverse media scenes. We will also learn to research and analyze these various media sources. Most importantly, we will produce creative media projects to examine such representations and challenge issues of sexual objectification and dominance.

The format of the course incorporates class discussion, lectures, group work, participant-observation of media in students' daily lives, and media workshops on digital media productions. Students will complete specific assignments requiring primary research of media sources and applied theories to their media analysis. They will also work on a larger media project that challenges conventional representations of women in the media or engages in the activist work of independent and/or community media. The project may be creative work or involve volunteer/community work throughout the semester at a local media organization. A presentation of the project is expected on the last day of class.

Gen. Ed.: Information Literacy

Department:   Accounting
Instructor:   Ingrid Fisher
Course:   Information Systems Analysis, Design, and Implementation for Community-based Organizations (B ACC 200H)
Meeting:   MW 4:15-5:35

Description: This course will familiarize students with the concepts and tools relevant to the analysis, design, implementation and monitoring of information systems in the contemporary environment of both not-for-profit and for-profit enterprises. Students will be introduced to the flow of information from origination to utilization. A particular emphasis is placed upon electronic means of communication and the impact of the Internet on information form and flow as well as the unique challenges information technology imposes upon a business's internal control functions surrounding the integrity, privacy and security of information.
The course is designed for students with career interests in many fields, not only business. Most disciplines and careers depend upon the capture, storage, retrieval, utilization and security of information. Information is widely recognized as one of current organizations' most valuable assets. Consequently, all students in The Honors College may benefit from this course.
Students will complete an integrated group project (prepared in teams of 3-4 persons) prepared for either a community-based not-for-profit or a local small business enterprise. Students will meet with representatives of a local enterprise and: (1) determine what information need they can best meet for the enterprise, (2) design the information solution, (3) implement the solution, and (4) present the solution to the representatives of the enterprise. Throughout the process, the teams will keep a log documenting their external communications with the enterprise as well as their internal communications at team meetings.

The course will involve lecture, demonstration and discussion of technical tools, over the first two months of the course. The final month of the course will involve regular team meetings (between team members, with the instructor, and with the client).

Gen. Ed.: Information Literacy; Writing Intensive

Department:   Political Science
Instructor:   Thomas Church
Course:   Law, Courts, & Politics (R POS 30H)
Meeting:   TTH 10:15-11:35 am.

Description: This course will examine how law, courts, and politics are relate in the American system of government. Major topics will include the role of lawyers in the legal system, and the functioning of both tort law and criminal law. Reading will include a wide variety of materials, including court cases, statutes, journal articles, scholarly books, and in-depth case studies of a major mass tort case and a criminal case.

Course requirements will include several writing assignments (with opportunities to rewrite papers). The format of the class will emphasize class discussion of assigned materials and discussion on the course's electronic reserve website.

Gen. Ed.: Writing Intensive

Department:   Political Science
Instructor:   Victor Asal and Barbara Wilkinson
Course:   Research & Methods in Political Science (R POS 250H)
eeting:   MWF 9:20-10:15 a.m.

Description: This course is designed to equip students with the tools for doing original research in the socialsciences - in particular, political science - and to provide them with a guided opportunity to do such research.

The course is structured to teach students the basics of social science research: research design, literature review techniques, data collection, qualitative and quantitative methods, and report writing. The students will apply their knowledge to working on a larger project with the professors, and on team research projects of their own design. Students will also present their findings orally.

The course is structured with multiple assignments that will give students an opportunity to practice their practical research skills in the relatively short time frame of a semester. By the end of the course students will: construct a political science research design, carry out a literature review, collect data, analyze the data, write the report, and have a sense of whether they would like to pursue research as a career. In order to achieve these ambitious goals, a great deal of effort both on the part of the students and faculty will have to be put into the class.

The course will be taught in seminar and workshop fashion, with intensive individual instruction. Assignments for the course include a prospectus and annotated bibliography, oral presentations, and 20-page final team paper.

Gen. Ed.: Information Literacy; Oral Discourse

Department:   Public Administration and Policy
Instructor:   David McCaffrey
Course:   Introduction to Public Poliy (R PUB 140H)
Meeting:   TTH 11:45-1:05

Description: The study of public policy is the study of how society deals with issues in the private, public, and nonprofit sectors through government, affecting all of us individually. Intelligent individuals usually have different opinions about the appropriate and best actions regarding related questions. Cultural, social, psychological, economic, and political conditions shape the resulting discussions and outcomes. People who understand these debates and processes can analyze public policy, support their own points of view, and respond to relevant information and experience more effectively. This course will examine the intellectual and social structure of these debates.

In addition to participating in general class readings and discussions, students will examine these issues through a research paper and formal presentation to the class on a topic in which they have a deep personal interest. The course will combine lectures, class discussions, and one-on-one consultation with students.

Gen. Ed.: Social Sciences; Writing Intensive; Oral Discourse

Courses with One-Credit Honors Discussion Sections

Some large lecture courses offer an honors discussion section. All students attend the weekly lectures; honors students then attend the honors discussion section. In some of these courses, all students attend a discussion section and the honors students attend a section that is comprised of only honors students. In other courses, a discussion section is provided only for honors students.

Department:   Political Science
Instructor:   Bruce Miroff
Course:   American Politics (R PO 101Y)
Meeting:   TTH 11:45-1:05

Description: Political Science 101Y is a survey of American Politics. It takes a broad and critical look at the American political system, including the Constitution, political values, political institutions, political behavior, and citizen engagement.

Students will take two midterms and a final exam, participate in three or more debates and write short papers on them, and engage in discussions in weeks without debates.

Students will earn 4 credits for their participation in R POS 101Y - three non-honors credits for the lecture component and one honors credit for the discussion section

Gen. Ed.: Social Sciences; U.S. Historical Perspectives
Honors Discussion Section: R POS 105H
Time: F 2:45-3:40 p.m..

Discussion Section Description: We will cover the major topics in the course through discussions and structured debates. The honors section will read two additional books, one comparing the American political system to other democracies and the other discussing the crisis in civic engagement in America. Honors students will also write two additional short papers, one on each of the books specially assigned for the honors section.

In order to sign up for R POS 101Y, it is necessary to register for a discussion section. Honors students must first register for the discussion section for R POS 101Y marked "Honors College students only" in the schedule of classes; signing up for that will get students into the proper discussion section and the lecture. Once students have signed up for the discussion section, the student is automatically registered for the lecture section. Honors students will then register for Honors Tutorial (R POS 105H).

Students will earn 4 credits for their participation in R POS 101Y - three non-honors credits for the lecture component and one honors credit for the discussion section. The discussion section will be led by the professor teaching R POS 101Y.

Department:   Political Science
Instructor:   David Rousseau
Course:   Comparative and International Politics (R POS 102H)
Meeting:   MWF 10:25-11:20 a.m.

Description: This course is designed to introduce students to theories of comparative and international politics and to survey the contemporary international system. It will begin with an overview of the major theoretical visions of international relations and a survey of important historical periods. We will then use these theoretical lenses to examine major international events and issues confronting states in the international system today. Topics will include the emergence of the Cold War, the breakdown of the Soviet Union, the rise of the European Union, the spread of nuclear weapons, the impact of nationalism, the economic development of Third World states, the impact of international trade, the violation of human rights, and the degradation of the global environmental.

Requirements will include weekly reading quizzes, three short written assignments, student debates, a midterm exam, and a final exam.

Students will earn 4 credits for their participation in R POS 102H - three non-honors credits for the lecture component and one honors credit for the discussion section

Gen. Ed.: Global and Cross-Cultural Studies; Social Sciences

Honors Discussion Section: R POS 105H

Description: Students will practice debates on a wide variety of issues in the discussion section and participate in an hour-long debate in front of the entire R POS 102 class.

In order to sign up for R POS 102H, it is necessary to register for a discussion section. Honors students must first register for the discussion section for R POS 102H marked "Honors College students only" in the schedule of classes; signing up for that will get students into the proper discussion section and the lecture. Once students have signed up for the discussion section, the student is automatically registered for the lecture section. Honors students will then register for Honors Tutorial (R POS 105H).

Students will earn 4 credits for their participation in R POS 102H - three non-honors credits for the lecture component and one honors credit for the discussion section. The discussion section will be led by the professor teaching R POS 102H.

Spring 2008

Class times and General Education Requirements are tentative. More specific information available in October 200.

Three-Credit Honors Courses

Department:   Anthropology
Instructor:   John Justeson
Course:   Lost Languages & Ancient Scripts (A ANT 124H/197H)
Meeting:   TTH 4:15-5:35 p.m..

Description: This course traces the origin and evolution of writing systems from their earliest precursors up through those of the modern world. It is organized around a series of puzzles that will guide participants through the processes of discovery and decipherment that led to our current understanding of writing systems. About half of the course is devoted to small-group workshops in which participants get hands-on experience working together on problems in decipherment. The broader goal of the course is learn how to do problem solving generally, using specific procedures and ways of thinking that can be applied in any discipline.

The format of the course incorporates data analysis workshops and lecture-discussion sessions. Writing assignments will be given as a component of in-class workshops. Near the end of the course, the participants are given a substantial data set on an undeciphered script, and an abbreviated workshop is held to facilitate thinking on this problem. Participants write full-scale term paper on this script.

Gen. Ed.: Writing Intensive; Social Sciences; Humanities.

Department:   Chemistry
Instructor:   Lawrence Snyder
Course:   Chemical Principles II: Advanced General Chemistry II (A CHM 131H)
Meeting:   MWF 9:20-10:15 a.m.

Description: Chemical kinetics, chemical equilibrium, spontaneity, entropy, free energy, electrochemistry, transition meals, coordination chemistry, organic and biochemical molecules. Only one of A CHM 121 and A CHM 131H may be taken for credit.

Gen. Ed.: Natural Sciences

Prerequisite(s): A CHM 130H.

Department:   Classics
Instructor:   Michael Werner
Course:   Imperialism and the Defense of the Roman Empire (A CLA 20H)
Meeting:   MW 415-5:35

The central theme of the course will be Roman imperialism as it was manifested in the acquisition, maintenance and defense of a geographically extensive, multi-ethnic Mediterranean empire which endured for more than 500 years. Although background materials in Roman studies will be provided, the development of the thematic study will be accomplished through a specific regional examination of the historical data and archaeological remains pertaining to the Roman provincial capital and legionary base at Viminacium on the northern frontier of the Roman empire. The course is intended to provide an introduction to the study of ancient history and Roman civilization through the analysis of ancient texts and archaeological evidence. Interpretations of primary evidence will be presented through the works of modern scholars in the discipline. Students will engage in research during the semester in three areas: analysis and interpretation of translated ancient opinions on imperialism, warfare and colonialism; response to modern authors on the same Roman subjects; presentation of a research project on some aspect of Roman archaeology which can inform on the spread of Roman culture (acculturation and ethnic identification as part of the Romanization process). Disciplinary methodologies in both historical and archaeological research will be emphasized.

General Education: Humanities; Arts; Europe

Department:   East Asian Studies
Instructor:   Charles Hartman
Course:   Traditional China and Its Modern Fate (A EAS 105H)
Meeting:   TTH 5:45-7:0

Description: The transition fro tradition to modernity occurs in eery society, always with drastic social, economic, and political transformations. In China, his process began in the nineteenth century and continues to this day. Readings and class discussion will focus on the basic tenants of Confucianism, Buddhism, and Daoism and on how these ideologies influenced the development of traditional Chinese social organization, political culture, and artistic expression. The course will conclude with a consideration of how the advent of modernity in China challenged these traditional systems and review their continuation and "fate" in modern times.

The course will center on guided discussion of assigned readings, the majority of which will be primary texts translated from Chinese. The basic methodology will be close textual analysis of these readings, which range from government documents to poetry to personal diaries. Writings assignments will focus on an independent research program, developed in consultation with the instructor, that will include a brief book review and a research paper. Students will present two in-class reports on their research program, during which they will lead class discussion on their topic, and answer questions from the instructor and other class members on methodology and research problems.

Gen. Ed.: Regions Beyond Europe; Humanities

Department:   English
Instructor:   Martha Rozett
Course:   Reading Shakespeare (A ENG 144H)
Meeting:   MW 2:45-4:05 p.m..

Description: "Reading Shakespeare" is an introduction to the plays of the world's most famous playwright. We will read six plays, including soe of the less well-known ones that students are unlikely to have encountered before. In this honors section, students will also read other texts from the Elizabethan period that place the plays in their historical context. We may also read contemporary essays that apply the "lessons" to be learned from Shakespeare to the world of business and politics, along with excerpts from some of the best-known Shakespeare critics of the past century.

Students will have opportunities to perform scenes from the plays, to do research on the plays' sources, and to improve their critical writing skills. Students will write several papers and engage in individual or group performance projects, including opportunities to engage in creative adaptation or "talking back".

Gen. Ed.: Humanities; Oral Discourse.

Department:   English
Instructor:   Laura Wilder
Course:   Introduction to Studies in Rhetoric and Poetics: Public Argumentation (A ENG 202H)
Meeting:   TTH 1:152:35 p.m..

Description: This course encourages student to become active rhetorical citizens by giving them practice in analyzing and writing arguments on important, current controversies in the public sphere. We will explore how rhetorical theory can be used as a tool to clarify what is at stake in the murky midst of controversy, craft persuasive arguments for specific audiences, and modify writing style to fit the occasion. Students' own writing will be the focus of the course, and assignments will give students practice in exploring and effectively entering into public policy debates with the ultimate goal of advocating for well-reasoned solutions to current public problems.

The format for the course will include writing workshops and peer review, as well as discussion and analysis of readings that both model rhetorical strategies for students to use (or possibly avoid) and serve to engage students in contemporary public debates. There will be four major paper assignments for the course: a rhetorical analysis of an argument, a response to an argument, a survey of the current state of discourse on a controversial issue, and a proposal argument forwarding a solution to a current public problem. Each of these will be submitted first in draft form and receive feedback from the instructor and other students. We will work with a shared topic all semester, so students' arguments and understanding will become more nuanced as the semester proceeds. Other activities will include peer review of one another's drafts of major assignments, an oral presentation of the final project, and short exercises meant to facilitate brainstorming and exploration of issues.

Gen. Ed.: Writing Intensive

Department:   Judaic Studies
Instructor:   Joel Berkowitz
Course:   Modern Yiddish Culture (A JST 265H)
Meeting:   MWF 10:25-11:20

Description: Although Yidish has been spoken for a millennium, secular Yiddish culture did not bein to blossom until the second half of the 19th century. Yiddish literary expression before then tended to maintain some connection to traditional Judaism, but the Haskalah (Jewish Enlightenment) movement of the late 18th century opened the door to a new type of Jewish literature and culture-often profoundly engaged with Jewish thought and practice but autonomous from traditional religious agendas. Over time, Yiddish writers drifted away from, and sometimes actively questioned, Enlightenment values, so that Yiddish literature branched out into various directions, aesthetic as much as ideological. Yiddish-speaking Jews thus bore witness to a remarkable new era, bringing with it an explosion of cultural expression that would leave a profound mark on the modern Jewish world.

This course will trace the course of modern Yiddish culture, from its beginnings at the end of the 18th century to the late 20th century. We will examine works of fiction, poetry, drama, film, and popular music that illustrate the variety and vitality of modern Yiddish culture as it explores many of the central events and themes of modern Jewish history, such as the tension between tradition and modernity, new modes of religious expression, anti-Semitism, mass migrations, and assimilation. Throughout the course, we will also trace the complex and ever-changing attitudes towards the Yiddish language itself, and place those attitudes in the context of the production of Yiddish arts and letters.

Gen. Ed.: Global and Cross-Cultural

Department:   Judaic Studies and Religious Studies
Instructor:   Arthur Brenner
Course:   Coming to Terms with the Past: Germans and the Holocaust in Comparative Perspective (A JST 29H)
Meeting:   TTH 8:45-10:05 a.m.

Description: This course examines the complex history of how Germans-as a people, and also the German state(s)-have dealt with (or not to deal with) their complicated pasts since the end f World War II. It also explores how other societies, such as South Africa, Argentina, Japan, and various nations in Eastern Europe after the fall of communism, have confronted similar issues.

Since the Holocaust has been the most widely suppressed, then discussed and commemorated, "past" in recent German history, it forms the centerpiece and starting point for the course. The course considers the confrontation with the Nazi past in the two Germanies from the 1940s until 1990 and in unified Germany since then. It also examines how the patterns of exploration of the Nazi past informed the way Germans, after 1990, attempted to deal with the darker elements of the communist era in East Germany. The course will also explore "coming to terms with the past" in other countries with troubled histories, such as South Africa, Japan, Argentina, Poland, and Czechoslovakia.

The course will be a seminar in which students will undertake most of the presentation, and the professor will act as guide and moderator. Each week, several students will write papers of 6-10 pages in length for presentation to and discussion by the rest of the class, and other students will be assigned to write short critiques of the written papers. The instructor will guide the discussions, and, where useful, add some background material beyond the scope of the assignments. The course may also require one or more "field trips" to New York City, Washington D.C., and/or the University of Massachusetts.

Gen. Ed.: A proposal has been sent by the professor to meet the following General Education requirement: Regions Beyond Europe. As of 10/20/07, it is not clear whether the course will fulfill this requirement. Please check the online schedule of classes for the most current information.

Department:   Mathematics and Statistics
Instructor:   Michael Range
Course:   Honors Calculus II (A MAT 119H)
Meeting:   TTH 2:45-4:05 and W 2:45-3:40

Description: Honors version of second semester calculus. Same topics as A MAT 113, but topics are covered in greater depth. This course is for students with more than average ability and more than average interest in mathematics. Presidential Scholars with a strong interest in mathematics or the physical sciences should consider taking A MAT 119 instead of A MAT 113. A MAT 119 substitutes for A MAT 113 toward the prerequisite in any course. Only one of A MAT 113 & 119 may be taken for credit.

Prerequisite(s): A MAT 118, a grade of A in A MAT 112, or permission of the instructor.

Department:   Music
Instructor:   David Janower
Course:   Choral Music (A MUS 105H)
Meeting:   TTH 11:45 a.m.-1:05 p.m..

Description: Although this course will in some sense be  survey of choral music, it wll be taught only in part from a chronological point of view. The first half of th course will cover the main forms of choral music, sacred and secular, and the most important composers from Handel to Brahms. The second half will include units on music and poetry, and on national styles in music: What makes choral music Russian, or German, or Italian, or American? The final unit will be devoted to choral music being written in this century, both "classical" and folk, with some emphasis on choral music around the world.

Much of the course will involve listening to music rather than only reading about it. The course will involve a combination of lecture, discussion and listening. Students will be expected to participate frequently in class to explain their reactions to the music we are listening to. Students will also be expected to write several short papers and a term paper. Attendance at concerts of choral music will be arranged. Some facility with music and music notation is helpful but not required; a love of listening to music is most important!

Gen. Ed.: Arts

Department:   Philosophy
Instructor:   Rachel Cohen
Course:   Moral Choices (A PHI 115H)
Meeting:   MWF 11:30-12:25

Description: In this course we will perform a philosophical analysis of four controversial topics in the ethics of personal behavior and social policy, all having to do with life and (specially) death. They ill be drawn from the following possible topics: capital punishment, euthanasia (together with physician-assisted suicide), abortion, killing of the innocent in war, the distribution of scarce life-saving medical resources (such as organs for transplant), and the raising, slaughtering and experimental testing of nonhuman animals. The subject matter of the course is not personal feelings or convictions (of the professor, the student, or anyone else), but rational arguments for and against positions on these topics. We will focus on understanding, analyzing, and criticizing arguments.

One goal of this course is to write clearly about these issues and criticize the positions of others fairly. We will work up to developing strong arguments of our own, and we will strive to find their weak points and improve them. Toward these ends, we will spend some time on the mechanics of how to analyze philosophical writings and how to write philosophical essays. We will also study philosophical concepts that are crucial for a clear discussion of these topics, such as moral status, moral rights, consequentialism, and individual dignity. Grading will be based on analytical essays (papers), oral presentations, and debates or discussion exercises.

Gen. Ed.: Humanities

Department:   Physics
Instructor:   Jesse Ernst
Course:   Honors Physics II: Electromagnetism (A PHY 151H)
Meeting:   TTh 10:15-11:35

Description: Course content will follow A PHY 150. However, topics will be covered in more depth and at a somewhat more advanced level. Students with a strong interest in physical sciences shoud consider taking A PHY 11 instead of A PHY 150. Only one of A PHY 150 or 151 may be taken for credit. Offered in spring semester only.

Pre/corequisite: A MAT 113 or 119.
Prerequisite(s): A PHY 140 or 141 and permission of instructor.

Department:   Physics
Instructor:   Ariel Caticha
Course:   Space, Time and Gravity (A PHY 160H)
Meeting:   MWF 12:35-1:30

Description: Our goal is to study the connections between the physical theories of space, time and motion and te theory of gravity, from the early work of Galileo, through Newton's mechanics, and culminating in Einstein's special and general theories of relativity. Gravity, perhaps the oldest force known to mankind, is calculable to a fantastic accuracy, but in many ways it remains a complete mystery. We will first use Newtonian mechanics to survey the many successes of Newton's universal law of gravitation to the solar system, stars, and galaxies. The next step in our understanding of space and time leads us to Einstein's special relativity. We will study effects such as time dilation, length contraction, the twin paradox, and we will derive the equivalence of mass and energy, E=mc². Merging Newtonian gravity with special relativity leads to Einstein's general theory of relativity which explains gravity in terms of the curvature of space-time. We will review some of the physics of black holes, of the expanding universe, and the Big Bang.

Along the way we will ask many interesting questions to which we can provide good answers: How old are the atoms you are made of? Do black holes exist? What is an expanding universe? But we will also encounter many questions which remain truly mysterious: What is dark matter? Is there such a thing as antigravity? What is dark energy? What is distance? What is time? This is not an advanced course but, as with any serious physics course, a fair amount of mathematics is inevitable. The mathematics will be kept at the level of algebra and trigonometry; prior knowledge of calculus is useful but is not required. Prospective physics students are encouraged to enroll.

Pre/Co-requisite: A MAT 112 or 118 or equivalent.

Gen. Ed.: Natural Sciences; Writing Intensive

Department:   Theater
Instructor:   J. Kevin Doolen
Course:   Beginning Acting (A THR240H)
Meeting:   MWF 11:30-12:25

Description: An introductory course in acting fundamentals, such as the playing of actions and objectives, imagination, relaxation, concentration, will be explored through improviation, scene work, monologue presentation, and the study of theory. The theoretical base is the Stanislavski System. Emphasis is placed on study of theory, application of acting theory and exploration of acting craft and technique, and the study of dramatic literature relative to actor creative work.

Gen. Ed.: Fulfills Oral Discourse. A proposal has been sent by the professor to meet the Arts requirement and this proposal has been approved by the UAlbany General Education Committee. We are still waiting for word from the SUNY administration. Please check the online schedule of classes for the most current information.

Department:   Women's Studies and History
Instructor:   Vivien Ng
Course:   History of Women and Social Change in the United States (A WSS 260H/A HIS 259H)
Meeting:   TTH 10:25 a.m.-11:20 p.m..

Description: With an emphasis on the diversity of U.S. women, this course examines the social, historical, and economic forces that have shaped U.S. women's lives from about 1800-1970 and the contexts within which women have participated in and sometimes led social and political movements. This course draws upon (but is not limited to) the phenomenal collection of documents and images stored in the digital database "Women and Social Movements in the United States" (available to all registered University at Albany students from the library website), the Library of Congress's American Memory website, and other sources, to construct a new narrative of United States history. While asking the usual questions of who, what, where, when and how, we add the critical "so what?" What does it mean to "reclaim" women's history? Is all reclamation work inherently subversive? What qualifies as "social movement" or "social change"? We will have fun this semester, playing not only detective but provocateur!

In the first half of the course, students read articles and book chapters by a diverse group of historians. Additionally, time will be set aside during regular class meetings to explore primary sources stored in "Women and Social Movements in the United States" database and the Library of Congress's American Memory website. Students learn how to evaluate types of primary sources, using forms modified from U.S. National Archives' document review forms. In the second half of the course, students work in teams to present and discuss primary sources common to particular social movements.

Gen. Ed.: U.S. Historical Perspectives; Information Literacy.

Department:   Educational Counseling and Psychology
Instructor:   Deborah May
Course:   Perspectives on Human Exceptionality (E SPE 260H)
Meeting:   TTH 10:15-11:35 a.m.

Description: In this course, students will learn about the characteristics of individuals with exceptionalities, how they are identified, and what services are necessary for them to function in both school and society. This includes people who are gifted and talented, people with mental retardation, people with emotional and behavioral disabilities, people with learning disabilities, people with physical disabilities, people with hearing and vision disabilities. Students will be exposed to the cultures of disability through observations, research, lecture, readings and video clips.

Students will learn about the field of special education, including the who, what, when, where, and why of interventions for those receiving special education services. Students will explore various perspectives on special education, from both practitioners and from those with disabilities.

Multiple forms of instruction will be used including lecture, discussions, small group activities, and video presentations. Students will be required to compile a Special Education Portfolio, which includes a minimum of 12 observation/service learning hours, an educator interview, two book reviews, and three film reviews, and an 8-15 page final research paper.

Gen. Ed.: U.S. Diversity and Pluralism.

Department:   Computer Science
Instructor:   Seth Chaiken
Course:   Programmable Computing, Worlds, and Problems (I CSI 116H)
Meeting:   MWF 10:25-11:20 a.m.

Description: This course is a general introduction to computer science by way of programming and algorithmic problem solving in contexts that provide attractive visualizations of results. There is no assumption of prior background in programming, an students with prior experience and those with no experience will be comfortable in the course.

The fundamentals of planning; objects and state; operations, expressions, control structures, logic and procedural decomposition; hierarchies and interactivity will be introduced. These fundamentals will then be applied in several contexts, such as animation, robotics, interactive graphics, virtual worlds, games, and simulations.

The format of the course includes lectures, discussions, guided tutorials, team or individual in-lab exercises, team-based research or creative projects, and class presentations. The fundamentals of programming will be taught at the beginning of the course so that students who have never programmed before can encounter the challenges and rewards of algorithmic problem solving. This whole process will be made more enjoyable through the use of Alice interactive animation software. The introduction will be followed by study, discussion, problem solving and practice with different embodiments of computing, including finite automata, neural networks, cellular automata, and Turing machines. Team based creative and research projects will be conducted and presented.

Gen. Ed.: Information Literacy.

Department:   Molecular Genetics (School of Public Health)
Instructor:   Scott Tennenbaum & Brenda Kirkwood
Course:   Demystifying Public Health (HSPH 105A)
Meeting:   T Th 2:45-4:05

Description: This course is designed to introduce students to the history and philosophy of public health and to understand the impact of people and politics on health. We wil illustrate how public health functions by describing issues currently confronting New York State, the nation and the global community. This course will introduce students with no or minimal formal training in biological sciences with an overview of the field, with emphasis on its application to significant public health problems. This course focuses on providing the details and background necessary for a basic understanding of biological knowledge and the technology that surrounds it. A primary emphasis of this course is to provide the necessary information to individuals with diverse backgrounds so that they have a good working knowledge of biomedical sciences and how it influences our lives and shapes public health. This course will provide an introduction to the field of Public Health through discussions of disorders including infectious disease, genetic disease and complex disease. Students will be encouraged to consider Public Health as a possible career option. There will be one mid-term exam (25%), a student presentation (10%), a final paper (25%) and a final exam (30%).

Gen. Ed.: Social Sciences; Oral Discourse.

Department:   School of Criminal Justice
Instructor:   Alissa Pollitz Worden
Course:   Introduction to Criminal Justice (R CRJ 201H)
Meeting:   TTH 8:45-10:05 a.m.

Description: The purpose of this course is to introduce students to a social sience approach to learning about U.S. criminal justice policy and administration. We will examine how this society's criminal justice systems and apparatus operate, and with what consequences, studying the principal institutions of the system, the actors within the system, the goals of criminal justice administration, and the objectives and implementation of criminal justice policy at national, state, and community levels. Throughout the course, we will learn to recognize the limits of what we know about social and legal responses to crime, the ways we develop knowledge, and the importance of objectivity and reflection in the discussion of what are often controversial and politicized issues.

Our approach to studying criminal justice will be based on social science theories (about individuals, organizations, and political bodies), and on empirical evidence. The study of criminal justice is genuinely interdisciplinary, and we shall draw upon history, political science, sociology, policy, law, and economics to answer these questions.

Classes will be based on both lecture and discussion formats. Requirements for the course include panel discussions, field observation, brief writing assignments, and a policy research project.

Gen. Ed.: A proposal has been sent by the professor to meet the following General Education requirement: Social Sciences. As of 10/20/07, it is not clear whether the course will fulfill these requirements. Please check the online schedule of classes for the most current information.

For more information about the Honors College, please call (518) 442-9067 or send an e-mail to honors@albany.edu