Whitman College maintains a strong commitment to the principle of nondiscrimi-nation. In its admission and employment practices, administration of educational policies, scholarship and loan programs, and athletic and other school-admin-istered programs, Whitman College does not discriminate on the basis of race, color, sex, gender, religion, age, marital status, national origin, physical disability, veteran’s status, sexual orientation, gender identity, or any other basis prohibited by applicable federal, state, or local laws.

Mailing address: 345 Boyer Avenue Walla Walla, Washington 99362

Telephone numbers: General Information: 509-527-5111 OfficeofthePresident: 509-527-5132 Admission: 509-527-5176 FinancialAidServices: 509-527-5178 Registrar’sOffice: 509-527-5983 Communications: 509-527-5768 Development: 509-527-5165 TDD: 509-522-4415

E-mail addresses: General Information: whitman@whitman.edu Admission: admission@whitman.edu

Web site: www.whitman.edu

The Catalog2007-2008

8.15.07

The 2007-2008 Academic CalendarAlldatesareinclusive.AmoredetailedAcademicCalendarispublishedbytheRegistrar’sOfficeinAugustofeachacademicyear.

Fall Semester, 2007August23,Thursday Residencehallsopenat10a.m.fornewstudents.Check-inisfrom

10 a.m. to 5 p.m.August24,Friday Residencehallsopenat9a.m.forallstudents.August28,Tuesday Fallsemesterclassesbegin.September10,Monday Lastdaytoaddclasses.October8-9 Mid-semesterbreak;noclasses.October10,Wednesday Lastdaytowithdrawfromclassesorthecollegewithoutrecord.October19-21 FamilyWeekend.November2,Friday FinaldaytowithdrawfromclassesorthecollegewithWgrades.

CloseofP-D-Fregistrationperiod.November2-9 Springsemesterregistrationperiod.November16,Friday Thanksgivingvacationbeginsat6p.m.,Fridayandendsat8a.m.,

Monday,November26.Allresidencehallsremainopen.December7,Friday Lastdayofclasses,fallsemester.December10-14 Finalexaminationperiod.December14,Friday Fallsemesterends.AllresidencehallscloseatnoonSaturday, December15.Spring Semester, 2008January 11, Friday Orientation for new students and parents begins.January13,Sunday Residencehallsopenat9a.m.forreturningstudents.January14,Monday Springsemesterclassesbegin.January21,Monday MartinLutherKing,Jr.Day;noclasses.January25,Friday Lastdaytoaddclasses.February18,Monday Presidents’Day;noclasses.February22,Friday Lastdaytowithdrawfromclassesorthecollegewithoutrecord.March7,Friday Springvacationbeginsat6p.m.,Friday(allresidencehallscloseat

9a.m.,Saturday,March8)andendsat8a.m.,Monday,March24(allresidencehallsopenatnoon,Sunday,March23).

April4,Friday FinaldaytowithdrawfromclassesorthecollegewithWgrades.CloseofP-D-Fregistrationperiod.

April11-18 Registrationperiodforthefallsemester2008-09.April15,Tuesday WhitmanUndergraduateConference;noclasses.May6,Tuesday Lastdayofclasses,springsemester.May7,Wednesday Readingday;noclasses.May8-13 Finalexaminationperiod.May18,Sunday Commencement.Residencehallscloseat6p.m.

Theinformationinthiscatalogisasaccurateaspossibleatthetimeofpublication.Periodicrevisions aremade to the online version of the catalog, at http://www.whitman.edu/registrar/catalog.

PrintedonRecycledPaper

History / 102

InterdisciplinaryStudies / 114

Japanese / 114

LatinAmericanandCaribbean Literature / 116

LatinAmericanStudies / 116

Library / 117

Mathematicsand ComputerScience / 117

Music / 122

Philosophy / 126

Physics / 131

Politics / 134

Psychology / 142

RaceandEthnicStudies / 147

Religion / 150

RhetoricandFilmStudies / 155

Science / 159

Sociology / 159

Spanish / 165

SportStudies,Recreation andAthletics / 168

Theatre / 173

WorldLiterature / 176

StudentLife / 179 StudentServices / 180 Admission / 187 Charges / 190 FinancialAid / 195 GoverningBoards / 203 TheFaculty / 206 Index / 218

AcademicCalendar / 2 TheCollege / 4 Academics / 6 SpecialPrograms / 21 Careersand Professions / 29 Coursesand Programs / 34 GeneralStudies andDistribution / 36 Anthropology / 38

Art / 42

Art History and VisualCultureStudies / 45

AsianStudies / 48

Astronomy / 50

Biochemistry,Biophysics,and MolecularBiology / 53

Biology / 54

Chemistry / 59

Chinese / 63

Classics / 65

Dance / 68

Economics / 69

Education / 73

English / 76

EnvironmentalStudies / 82

ForeignLanguagesand Literatures / 89

French / 90

GenderStudies / 93

Geology / 95

GermanStudies / 99

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Whitman College Whitman College’s programs in the arts, humanities, social sciences, and naturalscienceshaveearnedanationalreputationforexcellence.Intheclassroomandthelaboratory,aswellasthroughparticipationinthecollege’sresidential and extracurricular programs,Whitmanstudentsacquiretheknowledgeandtalentstosucceedinwhatevercareersandlifepathstheychoose. WhatstudentsfromacrosstheUnitedStatesandfrommanyothercountriesfindatWhitmantoday,asstudentsdidacenturyago,isaclosely-knit community of dedicated teachers andstudentsworkingtogethertoachievelivesofintellectualvitality,moralawareness,personalconfidence,socialresponsibility,andtheflex-ibilitytoadapttoarapidlychangingworld. Recruiting and celebrating professorswhoarecommittedtoexcellenceinteaching,advising, and scholarship has alwaysbeen atoppriorityofthecollege.AsWhitman’sthirdpresident,StephenB.L.Penrosesaid,“It’sthefacultywhomakeacollegegreat.”Whitman’sthirteenthpresident,GeorgeS.Bridges,says,“Whitmanoffersacolorfulmosaicofexperi-ences,relationshipsandopportunities.Weareproud of our campus and the diversity andaccomplishments of our students, staff, andfaculty.” Inadditiontomaintainingafacultyofthehighest caliber,WhitmanCollege is stronglycommittedto: •fostering the intellectual depth and the

breadthofknowledgeessentialforlead-ership;

•supportingmastery of critical thinking,writing,speaking,presentation,andper-formanceskills;

•integrating technologyacross the liberalartscurriculum;

•promoting a strong faculty-student col-laborativeresearchprogram;

•promotingarichappreciationfordiversityand tolerance and an understanding ofothercultures;and

•encouraging a sense of community byoffering a vibrant residential life program andextensiveathletic,fitness,andoutdooropportunities.

The primary evidence of any college’ssuccessescanbe foundamong itsgraduates.Whitman’salumniincludeaNobelPrizewin-nerinphysics;aUnitedStatesSupremeCourtjustice;anambassadortoIraq;leadersinlaw,governmentandtheforeignservice;respectedscholars; presidents ofmajor corporations;renowned artists, entertainers andwriters;prominentjournalists;leadingphysiciansandscientists;andthousandsofactive,responsiblecitizenswhoarecontributingtotheirprofes-sionsandtheircommunities.

The Mission of the College This mission statement, approved by the Whitman College Board of Trustees, guides allprogramsofthecollege:

Whitman College is committed to providing an excellent, well-rounded liberal arts and sciences undergraduate education. It is an independent, nonsectarian, and residential college. Whitman offers an ideal setting for rigorous learning and scholarship and encourages creativity, character, and responsibility.

Through the study of humanities, arts, and social and natural sciences, Whitman’s students develop capacities to analyze, in-terpret, criticize, communicate, and engage. A concentration on basic disciplines, in combination with a supportive residential life program that encourages personal and social development, is intended to foster intellectual vitality, confidence, leadership, and the flexibility to succeed in a changing technological, multicultural world.

Environmental Principles for Whitman College RecognizingtheimpactWhitmanCollegehas on the environment and the leadership role Whitman College plays as an institution of higher learning, the college affirms thefollowingenvironmentalprinciplesandstan-dards,whichwillbefollowedwhileexploringpracticalwaysWhitmanCollegecanpromoteanenvironmentallyconsciouscampus. •Toreducetheamountofnon-recyclable

materials, reuse materials when possible, andutilizerecycledmaterials.

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•To consider the eco-friendliest scienceandtechnologyavailabletodecreaseourenvironmentalimpact.

•To continue tobuild an energy-efficientcampusinthe21stcentury.

•Topatronizecompaniesthatareactiveintheir defense of the environment.

•Toencourageindividuals’environmentalaccountabilitythroughprogramsofenvi-ronmentaleducation.

• To consider environmentally friendlyoptionswhentheyexistandarepracticalwhen making decisions regardingdevelopmentalprojects.

• To further the use of reused materials, recyclablematerialsandtheInternetforcampuscommunications.

•Toencourageandrequestfoodservicetomakeenvironmentallyfriendlydecisionswhenpurchasing food and supplies, re-ducingwasteandreusingmaterials.

•Tomaintaincampusgroundsthroughtheemployment of bio-friendly substancesandservices.

•Tostrivetoimproveuponcurrentpracticesso we may engage the trends of the indus-trial world with the natural environment.

The Faculty Whitman College’s full-time facultycurrently numbers 120. In addition to theirdedicationtoteachingandadvising,Whitmanfacultymembersconductanimpressiveamountoforiginalresearch. Believing that an active professional lifesupports enthusiasm in teaching and advis-ing,thecollegeencouragesfacultymembers’scholarlyworkthroughageneroussabbaticalprogram,thefacultyscholarshipfundandotherresources.In thepastseveralyearsWhitmanfacultymembershavereceivedawards,honorsand fellowships from theNational ScienceFoundation, the National Endowment for the Humanities, the National Endowment for the Arts,theBattelleNorthwestLaboratories,theBattelleResearchInstitute,theFulbrightFel-lowsProgram, theHowardHughesMedicalInstitute,thePEWCharitableTrust,ResearchCorporation,SigmaXi,theWashingtonCom-mission for the Humanities and the Washington StateArtsCommission. Thefaculty,withthepresidentandthepro-vost/deanofthefaculty,isresponsibleforbasic

academicpolicyandfortheformulationofthecurriculum.Thefacultyalsohasaresponsibilityfor student life and welfare.

Facts about Whitman AftermissionariesMarcus andNarcissaWhitmanwerekilledbyasmallgroupofin-dividualsfromthelocalCayusetribein1847,CushingEellsresolvedtoestablishaschoolinthe Whitmans’ memory. From its beginning in 1882,WhitmanCollegehasbeen independentofchurchandpoliticalcontrol.In1914,Whitmanbecamethefirstcollegeoruniversityinthenationtorequireundergraduatestudentstopasscomprehensiveexaminations(nowcalledseniorassessments)intheirmajorfields.TheinstallationofaPhiBetaKappachapterin1920,thesecondatanyNorthwestcollege,markedWhitman’sgrowingreputation. Thecampus’smostrecognizablelandmarkis the clock tower atopMemorialBuilding,whichwasconstructedin1899.Amongrecentconstruction projects are renovation of theHunterConservatory,renovationandexpansionofPenroseLibrary,completionofthenewReidCampusCenter,andconstructionofanewsci-encebuilding,aswellasafitnesscenterandahealthcenter. Locatedinthecenterofcampus,thelibraryserves an important role in the life of Whitman students. Open 24 hours a day, seven days a weekduring the academic year, PenroseLi-braryprovidesresources,spacesandservicestosupporttheacademiccommunity.Thelibraryhasover18,000journalsandhousesmorethan400,000cataloguedvolumes.Inaddition,theOrbisCascadeAlliance,viatheSummitonlinecatalog, gives students and faculty promptaccesstomorethan26millionvolumesfrommorethan30collegesanduniversitiesthrough-outWashingtonandOregon.PenroseLibraryisa23percentFederaldepositorylibraryandhousesmore than200,000UnitedStatesandWashingtonstategovernmentdocuments,dat-ingbackto1789.TheWhitmanCollegeandNorthwestArchives comprise approximately3,500 linear feet of historicalmaterials, in-cludingbothcollegerecordsandWallaWallaValleymanuscripts. Library staff providesprofessionalservices that include libraryori-

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entations,individualresearchconsultantsandformal classroom instruction.Staffmembersarecommittedtoinsuringthesuccessofstu-dents as they pursue their information needs. Whitmaniscommittedtoprovidinginfor-mationtechnologytoolsforallmembersofthecollegecommunity.All residencehall roomshaveconnectionstothecampusnetwork.Thecollege provides all studentswith computeraccounts,e-mailaddresses,andaccesstotheInternetthroughwiredorwirelessconnection.Computers are available for use in the library andinseveralcomputerlabsaroundcampus. WhitmanCollegehasameasureoffinan-cial stabilityunusual amongprivate collegesand universities. It has eliminated all deferred maintenance on its physical plant, and themarket value of its endowment and outsidetrusts exceeds $300million. Such successis largely due to the continuing interest andsupport of business andfinancial leaders, toloyalalumniwhosepercentageofgivingtothecollegeisamongthehighestofanycollegeoruniversityinthenation,andtosoundfinancialmanagement. Thecampus isoneblockfromthedown-townareaofWallaWalla,acityof30,000insoutheastern Washington. The town’s setting in golden wheatlands shadowed by the Blue Mountains provides countless opportunitiesfor skiing, hiking, bicycling, fishing, rockclimbing, andwhitewater rafting.Recentlynamedoneofthenation’stop25“smalltownculturaltreasures”andcitedbySunset maga-zineashavingthebestmainstreetintheWest,WallaWallaisknownforitsartgalleries,itssymphony orchestra, its community theater,and its premium wineries. Whitman sponsors dancegroups,opera,musicalsoloists,fineartsfilmseries,andperformancesbythecollege’sexcellentmusicandtheaterdepartments.Thecollege hosts nationally recognized lecturersinscience,letters,politics,currenthistoryandotherfields.

AcademicsAdvising Academic advising atWhitmanCollegebeginswhen the student submits an applica-tion for admission. Before initial registration at Whitman,eachfirst-yearstudentisassignedtoafacultymemberoradministratorwhoservesaspre-majoradviseruntilthestudentdeclaresamajor.Thestudentchoosesamajorbeforetheendofthesecondsemesterofthesophomoreyear;atthattime,amemberofthedepartmentin the student’smajorfieldwill become thestudent’s adviser. In addition to pre-major and major ad-vising, advisers are available to assist students in selecting preprofessional courses suitableas preparation for graduate and professional study. Advisers also assist students planning to undertakeforeignstudyorenterotherspecialprogramsofthecollege. Studentacademicadvisers(SAs)liveandworkinthefirst-yearresidencehallsections.

Curriculum TheGeneralStudiesProgram: The goal of theGeneralStudiesProgram is to informthe whole of the student’s undergraduate edu-cationwith a structure and consistency thatcomplementandbroadentheprogramofmajorstudies.Whitmanrecognizesthatflexibilityisnecessaryinordertoaccommodatedifferencesinbackground,interest,andaptitude.GeneralStudiesisWhitman’swayofensuringthatstu-dentprogramshaveoverallcoherenceandtakeadvantageof thewide rangeof thecollege’sintellectualresources,withoutenforcinglock-steprequirements. Specifically,theGeneralStudiesProgramisintendedtoprovide:1)breadthandperspectivetoallowexposuretothediversityofknowledge,2)integrationtodemonstratetheinterrelated-nessofknowledge,3)acommunityofsharedexperiencetoencourageinformalcontinuationofeducationbeyond theclassroom,and4)acontext for further study in themany areasappropriate for awell-educated person.Toachievethesegoals,thefacultyhasdevisedthefollowingcurriculum:

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I. TheCore:Antiquity andModernity:twofour-creditcoursestobecompletedby all students during their first yearof study at Whitman College, with the exceptionof transferstudentsenteringwith junior standing.

II. DistributionRequirements:AllstudentsmustcompletetheDistributionRequire-ments(see“GeneralStudiesProgram”in the Courses and ProgramssectionofthisCatalog).

First-year students who wish to defer the Coreuntilthesophomoreyearmustreceivethepermission of the Board of Review. Transfer studentsenteringwithfewerthan58acceptablecredits(belowjuniorlevel)mustcompletetheCore unless, upon appeal, the Board of Review finds that they have successfully completedcomparablecoursesatanotherinstitution. MajorStudiesRequirements:A major studyprogramisacoherentprogramofcoursesdesignedtodevelopmasteryofthebasicideasandskillsinaparticularfieldorarea.Everycan-didateforabachelor’sdegreemustcompletesuchaprogram.Themajorstudymaybeanes-tablished departmental program, an established combinedprogram,oranindividuallyplannedprogram. Thechoiceofamajorcanbemadeatanytime after the student has been admitted to the college,butmustbemadepriortoregistrationforthestudent’sfifthsemester.Theselectionofamajorshouldbemadeinconsultationwiththe student’s pre-major adviser and the adviser or advisers for the proposed major study. Whitman College offers departmental major study programs in the areas listed as follows. Departments also may provide an option for emphasis within the major.

Anthropology Art ArtHistoryandVisualCultureStudies Astronomy Biology Chemistry Classics Economics English ForeignLanguagesandLiteratures: French,GermanStudies,Spanish Geology History Mathematics

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Music Philosophy Physics Politics Psychology Religion RhetoricandFilmStudies Sociology Theatre A combinedmajor study program inte-grateswork from twoormore departments,from a department and one or more of the extra-departmentalteachingareas,orfromtwoteachingareaswithinadepartment,toprovideconcentrationinanareaofstudy.Thefacultyhasestablishedcombinedmajorstudyprogramsin the following areas:

AsianStudiesBiochemistry,Biophysics,andMolecular BiologyBiology-GeologyChemistry-GeologyEconomics-MathematicsGenderStudiesGeology-AstronomyGeology-PhysicsLatinAmericanStudiesMathematics-PhysicsPhysics-AstronomyBiology-EnvironmentalStudiesChemistry-EnvironmentalStudiesEconomics-EnvironmentalStudiesEnvironmental HumanitiesGeology-EnvironmentalStudiesPhysics-EnvironmentalStudiesPolitics-EnvironmentalStudiesRaceandEthnicStudiesSociology-EnvironmentalStudies

Specific requirements for each of theestablished major study programs may be found by referring to the respective departmentallisting in the Courses of InstructionsectionofthisCatalog.Therequirementsthatapplytoastudentarethosepublishedinthemostrecentedition of this Catalog at the time a student completes the second semester of his or hersophomoreyearor,inthecaseofjunior-leveltransfer students, the Catalog for the year of entrance to the college.These requirementsmaybealteredasnecessaryinindividualcasesby the departments with the approval of the Board of Review. Inaddition to thecombinedmajor,an in-dividually planned major study program may

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bedevelopedbystudentswithuniqueinterestsand intentions. The individually planned major permits the development of a concentratedstudyinsomeareawhichcrossestwoormoredisciplines,orwhichcurrentlydoesnotoffera standard major, thus permitting an area of concentration not available in othermajorstudyprograms.Priortotheendofthestudent’sfifthsemesterortheequivalent,heorshemustselectamajorcommitteeconsistingofatleastthree faculty advisers (at least twoofwhommust be tenuredor tenure-track) appropriatefor the proposedmajor.With the guidanceof the advisory committee, the studentmustspecifytherequirementsforacoherentmajorstudy program and develop a rationale. The rationalemustclearlydemonstratetheneedforan individually planned major rather than an establishedcombinedmajororadepartmentalmajor and minor. Moreover, the proposed indi-vidually planned major must be approved by the BoardofReviewandsubsequentlyassessedbytheAcademicCouncil.Additionalrequirementsappear in Guidelines for the Construction of an Individually Planned Major, available from the Registrar’sOffice. Regardlessofwhetherthestudentdeclaresastandard,combined,orindividuallyplannedmajor,aminimumoftwo-thirdsofthespecificcourseandcredit requirements for themajormustbecompletedintheon-campusprogramof the college, and aminimum cumulativegrade-point average of 2.000 must be earned byastudentinallofthecoursestakenwithinthe department or departments of his or her majorstudy.Astudentwithacombinedmajormust maintain a grade-point average of at least 2.000ineachsubjectareaofthemajor.Astu-dent with an individually planned major must maintain a grade-point average of at least 2.000 inthecoursesspecifiedinthemajor. A program of study is prepared with the ad-viceandconsentofthestudent’smajoradviseroradvisorycommitteetoensurethatallmajoranddegreerequirementsarecompleted.Atanappropriate time during the student’s senior yearthemajordepartmentormajorcommitteecertifies that the degree candidate has com-pletedanacceptableprogramofstudy.

Senior Assessment in Major Study Every candidate for a bachelor’s degreemust,inhisorhersenioryearorsubsequently,completewith a passing grade a senior as-sessmentinthefieldofthemajorstudy. Theexaminationmaybeentirelyoral,oritmaybepartwrittenandpartoral.Theadvancedtestsof theGraduateRecordExamination, iftakenduringthesenioryear,maybeusedinpartialsatisfactionofthewrittenmajorexami-nation.Majorexaminationswhenpassedaregraded“passed’’or“passedwithdistinction.’’Astudentwhofailstopassthemajorexaminationmayatthediscretionofhisorherexaminingcommitteebegivenasecondexamination,butnotbeforetwoweeksafterthefirstexamina-tion.Acandidatewhofailstopassthesecondexaminationisnoteligibletotakeanotheruntilthree months have elapsed.

Minor Study Option Aminorstudyallowsseriousparticipationinasecondaryinterestareawithouttheburdenofdesigningamorecomprehensiveinterdisc-iplinaryprogramasrequiredforanindividuallyplanned combinedmajor.The election of aminor study program is optional. Minor study programs include 15-to-20creditswithintheparticularfieldorareatobecompletedwithaminimumgrade-pointaverageof 2.000. The approved minor programs are:

Anthropology LatinAmericanStudiesArt MathematicsArtHistoryand MusicVisualCultureStudies PhilosophyAstronomy PhysicsBiology PoliticsChemistry PsychologyChinese RaceandEthnicClassics StudiesComputerScience ReligionEconomics RhetoricandFilmEducationalStudies StudiesEnglish SociologyFrench SpanishGenderStudies SportStudies,Geology Recreation,GermanStudies andAthleticsHistory TheatreJapanese WorldLiteratureLatinAmericanandCaribbeanLiterature

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Activity Credit Amaximumof16creditsinactivitycourseswill be allowed toward the minimum of 124 creditsrequiredforgraduation. Amaximumofeightcreditswillbeallowedinthefollowingcategory: 1. SportStudies,RecreationandAthletics

activity courses (seeActivity Courses listingunder“SportStudies,RecreationandAthletics”intheCourses and Pro-gramssectionoftheCatalog)

Amaximumof12creditswillbeallowedinanyoneofthefollowingcategories: 1. Dance(allcourses) 2. Music(Music211,212,231,232,241,

242,251,252,261,262,281,282) 3. RhetoricandFilmStudies(Rhetoricand

FilmStudies221,222) 4. Theatre(Theatre231,232)

Applied Music Not more than 16 credits toward theminimum of 124 are allowed in any one, or combinationof, the followingcourses inap-pliedmusic:Music163,164,263,264,363,364, 463, 464, Applied Music.

Off-Campus and Transfer Credit for Major Requirements Amaximumof one-third of the specificcourseandcredit requirements for themajormaybesatisfiedbyworkcompletedinanoff-campusprogramofthecollegeand/ortransfercredit. Generally, thismeans amaximumof 12 semester credits for amajor requir-ing 36 semester credits. Some departmentshave set amore restrictive limitation; suchlimitations are stated in the departmental information in the Courses and Programs sectionoftheCatalog.Creditwhichdoesnotapplytowardmajorrequirementsmaybeusedtomeet degree credit requirementswithinthe general limitation for study abroad and transfercredit.

Residence The124creditsrequiredforthebachelor’sdegreemustbecompletedinnotmorethanninesemestersorequivalent,exceptthatadditionaltimemaybeallowedinunusualcasesbyvoteof the Board of Review.

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Specificrequirementsforeachoftheminorstudyprogramsmaybefoundintherespectivedepartmental or area listing in the Courses and Programs section.Unless approved by theappropriatedepartmentsorprograms,coursesusedforminorrequirementsmaynotalsobeapplied to requirements in themajor or anyotherminor.Refer to the specificmajor andminordescriptionselsewhereinthecatalog.

Credits Every candidate for a bachelor’s degreemust completenot fewer than124credits inappropriatecoursesandwithacceptablegrades.Aminimumof 54 creditsmust be earned inresidence in the on-campus programsof thecollegeandatleast44ofthesecreditsmustbeearnedinregularlygradedcoursesatWhitmanCollege apart from all transfer, advancedplacement,P-D-F,andcredit-nocreditwork.Aminimumcumulative grade-point averageof2.000isrequiredforallworkattemptedatWhitmanCollege(thenumberofgrade-pointsearnedmustbeequaltoorgreaterthantwicethegradedcreditsattempted).

Credit Restrictions Asdescribedinthefollowingparagraphs,the college restricts the amount of credit incertaincoursesandprogramsallowedtowarddegreeandmajorrequirements.

Foreign Languages Studentswho have previously studied aforeignlanguageinsecondaryschool,college,or elsewheremust take a placement test be-foreenrollinginacourseinthissameforeignlanguageatWhitman.StudentswhocompleteSpanish 206 atWhitmanmust also take aplacement test todeterminewhich third-yearSpanishcoursetheyshouldtake.Eachlanguageareaplacesstudentsintheappropriateleveloflanguagestudyafterconsideringtheresultsoftheplacementexaminationandtheindividualcircumstancesofthestudent.Studentswithnopreviouslanguageexperiencearenotrequiredtotaketheplacementtest.Studentswhohavealready taken a foreign language course atthecollegelevelcannotrepeatthesamelevelcourse and receive both transfer credit andWhitmancredit.

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ResidenceatWhitmanCollegeisrequiredof all degree candidates during the last twosemestersimmediatelypriortocompletionofdegree requirements.A studentwho has onrecord no fewer than 116 acceptable creditsandwhohasmettheminimumresidenceandthe credit requirementsmay be allowed tocompletetheremainingcreditsforthedegreerequirement at another institution under thefollowingprovisions:1)suchwork,withinthemaximumofeightcredits,mustbeapprovedinadvancebythestudent’smajoradviseranda recordof theproposedworkmustbefiledwith theRegistrar; and2) theworkmust becompletedintheinterimbetweenthestudent’slastresidenceinthecollegeandthedatefortheawarding of degrees in the following fall. Degreesareawardedatthecommencementceremony inMayandona specifieddate inSeptember.Adegreemaynotbeconferredin absentiaatcommencementexceptbyspecialactionoftheBoardofReviewtakeninresponsetoapetitionshowingsatisfactoryreasonsforthecandidate’sinabilitytotakethedegreeinperson.Astudentwhohasmettheresidencere-quirementsandwhohassuccessfullycompletedat least 116 credits toward graduationmayparticipateincommencement,thoughadegreewillnotbeconferreduntilalltherequirementsfor graduation are met.

Two Baccalaureate Degrees Two baccalaureate degreesmay not beconferred on the same student at the sametime,butthestudentmayearnasecondbac-calaureatedegreebycompletingatleastthirtyadditional credits in residence following thedateofcompletionofallrequirementsforthefirstdegreeandbycompletingtherequirementsfor a secondmajor study in afield differentfromthatpresentedforthefirstbaccalaureate.Iftherehasbeenachangeinthegeneraldegreerequirements,thestudentmustsatisfythede-greerequirementsineffectatthetimeofthegrantingoftheseconddegree.

Advanced Standing and Transfer Credit Work satisfactorily completed at an ac-credited collegiate institution is accepted fortransferprovideditisacademicinnatureand

is generally applicable toward a liberal artsprogram of study. In general, professional or vocationallyorientedcoursesarenotacceptedfor transfer. Arecordofallacademicworkundertakeninothercollegiateinstitutions,includingarecordofcorrespondenceanddistancelearningworkand registration in summer sessions, must be presented to the Registrar by every student whohasundertakensuchwork.Studentswhofailtoprovidesuchtranscriptsmaybeguiltyof unethical conduct andmay be subject todisciplinary action including suspension ordismissalfromthecollege. Nocreditwillbegrantedforcoursework,includingcorrespondenceanddistancelearningcourses,takeninanothercollegiateinstitutionwhile thestudent is inresidenceatWhitmanCollege unless written permission to register forsuchcoursesisobtainedinadvancebythestudent from his or her adviser and from the Registrar.Nothing in this rulemakesman-datorythegrantingofanycreditbyWhitman College. Atotalof70creditsofadvancedstandingtransferred fromother accredited collegiateinstitutions is themaximum non-Whitmanwork creditable toward a bachelor’s degree.This includes credit allowedon the basis ofscoresmadeontheAdvancedPlacementTestoftheCollegeBoard,higher-levelcoursesfortheInternationalBaccalaureate,RunningStartcourses, or certainmilitary service. Creditearnedexclusivelyfromtwo-yearcolleges islimited to thefirst62semestercreditsappli-cabletowardabachelor’sdegree. No transfer credit is applied toward aWhitmandegreeunlessitisofaverage(C-or1.7onanumericalgradescale)orbetterquality.Grades awarded by other institutions are not madeapartofthestudent’sWhitmanrecord. Studentswhohaveparticipated in oneormoreAdvanced Placement or InternationalBaccalaureate coursesmust arrange to havetheir scores or transcripts sent directly toWhitman College by the institution awarding credit.Thesecoursesmaybeappliedtowardthe124creditdegreerequirement,butmaynotbeusedtosatisfyDistributionRequirements. Theamountofcreditallowedfromvariousextramuralsourcesisrestrictedasfollows:

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College Board Advanced Placement Advancedplacementanddegreecreditareawardedasindicatedbelowforscoresof5and4ontheCollegeBoardAdvancedPlacementTestsexceptthescoreof5isrequiredforEng-lish, history, andeconomics.Also,APcreditdoesnotcoverchemistry laboratorycourses.Studentsmust have completed and passedChemistry135,oranequivalentcollegechem-istry course, in order to enroll inChemistry136.Examination Credit Whitman EquivalentArt 3 NoneArt History & VisualCultureStudies 3 NoneBiology (scoreof4:onlyif 3 None studentdoesnottakeBiology111forcredit) scoreof5 4 Biology111Chemistry 3 Chemistry 125ComputerScience(A) 3 ComputerScience 167ComputerScience(AB) 6 ComputerScience 167, 270Economics 4 Economics107 (scoreof5inboth)MicroeconomicsMacroeconomicsEnglish(scoreof5)Language& Composition 4 English 110 Literature& Composition 4 NoneEnvironmentalScience scoreof4 3 None scoreof5 4 NoneFrenchLanguage scoreof4 4 French205 scoreof5 8 French205,206FrenchLiterature 4 NoneGermanLanguage scoreof4 4 German205 scoreof5 8 German205,206Government&Politics American 4 None Comparative 4 NoneHistory(scoreof5) American 6 History105,106 European 3 History183 World 3 NoneLatin 4 Latin106Mathematics CalculusAB orABsubscore oftheCalculusBC 3 Mathematics125 CalculusBC 6 Mathematics125, 126 Statistics 3 Mathematics128

Music Listening&Literature 3 Music150 Theory 2 Music125PhysicsC Mechanics(scoreof5) 3 Physics155*Psychology 4 Psychology110SpanishLanguage scoreof5 8 Spanish205,206SpanishLiterature 4 None

*Credit is awarded after successful completion ofPhysics135. Advanced placement credit will not begrantediftheequivalentcourseiscompletedat Whitman College. WhitmanCollegedoesnotacceptorawardcreditsfortheCollege-LevelExaminationPro-gram(CLEP)generalorsubjectexaminations.Suchcreditsawardedbyotherinstitutionswillnotbeacceptedfortransfer.Thecollegealsodoesnotaccepttransfercreditawardedonthebasisofplacementorchallengeexaminationsat other institutions.

International Baccalaureate WhitmanrecognizestheInternationalBac-calaureateProgramme.Creditmaybegivenforscoresof5,6,or7inselectedhigherlevelIBexaminations.Amaximumofoneyear’scredit(30semesterhours)maybeacceptedasgen-eraldegreecredit.InternationalBaccalaureateexaminationscurrentlyacceptedatWhitman,alongwithamountofcreditandtheappropriateequivalentcourses,appearbelow.IB Examination Credit Whitman EquivalentArt/Design 4 NoneBiology 8 Biol111,112Chemistry 3 Chem 125ChineseLit 8 NoneEcology 8 NoneEconomics 4 Econ107 (scoreof6,7)EnglishA1orA2 8 Engl110, 4creditselectiveFrenchB 8 Fren205,206Hindi B 4 NoneHistoryAmericas 6 Hist105,106History Asian 3 NoneHistoryEurope 3 Hist183Literature 4 NoneMathematics 3 NoneMusic 8 NonePhysics 8 Phys155,156Psychology 4 Psyc110SpanishA1orB 8 Span205,206Visual Arts 4 None

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but is designated as an approved program by the InternationalStudiesPlanningCommitteemaybeacceptedfortransferwithinthelimitsspeci-fiedaboveprovidingthatallconditionsfortheapprovaloftheprogramofstudy,participation,qualityofwork,anddocumentationaremet. Creditmaybegrantedforworkcompletedina program not on the list of approved programs onlyifpriorapprovalforparticipationhasbeengrantedbytheInternationalStudiesPlanningCommitteeandiftheCommitteerecommendstheacceptanceofcreditafterareviewofap-propriate materials presented by the student at thecompletionoftheperiodofstudy.

Military Service Creditforprogramscompletedduringmil-itaryservicemaybeallowedasrecommendedin A Guide to the Evaluation of Educational Experience in the Armed Services, provided thatsatisfactorymilitarytraininganddischargecredentialsaresubmitted.Theworkinvolvedmust be appropriate to a liberal arts degree program.Amaximum of four creditsmaybe awarded as sport studies, recreation andathleticsactivitiesprovidedthattheperiodofservicewasmorethanoneyearduration.Allservice-relatedcredit grantedappliesonly tothe124creditrequirementforthedegreeandmay not be used to satisfy the Distribution Requirementormajorrequirements.Ifcreditforbasicmilitarytraininghasbeengrantedtosatisfyhighschoolrequirements,itmaynotbecountedascollegecredit.

Combined Programs Forstudentswhoareadmittedtothecom-bined study plan programs in engineering, forestry and environmental management, law, foreignlanguage,oceanography,internationalstudies, and teacher education, the transfercreditprovisionsofthecollegearemodifiedtofitthepatternsofthecombinedplans.Whenthestudentcompletesresidence in thecombinedplan school,Whitman College allows thetransfercreditwhich isnecessary in thepat-ternofthecombinedplanstomeetthedegreerequirementsof124credits.

Classification of Students Regular students are those who are ad-mitted to pursue a degree program with the assumptionthattheycompletesuchaprogramin approximately eight semesters. Regular

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Running Start Courses WhitmanwillreviewcreditearnedthroughtheRunningStart Programand similar dualenrollment programs on a course-by-coursebasis.Courseworkiseligibleforcreditonlyiftheclass(es)aretaughtonthecollegecampusbycollegefaculty,andnomorethanone-thirdof the participants consists of high schoolstudents.Creditsawardedwillbe forclassesatacommensuratelevelandinsubjectmatterrelevant to the Whitman College liberal arts curriculum.

College Courses Offered in the High School Whitmandoesnotawardcreditforcoursework completed in a high school classroomandappearingona transcript fromacollegeor university.

Two-Year Colleges Amaximumof62semesterhoursofcreditmaybe transferred fromaccredited two-yearcolleges.These credits are applied towardthefirst twoyears of the bachelor’s degree.Whitmanwill accept credit on a course-by-course basis from theAssociate ofArts orSciencesdegreeprograms.

Correspondence and Distance Learning Work Notmorethan10creditsofcorrespondenceand/ordistancelearningworkmaybecreditedtowardabachelor’sdegree,andsuchworkmustbecompletedininstitutionsthatholdmember-ship in theUniversityContinuingEducationAssociation.

Study Abroad Credit Nomore than38semestercredits (19forone semester) from study abroad programs,includingtheaffiliatedprogramsofthecollege,maybe applied towarddegree requirements.StudyAbroadcreditdoesnotcounttowardtheWhitmanCollegeresidencyrequirement.Ap-plicationofcredittowardmajorrequirementsissubjecttothegeneralcollegelimitationandtoanyspecificdepartmentalpolicywithrespectto off-campus programs and transfer credit.StudentswhowishtoreceiveWhitmancreditforanystudyabroadcoursemustreceivepriorapprovalfromtheInternationalStudiesPlan-ning Committee. Credit earned in a study abroad program whichisnotanaffiliatedprogramofthecollege

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students normally takeno fewer than12 andnomore than 18 academic credits to ensureadequateprogressintheirdegreeprograms.Anaverageof15.5creditspersemesterisrequiredtocompletethe124-creditdegreerequirementsineightsemesters.Regularstudentsareclassi-fiedaccordingtothenumberofcreditsonrecordas follows: First-year 0-26 Junior 58-89 Sophomore 27-57 Senior 90or more but not graduated Seniors intheirfinalsemesteratWhitmanwhoneed eight or fewer credits to completedegreerequirementsmaypetitiontheDeanofStudentstobegrantedRegularstudentstatusonapay-per-creditbasis.AllrequestsforthisstatusmustbesubmittedtotheDeanofStudentsbythe end of the registration period. Special students are regularly admitted students who wish to pursue a degree program butforcertainreasonscandosoonlyattherateofoneortwocoursespersemester.ApplicationsforSpecialstudentstatusmustbesubmittedtotheDeanofStudentspriortotheendofthereg-istrationperiodofthesemesterinwhichtheyarerequestingthisstatus.Specialstudentsmaynotrepresentanycollegeorganization,participateinintercollegiateathletics,andarenoteligibletobepledgedtoorholdactivemembershipinorganizedsocialgroups,exceptbypermissionoftheDeanofStudents. Non-degree-seeking students are those whoareapprovedbytheOfficeofAdmissiontotakecertaincoursesatWhitmanCollegebutnot to pursue a degree or program. Non-degree-seekingstudentsmaynotrepresentanycollegeorganization,participateinintercollegiateathlet-ics,andarenoteligibletobepledgedtoorholdactivemembershipinorganizedsocialgroups.Ifnon-degree-seekingstudentswishatanytimetobecomeregularstudentstheymayapplytotheCommitteeonAdmissionandFinancialAidintheusualway.Non-degree-seekingstudentsgenerallymaynotmaintainresidenceincollegehousing. Post-graduatestudents are those who hold abachelor’sdegreeandareadmittedtopursuefurtheracademicwork. Auditors are persons admitted to coursesbutnotforcredit.Auditorsarenotallowedin“activity’’coursesorincourseswithstudioor

laboratoryexercises.Aregularorspecialstudentmayauditcourseswiththewrittenconsentofhisorheradviserandoftheinstructorconcernedand without formal registration in the audited courses.Nondegree-seekingstudentswhowishtoauditcoursesandthoseadmittedtothecol-legesolelyasauditorsmustsecurethewrittenconsentofinstructorsconcerned.Thecollegedoes not keep permanent record of auditedwork.

Registration Regulations Every student is required to register in aprogram of study at the beginning of eachsemester. Registration is for one semester only andcarrieswithitnorightforcontinuanceinthecollege.Theextensionoftheprivilegeofreenrollment to any other semester is always at theoptionoftheofficersofthecollege. The18-creditlimitforregistrationshallbeexclusiveofsportstudies,recreationandath-leticsactivitycoursesandthoseotheractivitycoursesforwhichthe16-creditlimitationap-plies(seeCredit Restrictions).Appliedmusiccourses are not considered activity courses.Permission to register formore than18aca-demiccreditsmaybegrantedbytheBoardofReview upon written petition by the student. Theinstructorofaclassmayhaveastudentwithoutanauthorizedabsenceremovedfromtheclassrosterifthestudentfailstoattendtheclassinthefirstcalendarweekthatitmeets.Itisthestudent’sresponsibilitytonotifytheinstruc-tor of an authorized absence.The instructormust notify the student and the Registrar of theintenttoremovethestudentfromtheclassrosteratleast24hoursbeforehe/sheisremovedfromtheclassroster. RegistrationproceduresandregulationsaredescribedindetailbytheOfficeoftheRegistrarpriortoeachsemester’sregistration.

Academic Honesty Anyformoffalsification,misrepresentationofanother’sworkasone’sown(suchascheat-ingon examinations, reports, or quizzes), orplagiarismfromtheworkofothersisacademicdishonesty and is a serious offense. Plagiarismoccurswhen a student, inten-tionally or unintentionally, uses someone else’s words,ideas,ordata,withoutproperacknowl-edgement.Collegepolicyregardingplagiarism

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ismorefullyexplainedintheWhitman College Student Handbook.EachstudentisrequiredtosigntheStatementonAcademicHonestyandPlagiarism.CasesofacademicdishonestyareheardbytheCouncilonStudentAffairs.

Evaluation of Students The evaluation of students’work is theresponsibility of the instructor or supervisoroftheclass.Itisexpectedthattheassessmentmethodswillincludeafinalevaluativeexerciseunlesstheinstructordeemsitimpracticalorun-necessary.Theseexercisesmayincludewrittenororalexaminations,take-homeexaminations,papersand/ororalreports.Theinstructorshouldinform the students of the methods of evalua-tionatthestartofeachcourse. Studentsarerequiredtotakethefinalexami-nationsaccordingtothescheduledistributedbytheRegistrar’sOffice.Astudentwhoisabsentfromafinalexaminationandhasanauthorizedincompleteforthatabsencemaytaketheex-aminationatalaterdate(seeIncompletes, as follows). Astudentwhomissesafinalexaminationand has no authorized incompletemay nottakesuchanexaminationatalaterdate,andtheinstructorshalldeterminethegradeforthecoursewithouttheexamination.

Reports and Grading Midterm Grades. Each semester, on orbefore the date designated as midterm in the officialacademiccalendar, thequalityof thestudent’swork is reported to theRegistrar’sOfficeifitisofDorFquality.Theseinterimreportsarethebasisofadvisoryaction. Final Grades. Letter grades are assignedgrade-pointsasindicatedbelowandareusedtodenotethequalityofastudent’swork.Allworkrecordedwiththesegrades(gradedcreditsattempted)isusedinthecalculationofgrade-point averages. Grade Grade-Points Grade Grade-Points per Credit per Credit A+, A 4.0 C 2.0 A- 3.7 C- 1.7 B+ 3.3 D+ 1.3 B 3.0 D 1.0 B- 2.7 D- 0.7 C+ 2.3 F (Failure) 0.0

Grade-point averages are computed bydividing the number of grade-points earned by thenumberofgradedcreditsattempted. The following symbols carry no grade-points; work recorded with any of thesesymbolsisnotusedinthecalculationofgrade-point averages: P ThesymbolPisusedtodesignatecredit

earnedforthosecoursescompletedun-dertheP-D-FgradeoptioninwhichthestudenthasreceivedtheequivalentofaC-orbettergrade.CertaincoursesmayalsobedesignatedasgradedonaP-D-Fbasisonly;suchcoursesareidentifiedonthestudent’spermanentrecord.

CRDenotes that credit is allowed for acourse graded on a credit-no creditbasis.

NC Denotes that no credit is allowed fora course graded on a credit-no creditbasis. The use of the CR and NC grades islimitedtoactivitycoursesandothercourses specifically designated by thefaculty.

X ThesymbolX,whichisusedtodesignatea deferred grade, may be assigned only if prior approval has been granted by the Board of Review.

I The symbol I, which is used todesignateanincompletegradependingcompletion,maybeassignedonlyundertheconditionslistedinthesectionwhichfollows.

W This symbol is used to indicate theofficialwithdrawalfromacourseafterthe sixthweekbutprior to theendofthe tenthweek of classes.Additionalinformation is provided in the sectionwhichfollows.

NR Anadministrativelyrecordedtemporarysymbol used when a standard grade has notbeensubmittedbytheinstructor.

Incompletes.Agrade of incomplete (I)maybeauthorizeduponpetitionbyastudentwhohascompletedatleasthalfoftherequiredworkofacoursewithapassinggrade,butwhoisunabletocompletetherequirementsofthecourseduetoreasonsofhealthoremergency,and for no other reason. Any petition for an incompletemustbesubmittedpriortotheendof the semester forwhich the incomplete isrequested.

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A studentwhomeets these criteriamayinitiateapetitionintheOfficeoftheDeanofStudentsforanincompleteforreasonswhichareconsistentwiththefollowingguidelines: I. Anabsenceofnotmorethanthreeweeks

dueto:a)thedeathorseriousillnessofa member of the student’s immediate family,orb)militaryorders.

II.Forreasonsofhealthwhichpersistfornotmorethanfourconsecutiveweeks.

TheDeanofStudentswill determine theappropriate action after consultingwith theHealth Center Director or theDirector ofCounseling. Anypetitionforanincompletenotcoveredby these guidelines will be submitted to the BoardofReviewforconsideration.Thepetitionmust include informationconcerning thedu-rationoftheillnessoremergencyandindicatehowtheworknotcompletedisrelatedtotheperiodofillnessoremergency.Theinstructormustprovidewrittenverificationthatatleasthalf of theworkhas been completedwith apassinggrade,specifywhatworkisrequiredtocompletethecourserequirements,andindicatewhetherornotheorsheregardsthecompletionoftherequirementstobefeasible. Whenagradeofincompletehasbeenau-thorized,theinstructorshallgiveagradebasedontheworkcompletedinthecourseatthetimegrades are submitted and judged against the course requirements for the entire class.AnincompletependingcompletionwillbeshownasagradeofIonatranscript. Worktobecountedtowardthefinalgradeinacourseinwhichanincompletehasbeengiven,mustbeturnedinbyspecifieddeadlines.Ifthedeadlines listed below are not met, the grade ofIwillbeconvertedtothegradebasedonthecompletedworkasjudgedagainstthecourserequirementsfortheentireclass,andwillstandinthestudent’spermanentrecord. I. If the student is on probation, a grade

changemustbereportedtotheRegistrarwithinthreeweeksafterthelastdayoffinal examinations for the semester inwhichthegradewasincurred.

II. If the student is in good standing, the requirements of the coursemust becompletedbytheendofthethirdweekofclassesinhisorhernextsemesterinresidence.

III. A student may petition the Board of Reviewtoextendthesedeadlines.

Facultymembersshallreportthecompletionof suchgrades to theOfficeof theRegistrarby theendof the fourthweekof the semes-ter. Students not in residencemust completetherequirements for thecourseno later thansixmonthsafter the incompletehasbeen in-curred. Withdrawals. If a student withdraws from a course or from the college after the sixthweekbut prior to the endof the tenthweekofclasses,heorsheshall receiveagradeofW (withdrawal). If the studentwithdrawsordiscontinues studies in any course after thatdate(unlessspecificallypermittedtodosobytheBoardofReviewforreasonablecausesuchas a family distress, serious illness, or other emergency),heorsheshallreceiveagradeofF.WithdrawalfromthecollegerequiresthefilingoftheproperformintheRegistrar’sOfficeandconsultationwiththeDeanofAdmissionandFinancialAid Deferredgrades. Grades may be deferred at therequestofaninstructorincaseswhereitisimpracticaltofileagradewhichisdependent,forexample,uponarequirementsuchascom-pletionofathesisorspecialproject.Acceptablereasonsarenormallythosewhicharebeyondthecontrolofthestudentanddonotincludetheinappropriateallocationoftimetocompletethecourseorproject.The instructormustobtainthe consent of theBoardofReviewprior tosubmitting deferred grades. GradeReport.Semestergradereportswillbe made available to students via the Web, and uponrequestsenttothestudentatthehomead-dress or other address designated for grades. Grades for Affiliated Programs.Workundertakeninaffiliatedstudyabroadprogramsandthedomesticoff-campusprograms(Wash-ingtonSemester,UrbanStudies Program inChicago, andThePhiladelphiaCenter)willberecordedonthestudent’sWhitmanrecord,includingthegradesreportedbytheprogram,butwiththeexceptionthatthesegradeswillnotbeusedinthecalculationofsemesterandcu-mulativegradeaverages,norwillthesecreditsbeconsideredaspartoftheWhitmanCollegeresidencyrequirement.

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Correction of a Grade AgradereportedbyaninstructorbecomesapartofthepermanentrecordsofthecollegeandmaynotbechangedbytheinstructororanyotherofficialofthecollegewithouttheapprovaloftheBoardofReview.AfacultymembermayrequestachangeingradebysubmittingabriefwrittenstatementtotheBoardofReviewwhichstatesthebasisforthechangerequested.

P-D-F Grade Options TheP-D-Foptionenablesstudentstoenterareasofstudycomparativelyunfamiliartothemwithout the potential of lowering their overall grade-pointaverage.StudentsingoodstandingareeligibletoselectcoursesonaP-D-Fbasis,underthefollowingconditions:creditinP-D-Fcourseswhichmaybecountedtowardthecom-pletionofgraduationrequirementsislimitedtoone-thirdofallcreditsearnedatthecollegeuptoamaximumof40,andwiththeexceptionthatallstudentsmustcompleteaminimumof44 credits in regularlygraded courses in theon-campusprogramsofthecollege.Studentsmustregisterforallcourses(exceptthosedes-ignatedasP-D-Forcredit-nocreditcoursesbythefaculty)onaregularlygradedbasis.Duringthetenthweekofthesemester,studentsmay,afterconsultationwiththeiradvisers,changetheirregistrationforselectedclassestoaP-D-Fbasis.StudentswhoregisterforacourseonaP-D-FbasiswillbeassignedagradeofPiftheyearn a grade of not less than C-. If a D or F grade isearned,thosegradeswillberecordedasforanygradedcourseandusedinthecomputationof the grade-point average. A studentmust complete a special form,have it signedbyhisorheradviser, andfileitwith theRegistrar during the tenthweekofclassestobeeligibletotakeacourseonaP-D-Fbasis. TheP-D-Foptionmaynot be applied toany course designated as aGeneral Studiescourse.Courses takenwith theP-D-Fgradeoption cannot be used to satisfy distributionrequirements.Inaddition,eachdepartmentorprogramhasformulatedapolicywithregardto limiting or denying the P-D-F option incoursestakenwithinthemajorsubject.Unlessotherwise noted for a specificdepartment orprogram in the Courses and Programs section

ofthisCatalog,coursestakenwiththeP-D-Fgrade option after declaration of themajorcannotbeusedtosatisfythecourseandcreditrequirementsforamajor. Note:UsersoftheP-D-Foptionshouldbeaware that certain graduate and professionalinstitutionsmaydiscountgrade-pointaveragesinwhichsubstantialpartsofastudent’srecordincludeP-D-Fgrades.Theyassumethatstudentsusingthisoptioneitherchoosetobegradedinsubjectswheretheywillreceivehighergradesor that theywill notmake the same effort in P-D-Fcourses,thusdistortingtheirgrade-pointaverageupward.Studentsshouldbeconsciousof the risks inoveruseof thisgradingoption.Programadvisers (e.g.,medicine, law)shouldbeconsultedbystudentsinterestedinadvancedstudyintherespectiveareaspriortoelectingtousetheP-D-Fgradeoption.

Correction of Record Eachsemester,studentsreceivenotificationatleasttwicetoverifytheircourseregistrations.Thefirstnoticeappearsimmediatelyfollowingfinalregistration,andthesecondoccursattheendofthetenthweekofclasses.Bothnoticesprovidealinktotheappropriatewebpagethatlistsallofthecourseswhichwillappearonthestudent’sgrade report andpermanent record;thatis,thosecoursesforwhichthestudentiscurrentlyregistered,includinganindicationoftheP-D-Fgradeoption,andthoseforwhichaWgradewillberecorded. Credit cannot be granted for courses inwhichastudenthasnotbeenofficiallyregis-tered.Itisthestudent’sresponsibilitytocheckthe registration information reports carefullyandconsulttheRegistrar’sOfficeconcerningproceduresforcorrectionoferrorsandomis-sions.ItistheBoardofReview’spolicynottoapproverequestsforregistrationinanycourseafterthecloseofthesemesterinwhichregis-trationwasrequired.

Repeating Courses Coursesinwhichastudenthasearnedcredit(withaminimumgradeofD-)maynotbere-peatedforcreditunlessthecourseisapprovedformultipleenrollmentsbecauseofchangingsubjectmatter. Ifastudentelects tore-enrollinacourse to improvehisorherknowledgeofthesubjectmatter,thecourseforthesecond

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registrationismarkedasarepeatandneitherthegradenorthecreditforthisregistrationisincludedinthecalculationofthesemesterorcumulativegradeaverages.

Course Fees ChargesforfeecoursesmayberedeterminedinthefalloftheyearduetotheuncertaintyofcostsatthetimetheCatalogispublished.Thefollowing fees are estimated:Art:BookArts,ArtS140,240,340 .........................$85Ceramics,ArtS130,230,330 ........................$100Drawing,ArtS115,215,315 ...........................$40DigitalMedia,ArtS180,280,380 .................$150IntroductiontoVisualArtPractices, ArtS110 .....................................................$50Painting,ArtS167,267,367 ............................$85Photography,ArtS123,223,323 ...................$165Printmaking,ArtS170,270,370 ...................$110Sculpture,ArtS160,260,350 ........................$125SeniorStudioArtSeminar,ArtS480 ...............$40HonorsThesis,ArtS498 applicablefeefortheareaofthehonorsthesis (studio)work (e.g., honors thesis in print- making=$95)ThesisinStudioArt,ArtS491,492 applicable fee for theareaof the thesiswork (e.g.,thesisinceramics=$100)SpecialProjects,ArtS101,102,201,202,301,302iftakenfor3credits,applicable feefortheareaoftheproject(e.g.,Special ProjectinPhotography=$150);iftakenfor2 credits,seecoursedescription.IndividualProjects,ArtS421,422 seeSpecialProjectsfeesincoursedescriptionBiology 279, minimum ..................................$150Chemistry140..................................................$25Chemistry:aglassware/equipmentbreakagefee willbechargedattheendofeachsemester foreachsemesterlaboratorycourse,ifastud- enthasbrokenmorethan$10worthofmate- erial.Dance101,persemester ................................$125EnvironmentalStudies260, per semester ........................................... variableGeology158,240,358,persemester ........variableMusic241,242.................................................$25Music480.......................................................$300Music 163, 164, 263, 264, 363, 364, 463, 464 (see ................................Applied Music Fees)SportStudies,RecreationandAthletics 112, 114, 212, 214, 312, 314, per semester .............................................$250

SportStudies,RecreationandAthletics 113, per semester ......................................$225SportStudies,RecreationandAthletics 115, per semester ......................................$300SportStudies,RecreationandAthletics 117, 217, per semester ................................$85SportStudies,RecreationandAthletics 118,218,142,persemester ........................$75SportStudies,RecreationandAthletics 119, per semester ........................................$20SportStudies,RecreationandAthletics 127, 390, per semester ................................$25SportStudies,RecreationandAthletics 138,238,persemester ..............................$150SportStudies,RecreationandAthletics 139, 140, per semester .............................$160SportStudies,RecreationandAthletics 200, per semester ........................................$20SportStudies,RecreationandAthletics 226, per semester .....................................$400SportStudies,RecreationandAthletics 240,380,persemester .............................$175SportStudies,RecreationandAthletics 242, per semester .....................................$500SportStudies,RecreationandAthletics 308,persemester ........................................$45SportStudies,RecreationandAthletics 332, 342, per semester ..............................$375SportStudies,RecreationandAthletics 334, per semester ......................................$400SportStudies,RecreationandAthletics 387,persemester .....................................$400SportStudies,RecreationandAthletics 395, per semester ........................................$30

Applied Music Fees Onelessonaweekinvoice,piano,organ,stringedinstrument,orwindinstrumentis$300persemester.Theratefortwolessonsaweekper semester is double that shown. The applied music fee pertains to allstudents taking private lessons. In addition,for students paying less than the full col-lege semester tuition rate there will be an additionalspecialtuitionchargeonapercreditbasis. Noappliedmusiclessonsaregivenoncol-legeholidaysandduringrecesses;nomakeupschedules are provided for lesson scheduleswhichincludeholidaysandrecesses.Theonlyacceptable reason for lesson cancellation isillness; insuchcasestheinstructormakesuphalf of the lessons missed without additional charge.

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Leave of Absence A regularly enrolled student in good standing whowishes tobegranteda leaveofabsencefrom the college for one or two consecutivesemestersmustfileawrittenrequestwiththeBoard of Review. In preparing the requestthestudentisexpectedtoconsultwithhisorher academic adviser and,when appropriate,theDean of Students. Reasons for a leaveof absencemay include study in a foreignor domestic programof another educationalinstitution,medicalorfinancialreasons,orotherneedtointerruptformalacademicworkforaperiod of time. Aleaveofabsenceforthepurposeofstudywith another institution (academic leave),either as a full-time or part-time student, is subject to certain additional procedures andrestrictions.Applicationforanacademicleavefor participation in a foreign study programrequiresanapplicationtoandapprovalofthestudyplanbytheInternationalStudiesPlanningCommittee.An application for an academicleavetocompleteworkinadomesticprogramofanotherschoolmust includeaprogramofstudy approved by the student’s adviser and the Registrar. Anacademicleaveofuptotwosemestersmaybegrantedtostudentswhosetotalacademicprogram has been at Whitman. Transfer students admittedassophomoresorwhohavecompleteda fullyear at another schoolmaybegrantednomorethanonesemesterofacademicleave.Transfer students who have been admitted as juniorsarenoteligibleforacademicleaves. An application for a leaveof absence forhealthreasonsrequirestherecommendationoftheDeanofStudents,andaleaveforfinancialreasons requires the recommendation of theDeanofAdmissionandFinancialAid.Astu-dentonleavemaynotresideoncampus,attendclasses,orparticipateintheregularactivitiesofthecollege. A student on leave of absence may re-enterthecollegeinthesemesterimmediatelyfollowingtheexpirationoftheleaveprovidedthatthestudentnotifiestheRegistrar’sOfficeof his or her intention to return byMarch 1for the fall semester and November 1 for the springsemester.Astudentonleaveformedicalreasons must obtain the approval of the Dean ofStudentsfor thereturn.Studentsreturning

from leave forfinancial reasonsmust securethe approval of the Dean of Admission and FinancialAid.While on leave a student isexpectedtomeetdeadlineswithrespecttoroomreservations and registration as stipulated for regularly enrolled students. An extension of the period of the leavemay be granted for valid reasons provided that the student submits a petition to the Board of Review during the last semester of the leave, except that an academic leavemay not beextended.Ifthestudentextendstheperiodofleavewithoutauthorization,heorshewillbewithdrawnfromthecollege. Aleaveofabsenceisautomaticallycanceledif a student registers in another collegiateinstitutionwithoutcompletingtheproceduresrequired for an academic leave.A leaveof absencemay be canceled provided theRegistrarisnotifiedofthestudent’sintentionnotlessthansixtydayspriortothebeginningofclassesforthatsemester.

Academic Standards Tomaintaingoodacademicstandingastu-dentmustmeetthefollowingrequirements: 1. Earn a grade-point average of at least

1.700eachsemester. 2. Earnaminimumcumulativegrade-point

average of 2.000 during the secondsemester of the first year and subse-quently.

3. Subsequenttothefirstyearearnamini-mumof twenty-four credits in the twoimmediatelyprecedingsemesters,exceptgraduating seniors completing degreerequirementswithanormalloadforthefinal(eighth)semesterofstudywho may complete fewer than 24 credits in theprevious two semesters.

4. Complete successfully theCore (An-tiquity andModernity) in thefirst fullacademic year after entrance.Anydeficiencymust be removed not laterthan the end of the fourth semester of college-levelworkorbythetimethestu-denthasaccumulated57degreecredits,whicheveroccursfirst.

5. Maintainaminimumcumulativegrade-point average in the major study of 2.000beginningwiththeendofthefifthsemesterofcollege-levelwork.Astudent

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withacombinedmajormustmaintainaminimumgradeaverageof2.000ineachsubjectareaofthemajor.

Transfer students, to be in good standing, must meet the minimum grade-point average requirementsappropriatetotheirclassstandingasdeterminedbythenumberoftransfercreditsaccepted. Any student who fails to meet the standards listed above, upon vote of the Board of Review, willreceiveoneofthefollowing:

AcademicWarning A student who receives an academicwarningfromtheBoardofReviewmustcorrecttheprobleminthenextsemester.Transferworkmay be used to address a credit deficiencyAcademicWarning,providingthatthestudentcompletestheRequestforApprovalofTransferCreditformpriortoregisteringforcourseworkat another institution. Thefollowingthreeactionsrequireconcur-renceoftheAcademicCouncil.

AcademicProbation Astudentgivenacademicprobationisnolonger in good academic standing, andwillbe dismissed from the college if his or herperformanceinthenextsemesterinresidencefails tomeet theminimum requirements forgoodstanding,orfailstodemonstratesufficientprogress toward that goal. Normally, a student will not be continuedonprobation formorethantwoconsecutiveterms. A student on probation is restored to good standingwhenheorshecompletesthesemesterofprobationwithaccomplishmentsthatmeetthe minimum standards listed above.

AcademicSuspension A student who is suspended is not allowed tocompleteregistrationforclassesuntilheorshe has the approval of the Board of Review. Toobtainsuchapproval,thestudentisexpectedto submit a plan of study that demonstrates the feasibilityofcompletingadegreeatWhitmanCollege.

AcademicDismissal A student who had been dismissed from thecollegeforfailuretobeingoodstandingmay be reinstated on probation upon vote of theAcademicCouncilinresponsetoawrittenpetition.Thispetitionmuststateclearlywhat

actionsthestudentwilltakeinordertoreturnto good standing.

Challenge of Student Academic Assessment The evaluation of a student’s academicperformanceistheresponsibilityofthepersonappointed to teach or supervise a course.Astudentwhoquestions the validity of a fac-ultymember’s evaluation shouldfirst conferwiththatfacultymember.IfthematterisnotresolvedthestudentmayconferwiththeDeanof theFacultywhomay, in turn,conferwiththefacultymember.Iftheissueisnotresolvedthrough this conference, the studentmaypetitiontheBoardofReviewtoconsider thecase. TheBoardofReviewmaydecidenottohearthecase,or,hearingthecase,maytakeoneofthefollowingactions:1)denythepetition;2)inthecaseofaninstructornolongeratthecollege,the Board of Review may, upon presentation of appropriate evidence, change the gradetocreditornocredit;or3) in thecaseofaninstructorwhoisamemberofthefaculty,theBoardofReviewmaymakerecommendationsconcerningpossiblesolutionstotheproblem.

Access to Records Students shall have access to their edu-cational recordsexcept for:financial recordsof the parents or any information containedtherein;confidentiallettersandstatementsofrecommendationwhichwere placed in theeducation record prior to January 1, 1975,if such lettersor statements arenotused forpurposesotherthanthoseforwhichtheywerespecificallyintended;andinsituationswherethe student has signed a waiver of right to access to confidential recommendations re-spectingadmissiontothecollege,applicationforemployment,andthereceiptofanhonororhonoraryrecognition. WhitmanCollege shall not permit accessto, or the release of, educational records orpersonally identifiable information containedtherein, other than directory information ofstudents, without their written consent, toany party other than the following: 1) otherschool officials, including teachers,withinthe educational institutionwho have beendetermined to have legitimate educational

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interests; 2) in connectionwith a student’sapplication for, or receipt of, financial aid;3) organizations conducting studies for,or on behalf of, educational agencies orinstitutions for the purpose of developing, validating, or administering predictive tests,administering student aid programs, and improving instruction, if such studies areconductedinsuchmanneraswillnotpermitthepersonalidentificationofstudentsbypersonsotherthanrepresentativesofsuchorganizations(suchinformationwillbedestroyedwhennolongerneededforthepurposeforwhichitisconducted); 4) accrediting organizations, inordertocarryouttheiraccreditingfunctions;5)incompliancewithjudicialorder,orpursuanttoanylawfullyissuedsubpoena,uponconditionthat the student isnotifiedofall suchordersor subpoenas in advance of the compliancetherewith by the educational institution; and6) appropriate persons in connectionwithan emergency, if the knowledge of suchinformationisnecessarytoprotectthehealthorsafetyofastudentorotherpersons.Parentsofaminordependentstudentmayhaveaccessto the student’s record upon demonstrationthat thestudent isdependent.Dependency isgenerallydemonstratedbyprovidingacopyoftheparents’taxreturn,reflectingthestudentasa dependent, to the Registrar. Whitman College has designated the followingcategoriesasdirectoryinformation:the student’s name, home address, collegeaddress, telephone listing, e-mail listing, dateandplaceofbirth,majorfieldof study,participationinofficiallyrecognizedactivitiesandsports,weightandheight(ofmembersofathleticteams),datesofattendance,degreesandawards received, academic honors, themostrecentpreviouseducationalagencyorinstitutionattended by the student, and photographs. The collegeshallallowareasonableperiodoftimeforastudenttoinformthecollegethatanyorall of the information designated should not be releasedwithoutthestudent’spriorconsent.

Transcript Policy Atranscriptisanofficialcopyofastudent’sacademicrecordatWhitmanCollegebearingthe official seal and the signature of theRegistrar.Arequestforatranscriptmustincludethestudent’ssignaturetoauthorizetherelease

of the record.Generally, there is a 24-hourpreparationperiodforatranscript. Transcripts arenot issuedduring thefinalexaminationandgradingperiods.Releaseofatranscriptmaybewithheldinacasewherethefinancial obligations to the college have notbeensatisfied.Whitmandoesnotissueorcertifycopiesoftranscriptsfromotherinstitutions.

Honors Awards Whitman College gives several awards to recognizeacademichonorandachievements: Recognition ofAcademic Distinction is awardedafterthecompletionofeachsemester.Thisrecognitionisgiventoallregularstudentswho have completed aminimumof twelvecredits,passedallcreditsattempted,andhaveearned a grade-point average of 3.500 or higher onnofewerthanninegradedcredits. Undergraduate Honors are awarded to first-year students, sophomores, and juniorswho attain during any one academic year agrade-point average of at least 3.650 in not fewer than 30 credits ofwhich 24must begradedonaregularbasis(A,B,C,D,F). HonorsinCourse are awarded to graduating seniors as follows: summa cum laude to students whohave achieved agrade-point averageof3.900withnocoursegradesoffailure;magna cum laude to studentswhohave achieved agrade-point averageof at least 3.800andnocoursegradesoffailure;cum laude to students whohaveachievedagrade-pointaverageofatleast3.650.TobeeligibletoreceiveHonorsinCourseastudentshallhavebeeninresidenceatWhitman College his or her last four semesters oratotalofsixsemesters.Thedegreecandidateshall have earned a total of not fewer than 60 creditsatWhitman. Honors in Major Study are awarded to graduating seniors who show unusual ability in theirmajorfields.Tobeeligibleforcandidacya studentmust have accumulated at least 87credits, and have completed two semesters ofresidence atWhitmanCollege.Admission tocandidacybeginswiththestudent’ssubmittingaproposaldescribinghisorherthesisorprojecttotheappropriateacademicdepartment.Oncethedepartment(ordepartments,forcombinedmajors,ormajor committee for individually plannedmajors) approves the proposal admitting thestudenttocandidacyforHonors,thedepartment

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mustfileanofficialnotificationwiththeRegistrar.Theapplicationmustbesubmittedtothemajordepartment(ordepartmentsforcombinedmajors,ormajor committee for individually plannedmajors)within thefirst sixweeks of the two-semesterperiodinwhichthestudentiseligible.The student has the privilege of doing preliminary planningontheprojectorthesisduringhisorherthird year. Acandidatemustattainacumulativegrade-point averageof at least3.300onall creditsearned at Whitman and a grade-point average ofatleast3.500inthemajor,completeawrittenthesisorresearchprojectpreparedexclusivelyforthesatisfactionofthisprogram,andfileanacceptablecopyofthisthesisorreportinthecollegelibrarynotlaterthantwoweekspriorto the beginning offinal examination in thesemesterinwhichthestudentisregisteredforthehonorsthesiscourse,earnagradeofatleastA-onthehonorsthesisorprojectandthehonorsthesiscourse,andPasswithDistinctiononthesenior assessment in his or her major study.

National Honor Societies ThefollowingnationalhonorsocietieshaveestablishedchaptersatWhitmanCollege: Phi Beta Kappa, the oldest national honorary fraternity, established a chapter atWhitmanCollege in 1919.Election is basedon evidence of broad cultural interests andscholarly achievement in the liberal arts.CriteriaincludeWhitmangrade-pointaverageand the breadth of the program outside the major.Approximatelytenpercentoftheseniorclass andonepercent of the junior class areelectedtomembershipannually. Sigma Delta Pi, the national honorary Spanish fraternity, established the Xi Nuchapter atWhitman in 1981. It is open tostudentswhoattainexcellenceinthestudyoftheSpanishlanguageandinthestudyof theliteratureandcultureoftheHispanicworld. SigmaXi(TheScientificResearchSociety),established a chapter atWhitmanCollege in1962.SigmaXiisaninternational,multidisci-plinaryresearchsocietywhoseprogramsandactivitiespromote thehealthof thescientificenterprise and honor scientific achievement.Membership is by invitation and is awarded basedondemonstratedpotentialforresearch.

Special ProgramsCenter for Teaching and LearningDirector: Keith Farrington The Center for Teaching and Learning(CTL) provides resources to faculty forenhancing the teaching/learning process atWhitmanCollege.Recognizingthatexcellentteachingmaximizes student learning, andfurther, that there are diverse manifestations of excellent teaching, theCenter organizesprogramsandoffersconsultationstoenhancepedagogy, classroom dynamics,modes oflearning,andlearningoutcomes.Allprogramsarecompletelyvoluntary,andincludefacultyluncheon-discussionsaboutpedagogy,lecturesandworkshops given by nationally knownexperts,privateconsultationsaboutteaching,classroom observations, and seminars fornewfaculty.TheCenterislocatedinPenroseLibraryandhousesaspecialcollectionofbooksandjournalsdevotedtoteachingandlearning.AWebsitefortheCenter(http://www.whitman.edu/offices_departments/ctl)listsprograms,anelectronicnewsletteronteachingandlearning,andlinkstositesforenhancingteaching.ThedirectorworkscloselywiththeCTLSteeringCommittee to provide programs and set policy.

Study AbroadAdviser: Susan Holme Brick An understanding of a culture or regionof the world other than one’s own is an importantpartofaliberalartseducationandakeytodevelopingleadersinanincreasinglyinterdependent global society. The StudyAbroad program at Whitman College is designed to provide a range of opportunities forqualifiedstudentstostudyinAfrica,Asia,Europe,LatinAmericaandOceania. Information about opportunities for study in foreign countries, including applicationprocedures,eligibilityrequirements,deadlinesandfees, isavailablefromtheStudyAbroadOffice,Memorial Building 204. Studentsshould consult with Susan Holme Brick,Director of International Programs, or theappropriate adviser listed below to determine the suitabilityof participation in aparticular

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academic program overseas. StudentswhowishtoapplyanycreditfromoverseasstudytotheirWhitmandegreeneedtocompleteaStudyAbroadLeaveApplicationandreceiveapprovalfor their proposed course of study from theInternational Studies PlanningCommittee.Prior approval fromWhitman is required totransfercreditfromsummerstudiesinaforeigncountryaswell.DeadlinesforthesubmissionofStudyAbroadLeaveapplicationsisFebruary7 (for fall and full year programs),April 10(for summer programs) and September 12(forspringprograms)unlessstatedotherwisebelow. Studentswho intend to pursue overseasstudyareadvisedthatcarefulplanningisof-tenneededinordertoincludestudyabroadasanintegratedpartof theirfour-yearcareeratWhitman. For some destinations students will needtohavecompletedatleasttwoyearsofforeignlanguageworkatthecollegeleveltoqualify.Thecollegerequiresthatstudentswhohavenotyetcompletedtheintermediatelevelofthelocallanguageenrollinthelanguageduringtheir period abroad. TheprogramslistedbelowareaffiliatedwithWhitmanCollege.Academicworkundertakenintheaffiliatedstudyabroadprogramswillberecordedonthestudent’stranscriptincludingthe grades reported by the program. However, gradesfromcoursestakenabroadwillnotbeusedinthecalculationofsemesterandcumula-tivegrade-pointaverages.StudentsmayapplyfinancialaidthattheyreceivethroughWhitmanCollegeto thefeesofaffiliatedstudyabroadprograms.

Associated Kyoto ProgramAdviser: Akira Takemoto Whitman College, along with fourteen other liberalartscolleges,sponsorstheAssociatedKyotoProgram,arigoroustwo-semesterprogramlocatedontheDoshishaUniversitycampusinKyoto,Japan.The program offers intensive Japanese language classesandawiderangeofelectivecoursesinJapa-nesestudiestaughtinEnglish.Prerequisitesincludeone year of Japanese language study and at least one area course, preferably pre-modern Japanese art,history, or literature.The application deadline for2008-09isJanuary18,2008.

Institute for the International Education of Students (IES) IESconductsfallandspringsemesterprogramsinBeijing,Berlin,Freiberg,London,Nantes,Paris,

RomeandViennainwhichstudentsmaystudywithlocalscholarsattheIESCenterorenrollincoursesat local universities.Adirect enrollment option isalso available to Whitman students for study at the UniversityofAdelaideinAustraliathroughIES.

Intercollegiate Sri Lanka EducationAdviser: Jonathan Walters In cooperationwith eight other liberal artscolleges,Whitman College sponsors the ISLEprogram,asemester-longacademicprograminSriLanka.Located inKandy, thecenterof traditionalculture on the island, the academic focus of theprogramisonSriLankanculture,politics,religion,history, gender, the environment and the arts.

The Pitzer Botswana Program ThePitzerBotswanaProgramprovidesstudentswith an opportunity to immerse themselves in both rural and urban life in Botswana by living in several homestaysandtakingcoursesrelatedtoBotswanaandAfricaasawhole.

The School for Field StudiesAdviser: Delbert Hutchison Whitman College is a partner member of The SchoolforFieldStudies,whichofferssinglesemesterandsummerfield-basedstudyabroadprograms infive locationsworldwide.The academic programateachSFScenterfocusesoncasestudiesrelatedto a local environmental issue—MarineResourceManagement in theTurks andCaicos Islands;TropicalRainforestManagementinAustralia;MarineMammalConservationandCoastalEcosystems inMexico;SustainingTropicalEcosystems inCostaRica;andWildlifeManagementinKenya.

School for International Training in India WhitmanCollegeisaffiliatedwiththeSITpro-graminDelhi, India,amajorcosmopolitancenterwitha richartisticheritage.ThroughSITstudentsstudyHindi,Indianartsandculturewithlocalschol-ars and spend part of their semester living with an Indian host family.

St. Andrews University ThroughWhitman’saffiliation,qualifiedstudentsmay enroll directly for a single semester or anacademicyearatSt.AndrewsUniversity,aScottishuniversityfoundedin1411andlocatedontheeasterncoastofScotland.

Studio Art Centers International, Italy TheSACIprograminFlorence,Italyisspecifi-callydesignedforstudioartstudentswhowish tostudypainting,drawing,sculpture,photographyandotherartsinoneoftheworld’sforemostcentersforartandarchitecture.

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Syracuse in Italy ThroughWhitman’s affiliationwith SyracuseUniversity,qualifiedstudentsmaystudyarthistory,Italianlanguage,history,politicsandotherfieldsofItalianstudiesinthecityofFlorence,knownforitsoutstandingRenaissanceartandarchitecture.

University of East Anglia TheUniversity of EastAnglia, inNorwich,England, is a comprehensiveuniversity of 13,000studentsknownfor its interdisciplinaryschoolsofstudy.

University of Otago The University of Otago provides students the opportunity to enroll in a broad range of humanities, socialscienceandsciencecourseswithNewZealandundergraduates. Its location on the South Islandof New Zealandmakes study at the universityparticularlywellsuitedforstudentsofgeologyandbiology.

University of York Whitman students may attend the University of York,acomprehensiveuniversityof10,000studentslocatedinthehistoriccityofYork.

Whitman Summer Studies in China This six-week long summer program, admin-istered byWhitmanCollege in cooperationwithYunnanUniversityinKunming,China,isdesignedto give students an opportunity to strengthen their conversationalChinese language skills and learnaboutcontemporaryChinesesocietyfirsthand.Par-ticipants enroll in a four-credit, intensiveChineselanguagecourseat theuniversityanda two-creditSeminar inChineseStudies course taught by theWhitmanfacultydirectoroftheprogram(seeAsnS200).PrerequisitesincludeatleasttwosemestersofcollegeChineselanguage.Scholarshipsareavailableto qualified students from theDavidDealChinaExchangeEndowment.Theprogramisofferedeveryotheryearandwillbeofferedagainsummer2008.

Listed below are additional study abroadprogramswithwhich the collegemaintainsrelationships.Forthepurposesofcredittransferandfinancialaid,theseprogramsaretreatedlikeaffiliatedprogramsbythecollege.

American University in Cairo QualifiedstudentsinterestedintheMiddleEastmaystudyforasinglesemesteroranacademicyearattheAmericanUniversityinCairoinCairo,Egypt.CourseofferingsincludeintensiveArabiclanguageandMiddleEastStudiescoursesinEnglish.

College Year in Athens Abroadrangeofcoursesinarthistory,archae-ology, classics, and contemporary easternMedi-

terranean studies is available through this program in Athens,Greece.Studentsmayenrollforonesemesteroranacademicyear.

COPA Argentine Universities Program QualifiedstudentsofSpanishmayenrollinoneofthree universities in Buenos Aires, Argentina, while livingwithlocalfamilies,throughtheCooperatingProgramsintheAmericas.

COPA Merida, Mexico Qualified students of Spanishmay enroll attheAutonomousUniversityofYucatan inMerida,Mexico through theCooperatingPrograms in theAmericas.Participantstakecoursesinthehumani-ties,socialsciencesand/orsciencesandlivewithaMexicanhostfamily.

Council on International Educational Exchange QualifiedWhitmanstudentsmaystudythroughCIEE in eitherTaiwan or Senegal.TheTaiwanprogram,basedatNationalChengchiUniversityinTaipei, offers intensive Mandarin Chinese language andacourseonTaiwanesesociety.Whitmanrecom-mendstwosemestersofcollege-levelMandarinpriorto enrolling in theTaiwan program.TheSenegalprogramoffersarangeofcoursesinthehumanitiesandsocialsciencesrelatedtoFrancophoneAfrica.TheSenegal program requires prior study of twosemestersofcollege-levelFrenchorequivalent.

Fundación José Ortega y Gassett in Toledo SponsoredbytheUniversityofMinnesota,thisprogram in historicToledo, Spain, offers coursesinSpanish literature,history, arthistoryandotherdisciplinesforinternationalundergraduates.

Kansai Gaidai University KansaiGaidaiisaninternational-orienteduniver-sityinHirakata,JapanwithanAsianStudiesProgramspecificallydesignedforinternationalstudentswhowishtostudyJapaneselanguageandtakeJapaneseareastudiescoursesinEnglish.

Middlebury in Spain ThroughMiddleburyCollegequalifiedWhitmanstudentsmaystudyinoneofthreelocationsinSpain—theMiddleburyCollege’sSchoolinSpain(SedePrim)inMadrid;UniversidadCarlosIIIinGetafe;or Universidad de Cordoba in Cordoba. The two university options give students the opportunity to studyalongsidetheirSpanishpeers,whiletheSchoolinMadrid is designed exclusively forU.S. studyabroad students.

National University of Ireland at Galway Qualified studentsmay study humanities andsocial sciences alongside Irish students at theNa-

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tional University of Ireland in Galway through Butler University’sInstituteforStudyAbroad.GalwayisacongenialuniversitytownonthecoastofwesternIre-land,wheretraditionalIrishculturestillflourishes.

University of Costa Rica ThroughagreementwiththeUniversityofKan-sas,Whitman studentsmay enroll directly at theUniversityofCostaRica,acomprehensiveuniversityinSanJose,CostaRica.

ThecollegealsomaintainsalistofoverseasprogramsthatarenotaffiliatedwithWhitmanbutareapprovedforcredit.Workcompletedonnon-affiliatedstudyabroadprogramsistreatedastransfercredit,andnogradesareenteredonthestudent’sWhitmanCollegerecord.

Domestic Off-Campus Study ProgramsAdvisers: Michelle Janning (Fall); Helen Kim (Spring); and Susan Holme Brick Approximatelyone semesterof academiccreditisawardedforcompletionofanyofthreeprogramsofoff-campusstudyandinternship. TheWashington Semester Program is undertheaegisofTheAmericanUniversityofWashington,D.C.There are several specificprograms forwhich credit transfer is likely:IT-TelecomPolicy,Gender andPolitics, In-ternationalBusiness andTrade, Security vs.Liberty,TransformingCommunities,AmericanPolitics,PublicLaw,ForeignPolicy,EconomicPolicy, Justice,TheArts,Peace andConflictResolution, and International Environment and Development.Eachoftheseprogramsconsistsof seminars, an internship, and a research project. TheChicagoUrbanStudiesProgram is sponsoredby theAssociatedCollegesof theMidwest.Itcomprisesacorecourseonurbanproblems,aseminaronaspecificurbanissue,anindependentstudyproject,andaninternshipinvolvingthreeorfourafternoonsofworkperweek. The Philadelphia Center, sponsored by theGreatLakesCollegesAssociation,offersaseminarexaminingurbanlifeandpatternsofinteraction,anadditionalurbanstudyseminar,and an internship with professionals in a super-visedplacement.

Environmental Studies: Whitman College Semester in the WestAdviser: Phil Brick SemesterintheWestisafieldstudyprograminenvironmentalstudies,focusingonecologi-cal,social,andpoliticalissuesconfrontingtheAmericanWest.For a full semester,wewilltravel theWest, focusing on issues such asgrizzly bear andwolf reintroduction plans,managementofnationalparksandmonuments,the booming economy and culture of LasVegas,environmentaljusticeinNewMexico,and many more. Along the way, we will meet activists,writers, environmentalists, loggers,ranchers, miners, labor organizers, localpoliticians,landmanagers,historians,politicalscientists,geographers,foresters,economists,farmers,NativeAmericans,biologists,ecolo-gists,andcowboys.Aswetravel,wewillreadwhat others have written about the West, and wewilldomuchofourownwriting.Wewillexplore the ecology of the region, from thegrasslands of Hells Canyon to the deserts of ArizonaandNewMexico. Semester in theWest is a program forWhitmanCollege students only. Students ofsophomore status or higher are eligible to apply. OfferedFall2008.

Whitman in China ProgramAdviser: Shu-chu Wei-Peng Whitman in China provides an opportunity for sixWhitmanCollege alumni to spend ayearatYunnanUniversityinKunming,Shan-touUniversity inShantou, or NorthwesternPolytechnicalUniversity inXi’an, People’sRepublicofChina,teachingEnglishorservingas an English language intern at the university level.Thoseselectedwillbepaidamodestsal-aryfortheirservicesandgivenfreehousingbythe Chinese universities. Round-trip air travel fromSeattle toKunming,Xi’an, orShantouwill also be provided. No Whitman College creditisgrantedforparticipationinthispro-gram. A minimum of one year of study in the Chineselanguageisstronglyrecommended.

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Combined PlansEngineering and Computer ScienceAdviser: Robert Fontenot WhitmanCollegeisassociatedwithCaltech,theFuFoundationSchoolofEngineeringandAppliedScienceatColumbiaUniversity, theDukeUniversitySchool ofEngineering, theSchool ofEngineering andAppliedScienceatWashingtonUniversity in St. Louis, andtheUniversity ofWashingtonSchool ofEn-gineering in combinedprograms for liberaleducation in engineering and computer sci-ence.Inaddition,inconsultationwiththe3-2Engineering andComputerScienceProgramadviser, students can arrange individual pro-gramscombiningliberaleducationwithstudyinengineeringorcomputerscienceatotherABET-accrediteddepartmentsofengineeringandcomputerscience. Typically thecombinedplansrequirefiveyearsofstudy.Thefirstthreeyearsarespentat Whitman College, and the last two years arespentattheengineeringschool,wherethestudentcompletescoursesincomputerscienceoroneofthebranchesofengineering.AttheUniversity ofWashington and at non-affili-ated institutions, more than two years may be necessarytocompletethesecondphaseofthecombinedplanprogram.StudentswhotransfertoWhitman as candidates for the combinedplanmustcompleteaminimumoftwoyearsinresidenceatWhitmanandsatisfyappropri-atemodificationsoftherequirementsoutlinedbelow.Inthecombinedplan,twodegreesareawarded upon successful completion of theprogram:thedegreeofBachelorofArts,withmajorinNaturalandMathematicalSciencesorNMS,byWhitmanCollegeandthedegreeofBachelorofScience,withmajorincomputerscienceorafieldofengineering,bythetransferinstitution.TherequirementsforthecombinedplanaregivenbelowinthesectiontitledNMSMajorRequirements. Also note the informa-tioninthesectiontitledNotesandCautions. The combined plans in liberal arts andengineeringorcomputersciencerequirecare-fulscheduling.Studentswhoareinterestedinchemical,mineral,metallurgical,orbiomedicalengineering should takeChemistry 140 (or

125,126,135,and136)andcalculusduringtheirfirstyear.StudentswhoareinterestedinotherbranchesofengineeringorincomputerscienceshouldtakePhysics155and156andcalculusduringtheirfirstyear.Also,studentsshouldconsultwithMr.Fontenotintheirfirstyear at Whitman and regularly thereafter to ensurethattheyaremakingproperprogressinthe program. StudentsmustdeclareanNMSmajorbeforetheendoftheirfourthsemesterinresidenceatWhitman in order to be eligible to transfer to another institution to complete the program.(TransferstudentsmustdeclareanNMSma-jorbeforetheendoftheirsecondsemesterinresidenceatWhitman.)StudentswillhaveMr.Fontenotasmajoradviserbutmayneedtocon-sultwithprofessorsinsciencedepartments.

NMS Major Requirements TheNMSmajor,intendedonlyforstudentsinthe3-2EngineeringandComputerScienceProgram,hasthefollowingrequirements. (1) Earn at least 93 credits and spend

threeyearsatWhitman(62creditsandtwoyearsfor transferstudents)withaWhitmanGPAofatleast2.0.

(2)CompletetheWhitmanGeneralStudiesProgrambeforetransferringtoanotherinstitution.

(3)Completethemathematicsandsciencecoursesinlists(I)and(II)below,withacumulativeGPAatWhitmaninthesecourses of at least 2.0 and no coursegrade below C-.

(I)Mathematics167,225,235,236,244,and300;Physics155and156;Chemis-try140,orallofthecoursesChemistry125, 126, 135, and 136.

(II) One of the following three se-quences,chosenwiththeconsentofthe3-2EngineeringandComputerScienceProgramadviser:

(a)Physics245,246,255,and256; (b)Chemistry245,246,and250; (c)Mathematics260,270,and358. Normally,studentsinterestedinabranchofengineeringcloselyrelatedtophysicschoose(a);studentsinterestedinchemicalengineeringchoose (b); students interested in computersciencechoose(c);andstudentsinterestedinbiomedicalengineeringchooseeither(a)or(b),

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dependingontheintendedsubfieldandtransferinstitution. Additionalmathematics and/or sciencecoursesarerecommended.Forexample,Math-ematics367offers techniquesuseful inmostfieldsofengineering;Physics335isanessentialprerequisiteforstudentsinterestedinelectricalengineering; and statics (at another collegeoruniversity)andPhysics347are importantprerequisitesforstudentsinterestedincivilormechanicalengineering. (4)Completetherequirementsforadegree

incomputerscienceorafieldengineer-ingatoneof the affiliated institutions—Caltech,ColumbiaUniversity,DukeUniversity,WashingtonUniversityinSt.Louis,andtheUniversityofWashington— or in any otherABET-accreditedprogramintheUnitedStates.

Notes and Cautions (1) Fourof thefiveaffiliated institutions

(butnottheUniversityofWashington)requirethatstudentsseekingadmissionsecure a recommendation from the3-2 program adviser. Even with a recommendationfromthe3-2programadviser, admission to some of the affiliatedinstitutionsisnotguaranteed.Under normal circumstances, tosecurearecommendationfromthe3-2program adviser at Whitman and to be admitted to any of the five affiliatedprograms,studentsneedcumulativeandmathematics-scienceGPAsof at least3.0.WashingtonUniversityinSt.Louisand Columbia University normally acceptstudentswhoarerecommendedby the 3-2 program adviser at Whitman, take the prerequisitemathematics andscience courses, satisfy the generaleducation and credit requirements setby their institutions, and meet these 3.0 GPAstandards.

(2) Some institutions have higher (than2.0) overall andmathematics-scienceGPArequirementsfortransferadmissionand/or additional course, credit, orgeneral education requirements.Hereare three examples. (I)Along withadditionalrequirementsthatdependonthe intended major program, Columbia

University requires that studentsspend “approximately’’ three years atWhitman,complete97(not93)creditsatWhitman, and take the equivalentsof Economics 107 and English 110(or 210). (II)WashingtonUniversityrequires students to complete a three-creditorfour-credithumanitiesorsocialsciencecoursenumbered300orabove.(III)Caltech requires all 3-2 programstudentstotakePhysics245,246,255,and 256.This includes, for example,students planning to study chemicalengineeringwhowouldalsobeexpectedto takeChemistry 245, 246, and250.(SeeRequirement(3)above.)

(3) Students receive aWhitmanCollegedegree, with an NMSmajor, aftercompletingrequirements(1)through(4)aboveand,inparticular,afterreceivingaB.S.degreewithmajor incomputerscienceorafieldofengineering froman affiliated institution or from a non-affiliated butABET-accreditedprogram. Completing a degree in a non-affiliatedprogramorat theUniversityofWashingtonmaytakemorethantwoyears.

(4)IfaWhitmanstudentdoesnotreceiveaB.S.degreefromatransferinstitution,heorshemustsatisfytherequirementsfor a Whitman College major other thanNMS. Students, in consultationwith their premajor advisers and the 3-2EngineeringandComputerScienceProgramadviser,mayneedtokeepthispossibility inmind as they schedulecoursesatWhitman.

LawAdviser: Patrick Frierson (Philosophy) Whitman College is associated withColumbiaUniversity in an accelerated, in-terdisciplinary program that allows studentstoobtainabachelor’sdegree fromWhitmanand a juris doctor degree from Columbia after successfulcompletionofacombinedprogramrequiringsixyearsratherthanseven. AfterspendingthreeyearsinresidenceatWhitman in any of the liberal arts, the student willenrollnotonlyinlawcoursesatColumbiabut also, after the first year of regular law

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courses,inotherprofessionalorgraduate-levelcoursesselectedinconsultationwithWhitmanCollege. Columbia is one of the nation’s most selective law schools.The program is thusdesignedforstudentswithhighacademiccre-dentials,combinedwithqualitiesofleadershipand maturity that show promise for outstanding professionalservice. Requirements for satisfactory completionofthebachelor’sdegreeportionofthiscom-bined program are determined by Whitman. Requirementswhich should be completedduringthefirstthreeyearsinordertoqualifyasanapplicantaresetforthinguidelinesavail-ableintheofficeofthepre-lawadvisers.Itisimportanttostudytheserequirements,aswellasthoseofthestudent’scontemplatedfieldofmajor study, as early in the years at Whitman aspossible.Planningisessentialandneedstobestartedeitherlateinthefirstyearorearlyinthe sophomore year. Students must formally communicatetheir interest in being considered for theWhitman-Columbia Program in Accelerated Inter-disciplinary Legal Education early in the firstsemesteroftheirjunioryearbynotifyingthe pre-law advisers. In the spring of his or her junioryear,eachcandidatefornominationtothe program submits to the Whitman College Pre-LawCommitteealetterofapplication,acopyoftheirtranscript,theirscoresontheLawSchoolAdmissionsTest(notethatstudentswillneedtoregisterfortheFebruaryLSATinearlyJanuary)andlettersofrecommendationfromtwofacultymembers.Inaddition,thecandidateundergoes an interview by the Committee. During the process, thePre-LawCommitteewill consultwithColumbiaLawSchool. Ifthecandidateissuccessful,thenominationisformallyforwardedtoColumbiawhichwill,inturn,sendapplicationmaterialstothenominee.Acceptance at Columbiawill depend upona number of factors, ofwhich scores on theLSATandgrade-pointaveragearebutpartialcriteria.

Forestry and Environmental ManagementAdvisers: Robert Carson, Heidi Dobson WhitmanCollegehasanassociationwiththeNicholasSchoolof theEnvironmentand

EarthSciences atDukeUniversity,Durham,North Carolina. TheCooperativeCollegeProgram is de-signedtocoordinatetheeducationofstudentsat Whitman College with graduate programs in thebroadareaofresourcesandenvironmentof-feredatDukeUniversity.Participatingstudentsareacceptedintoeitheroftwodegreeprograms,theMasterofForestry(M.F.)ortheMasterofEnvironmentalManagement(M.E.M.).Theco-operativeprogramisdesignedtoaccommodatestudents after three years of study at Whitman or upongraduationfromWhitman.DukerequiresapplicantstotaketheGraduateRecordExam(general testwithout any advanced subjecttests)inOctoberorDecemberoftheyearpriortothedesiredyearofentrance.ThosestudentswhocompletethenecessaryqualificationsandwhochoosetoenterDukeafterthreeyearsmayqualify for one of the professionalmaster’sdegreeswithfoursemestersatDuke,inwhichatleast48creditsareearned.UponcompletionoftherequirementsoftheDukeprogram,thestudent will be awarded the B.A. degree in the appropriatefieldbyWhitmanCollege. Athirdoptionisalsoavailableinwhichastudent may enter one of the above two degree programsplus theSchool ofBusiness; threeyearsofstudyforconcurrentdegreesatDukewill earn the Master of Business Adminis-tration(M.B.A.)degreeinadditiontotheM.F.or M.E.M. The major for the Whitman degree will be biologyorgeology,dependingonthecoursestakenatWhitman. Thespecificrequirementstobecompletedat Whitman College are as follows: 1. Forthebiologymajor,thefollowingcourses

are required:aminimumof22creditsofbiologytoincludeBiology111,112,205,215 or 277, plus a minimum of 7 additional credits in courses above the 200 level;Chemistry 125, 126, 135, 136, or 140;Economics107or109;Geology210(or110or120);Mathematics125,astatisticscourse(chosenfromMathematics128,Psychology210, or Sociology 208). In addition, thefollowing courses are recommended:Mathematics167;Economics307;ayearofphysics.

2. Forthegeologymajor,thefollowingcoursesare required:aminimumof22creditsofgeology to includeGeology 210 (or 110or120),220,350andatleast10additional

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credits in courses numbered above 300;Biology 111, 112; Chemistry 125, 126,135,136,or140;Economics107or109;Mathematics125,astatisticscourse(chosenfromMathematics128,Psychology210,orSociology208).Inaddition,thefollowingcoursesarestronglyrecommended:Biology215or277,Mathematics167,Economics307,andayearofphysics.

3. DukeUniversityhasthefollowingadditionalprerequisite: “Aworking knowledge ofmicrocomputers forwordprocessing andanalysis.”

4. Studentsmust have aminimum of twoyears of residence atWhitman and havecompleted a minimum of 94 credits beforeenteringDuke;thestudentmustalsosatisfytheCoreanddistributionrequirementoftheGeneralStudiesProgram.

5. Studentswhowish to participate in thisprogramasa3-2candidatemustobtainarecommendationfromtheDuke/Whitman3-2Committee.However,DukeUniversityreservestherighttomakethefinaldecisionregarding acceptability of the student foradmission.

International StudiesAdvisors: Michelle Janning (Fall); Helen Kim (Spring) A 3-2 agreement with the Monterey Institute of International Studies allowsWhitman students to complete the bulk oftheir undergraduate education in our liberalarts environment and then complete pre-professionalworkatMIIS. Studentsapplyforentrytothe3-2programat thebeginningof thefirst semesterof theirjunioryearandareconsideredeligibleiftheyhave completed aminimumof62 credits, ofwhichat least30wereearnedinresidenceatWhitman,withaGPAof3.3orbetterinboththemajorandoverall.Competencyinasecondlanguageisexpected.Bytheendofthejunioryear,studentswillhavecompletedatotalof93credits,ofwhich54wereearnedinresidenceatWhitman; all general studies requirementsand the second language requirements havebeenmet;most requirements for themajor(as determined by themajor department inquestion) have been completed; and the 3.3GPArequirementhasbeenmetinboththemajorand overall. Major departments are permitted to waiveupto8creditsinthemajorwheretheyfeel thatMIIS offers comparable or suitable

courses. Successful studentswill receive aWhitmanB.A. upon receipt of anymaster’sdegreeatMIIS.

OceanographyAdvisers: Paul H. Yancey, Robert Carson WhitmanCollege is associatedwith theSchoolofOceanographyoftheUniversityofWashingtoninaprogramforliberaleducationinbiologicalorgeologicaloceanography.Theplanrequiresfiveyearsofstudy;thefirstthreeyears are spent at Whitman College and the last two years at the University of Washington, wherethestudenttakescoursesinoceanographyandbiologyorgeology.StudentswhotransfertoWhitmanCollege as candidates for thecombinedplanmustcompleteaminimumoftwo years in residence atWhitmanCollegeandcompleteappropriatemodificationsoftherequirementsoutlinedbelow.Inthecombinedplan,twodegreesareawardeduponsuccessfulcompletion:thedegreeofBachelorofArtsbyWhitmanCollegeandthedegreeofBachelorofScienceinOceanographybytheUniversityofWashington. The degree from Whitman College will be in biology or geology, depending on the coursestakenasspecifiedbelow. Students who are recommended by WhitmanwillentertheadmissionsprocessoftheUniversityofWashington.Inordertosecurea recommendation fromWhitman, a studentmustsatisfythefollowingrequirementsduringhis or her three years at Whitman: (a)Earnatleast94creditsandspendthree

years atWhitman (62 credits and twoyears for transfer students) with a WhitmanGPAofatleast3.0.

(b)CompletetheCore,requiredofallfirst-year students attending Whitman.

(c)CompletetheGeneralStudiesDistributionRequirementsatWhitman.

(d)Complete certain mathematics andsciencescoursesincludingthoselistedbelow, with a cumulative GPA atWhitman in these courses of at least3.0.

This plan requires careful scheduling.Studentsmustdeclareoneofthesemajorsbytheendof their fourth semester in residenceatWhitmanCollege (transfer studentsmustdeclareattheendoftheirsecondsemesterinresidenceatWhitmanCollege).Itisstrongly

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recommendedthatinterestedstudentsconsultwith one of the program advisers starting in theirfirstyear,thenconsultregularlythereaftertoensurethattheyaremakingproperprogressin the program.

Required Math and Science Courses (1) Biology-Oceanography majors mustcomplete Chemistry 125, 126, 135, 136 (or140),245;Mathematics125,126,225,235,236;Geology 110; Biology 111, 112, 205, 277 or215,309,310,and488.Ayearofphysics(eightsemestercredits) isalsorequired,whichmaybesatisfiedwithWhitman’sPhysics155,156,ortheUniversityofWashington’sPhysics121,122,123.At the University of Washington in their fourth andfifthyears, studentsmust take at least eightsemester-equivalent credits of upper-divisionbiology electives, and three semester-equivalentcredits of independent research; and theymusttake theBiologyGraduateRecordExaminationandattainascoresufficienttosatisfyWhitman’srequirements. (2) Geology-Oceanography majors mustcompleteChemistry125,135,126,136,or140;Mathematics125,126,225,235,236;Biology111,112;Geology110,320,350,358,360,andfourormorecreditsincoursesnumberedabove300.Ayearofphysics(eightsemestercredits)isalsorequired,whichmaybe satisfiedwithWhitman’sPhysics155,156ortheUniversityofWashington’sPhysics121, 122, 123. At the University of Washington intheirfourthandfifthyears,studentsmusttakeat least 12 semester-equivalent credits of upper-divisiongeologyelectives;andtheymusttakethe geology departmentwrittenmajor examinationandattainascoresufficienttosatisfyWhitman’srequirements.

Teacher EducationAdviser: Kay Fenimore-Smith UniversityofPugetSoundCooperative4-1Program:WhitmanCollegeisassociatedwiththeUniversityofPugetSoundSchoolofEducationinacooperative4-1MasterofArtsinTeaching(MAT)certificationprogram.UponcompletionofaWhitmanbaccalaureatedegree,students who have applied to the program and metprogramrequirementsareadmittedtotheSchoolofEducationforafifthyearofstudyculminatinginaMastersofArtsinTeachingdegree and aWashington State TeachingCertificate. WhitmanalsomaintainscontactwithotherNorthwestcollegesthatofferMATprograms.See education department faculty formoreinformation.

Malheur Field StationAdviser: Robert Carson TheMalheur Field Station is located onthe Malheur National Wildlife Refuge south of Burns, Oregon. The station is owned by TheGreatBasinSociety,andtheeducationalprogram for the station is advised by a consortiumof private and state colleges anduniversities in Oregon and Washington. WhitmanCollege is a consortiummember.The station’s summer education programconsistsof courses lasting fromone to threeweeks.Allcoursesarefieldorientedandrangefrom diverse zoology and botany offeringsto geology, archaeology, and environmentalphotographyprograms.Eachcoursecarries1to4semesterhoursofcredit.Thecurriculumdrawsstudents from all areas of the liberal arts and isanattractivecomplementtoenvironmental,geological, biological, and ecological programs.

Careers and Professions Whilesocialtrendsandeconomicpressuresmay bring emphasis on “job training’’ inmany types of institutions, Whitman remains confidentthatitsroleasaliberalartscollegemeetsmanycrucialneedsofsociety. For studentswho can identify their owninterests and abilities, inform themselves about opportunities,anddosomecarefulplanning,aneducational foundation in the liberalartshasprovedtobethebestofresources. AlargepercentageofWhitmangraduatescontinue their education in graduate orprofessional schools. For those who seekcareersimmediatelyaftergraduation,positionshavebeenfoundinsuchfieldsasjournalism,sales, teaching, library work, publishing,radio and television, research, advertising,personnel,publicrelations,insurance,banking,transportation,productionandmanufacturing,retailing, and government. Advisersintheacademicdepartments,intheOfficeoftheAssociateDeanoftheFaculty,andintheCareerCentertalkregularlywithstudentsabout advanced study and about immediateand long-range occupational opportunities.

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In addition, the college has selected specialpreprofessional advisers, listed below, to help in thoseareasofinterestwhichwarrantparticularattentionbecauseoftheirgeneralappeal.

Business ManagementR. Pete Parcells (Economics) Thebestopportunitiesforcareer-longad-vancementinmodernbusinesscometothosewhohaveacquiredaknowledgeoftheunder-lying principles of economics, finance, andcommunicationwithsociety.Abackgroundinthesciencestoprepareforthechangingworldmay be beneficial.An understanding of therelation of business to government and the positionofbusinessinsocietyalsoisessential.Strongoralandwrittencommunicationskillsare important. The recommended courses are designedto give the student a general rather than a technical preparation.The guiding principleoftheprogramistherecognitionthattechnicaltraininginthefieldofbusinessadministrationisbestachievedingraduateschoolorthroughon-the-jobtraining.SuchapreparationqualifiesWhitman graduates for many forms of business management training programs and provides afoundationforstudyingraduateschoolsofbusiness. SuggestedCourses: Economics107,227,268,and327 Mathematics125,126 Majorstudyinpolitics,economics,or sciences

DentistryJim Russo (BBMB) Dental schools recommend that the pre-dentalstudentacquireasbroadandliberalaneducational background as possible beforeentering the highly specialized professionalcoursesgivenindentalschool. Studentsinterestedinthestudyofdentistryshouldfamiliarizethemselvesasearlyaspossiblewiththespecificrequirementsoftheschoolstowhichtheyplantoapply.Theserequirementsarecontained in the Official Guide to Dental School. Dental schools inColorado,OregonandWashington give preference to residentsandstudentsofWICHEstates(Alaska,Arizona,Hawaii,Montana,Nevada,NewMexico,NorthDakota,Utah,andWyoming).Thesearestates

that lack dental schools.You can find theAmericanDentalEducationAssociationhomepage at http://www.adea.org. It has links todentalschools.ThesiteoftheAmericanDentalAssociationishttp://www.ada.org. Minimalrequirementsofalldentalschoolsare usually a year each ofEnglish, biology,physics, general chemistry, and organicchemistry. Pre-dentistrystudentsshouldcontactthead-viserearlyinthefirstyearofstudyatWhitmanandconferwiththeadviseronaregularbasis.Participationinadentalobservationprogramishighlyrecommended. SuggestedCourses: Biology 111, 112, 205, 3291, 3392

Biology 259 or 3101, 3

Chemistry 125, 126, 135, 136; orChemistry140

Chemistry 245, 246, 250 organic chemistryandlaboratory.Someschools,includingtheUniversityofWashington,requireonlyonesemester of organic chemistry; however,theUniversityofWashingtonandOHSU(Oregon) require biochemistry (BBMB325).

Physics135,136,155,156 1Highly recommended by University of

WashingtonDentalSchool 2Required by University ofWashington

DentalSchool 3RequiredbyOregonHealthandScienceUni-

versity(OHSU)

Foreign ServiceChair, Department of Politics TodaymanydepartmentsandagenciesoftheUnitedStatesgovernmentofferavarietyof overseas employment, both in careerpositionsandinstaffsupportwork.Positionsmay be secured through general entranceexaminations for the public service, throughspecialrecruiting(asisgenerallythecaseforthe intelligence services, the PeaceCorps,and aid and technical assistance programs),or by special examinations, as those for theDiplomaticServiceandtheConsularServiceoftheDepartmentofStateandtheInformationServiceoftheU.S.InformationAgency. Nospecialsetofcoursesisrecommended,but demonstrated aptitude in foreign language study,history,andpoliticsisgenerallyessentialforoverseascareerpositions.Informationonrecruitment procedures and examinations is

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available, as is information on employment withprivateorganizationsabroad.

LawPatrick Frierson (Philosophy) Whitman does not have and does not recommendaformalpre-lawmajorasprepa-rationforlawschool,believingthatnospecificseriesofcoursescanbeconsideredcorrectforevery student who intends to enter the legal profession.Major lawschoolsand theAsso-ciationofAmericanLawSchoolsagreethatabroad liberal arts program is the best general preparation. Lawschoolswantevidencethat itsappli-cantscanthink,read,write,expressthemselvesorally, and have some understanding of the forceswhichhaveshapedhumanexperience,developed its institutions, and ordered its values.Awidevarietyofcoursesinthesocialsciences, history, literature, philosophy, andrhetoric dealwith suchmatters, though indifferent ways and with different emphases. The study and practice of law also requiresanalyticalreasoningskillswhicharefosteredbycertaincoursesinmathematicsandthenaturalsciences,economicsandphilosophy. Students planning a legal career arewel-come to discuss their planswith a Pre-LawAdviser.Those interested in the combined program with Columbia University that will permit them to obtain a law degree and a bachelor’sdegreeattheendofsixyearsratherthan the normal seven should read provisions for such a program in theSpecial Programs sectionofthisCatalog.It isessential toplanfor this program as early as possible in order tomeetallrequirements. TheP-D-Fgradeoptionshouldbeusedbypre-law studentswith caution.Studentswhohope to attend law school the fall followinggraduation should take either theOctoberorDecemberLawSchoolAdmissionTestduringtheir senior year in order to meet most law schooladmissiondeadlines.AreasontotaketheearlierOctobertest:scoreswillbereportedpriortomostlawschooladmissiondeadlines,anadvantagewhenjudgingone’schancesforadmissiontovariousschools.

Library ScienceBarbaraella Frazier (Library)Lee Keene (Library) AMaster ofLibraryScience degree is aprerequisite for a professional career in li-brarianship,andabroadliberalartseducationisexcellentpreparationforthemaster’sprogram.Onelibraryschoolseeksapplicantswith“aninquiringmind, initiative, the flexibility toaccommodatechange,andasenseofrespon-sibilitytothepublicandtocolleagues.’’Whilelibrarianstraditionallyhavebeeneducatedinthe humanities, a background in the socialor physical scienceshasbecomevaluable asthenumberofspecializedlibrariesincreases.Emphasisisincreasinglyplacedoncomputerapplicationswithin libraries, and the alliedfieldofinformationscience.Coursesinoneormoreforeignlanguages,whilenotrequiredbyalllibraryschools,areuseful. PenroseLibraryoffersstudentemployment,and the librarians listed above are available to discussgraduateschoolpreparationandcareerpossibilities with interested students.

MedicineJean Carwile Masteller (English)James Russo (BBMB; Chair, Premedical Advisory Committee) SeetheHealthProfessionsWebsite:http://www.whitman.edu/content/career_center/healthprofs. Themedical profession seeksindividuals from a variety of educationalbackgrounds.Although a strong foundationin the natural sciences is essential, amajorin the sciences is not.A broad, liberal artseducation shouldenable futurephysicians togatherandassessdata, tocontinuallyupdatetheirknowledgeandskills,and toapply thisnewinformationtothemedical,scientific,andethicalproblemstheywillface. Becausemuch of the practice of con-temporarymedicine is preventative aswell as curative, medical school admissionscommittees also look for well-developedcommunicationskillsandanampleexposuretothesocialsciencesandhumanities.Theyareconcernedwithboththebreadthandqualityoftheundergraduatecoursework. Studentsinterestedinthestudyofmedicineshould familiarize themselves as early as

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possiblewiththespecificrequirementsofthemedicalschools towhichtheyplantoapply.TherequirementsforeachU.S.andCanadianallopathic (MD)medical school, aswell asother useful information, are provided in the bookMedical School Admission Requirements. See theAssociation ofAmericanMedicalCollege(AAMC)Websiteatwww.aamc.org. Studentsconsideringacareerinmedicineshould attend the premed orientation meeting duringtheopeningweekoftheirfirstyear.ThefollowingcourseswillsatisfytherequirementsforadmissiontomostU.S.medicalschools: Biology—One year of introductory biology

(Biology 111 and 205); one additionalcourse;twosemestersoflaboratory

Chemistry—Oneyearofgeneralchemistrywithlaboratory(Chemistry125,126andChem-istry135,136).Oneyearorganicchemistrywithtwocreditsoflaboratory(Chemistry245,246andChemistry250)

Physics—Oneyearofphysicswithlaboratory(Physics155,156)

Mathematics—Oneyearofcollegemathematics(Mathematics125,126and128arerecom-mended)

English––TwosemestersofEnglish(110,210,310 or any English writing or literature course)

Biochemistryandmolecularbiologyhavebecomeacentralcomponentofcontemporarymedical education.TheUniversity ofWash-ingtonrequiresstudentstodemonstratecoursework in biochemistry (BBMB 325 orBiol309). SincewritingabilityisassessedasoneofthefourmajorMedicalCollegeAdmissionTest(MCAT)areas,andVerbalReasoningisoneofthequantifiedMCATareas,classesthatstressserious analysis of written material are also recommended. At least one year of social science (e.g.,Psychology110andoneadditionalcourseinanthropology, economics, sociology or psy-chology)isrecommended. The following is a sequenceof steps thatshould be followed if you plan to apply to medicalschoolsduringyoursenioryear: 1. After the opening week orientation

meeting, contact an advisor at leastonceasemesterthroughthesophomoreyear.

2. Inthejunioryear,makeanappointmentwithJimRussoandsetupacandidatefile.

3. PreparetotaketheMCATbetweenJan-June of your junior year.

4. Obtain evaluation forms and contactpeopleyouplan toask towrite lettersof evaluation for you.

5. Complete the American MedicalCollegeApplicationService(AMCAS)applicationonlinenolaterthanJuly30(www.aamc.org/students/amcas/start.htm).

6. Contact JimRusso between July 1-Sept.1tosetupaninterviewtime.Aninterviewwiththeadvisorycommitteeisrequiredforthecollegetoprovidethecommitteeletterrequestedbythemedi-calschools.InterviewsareheldbetweenthefirstdayofFallclassesandOct.30.The committee cannot guarantee aninterviewifyoudonotscheduleatimebeforeSept.1.AcopyofyourAMCASapplicationandalllettersofevaluationmustbesent to thechairno later thantwoweekspriortoyourinterviewtime.Many students apply after graduation. SeeJimRussoformoredetails.

MinistryWalter Wyman (Religion) TheAmericanAssociationofTheologicalSchools recommends a broad liberal artseducationasthemostdesirableundergraduatepreparation for the ministry. English, history, philosophy, and the social sciences are allappropriate as undergraduatemajors. Someexperienceinthesciencesandinthefineartsisrecommended.Areligionmajororareligionminor,whilenotanessentialprerequisiteforgraduate study, would provide a solid basis for seminaryorgraduateschoolandwouldenablethestudenttomovemorequicklyintoadvancedstudies.Foreignlanguages(especiallyFrench,German,andpossiblyGreekorLatinorChineseorJapanese)arehighlyadvisableforstudentscontemplatingdoctoralworkinreligion.

MusicRobert Bode (Music) ThedepartmentofmusicatWhitmanCol-lege offers aBachelor ofArts degreewith

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possible special emphases in performance,theory/composition, history, or jazz.Recog-nizingitsroleinaliberalartsinstitution,thedepartmentoffersappliedlessonsandcurricu-lar choices formajors andnon-majors alike.More than sixty percent of the student bodyparticipates in themusic program throughperformance,individuallessons,oracademicclasses. Themajorensemblesoncampus—WhitmanChorale,SymphonyOrchestra,JazzEnsembles,WindEnsemble,andWhitmanChamberSing-ers—areopentoallstudentsbyaudition.Operaproductions have includedBizet’sCarmen, Gilbert andSullivan’s Iolanthe and Gondo-liers,Mozart’sMagic Flute and The Marriage of Figaro,Puccini’sLa Boheme, Rossini’s The Barber of Seville, and Bernstein’s Candide.

Public ServiceChair, Department of Politics Careersinpublicservicehaveincreasedasaresultofrecentdevelopments.Toanevergreaterdegree,evencountyandcitygovernmentshaverealizedtheyneedprofessionally-trainedpeopletoserveasresearchersandplannersaswellasadministrators.Theexpansioninthenumbersand kinds of special interest groups and theincreased degree towhich these groups areemploying professionals have also meant new career possibilities for peoplewith research,analytical,andpoliticalskills.Thesenewcareeropportunities are in addition to the traditional publicadministrationpositionsinfederalandstateagencies. Apersoninterestedinapublicservicecareershould developgood research and analyticalskills and an ability to write and speakeffectively.AbroadbackgroundinAmericangovernment and society is necessary,withemphasisonpolitics,economics,andsociology.Statisticalandcomputerskillsareessential. SuggestedCourses: Economics107,268 EnvironmentalStudies120 History 297 Mathematics128 Politics118,179,219,309,313,317,458 Sociology110,207,208

Social Work and Human Services Keith Farrington (Sociology) WhitmanCollegeprovidesthebasicsocialsciencetrainingrequiredforcareersinsocialworkandhumanservices.Thereisacontinuingdemandfortrainedsocialandhumanservicesworkers in such fields as child and familywelfarework,neighborhoodrecreationalandhealth service, and rehabilitation of youthoffenders.Advancedpositionsinsocialworkandhumanservicesrequiretrainingatgraduateschool.However,thepresentdemandforsocialworkersmakesitpossibleforstudentstoobtainpositions upon completion of their under-graduatetraining.TheAmericanAssociationofSchoolsofSocialWorkandleadingschoolsinthisfieldrecommendasoundfoundationinthesocialscienceswithabackgroundinotherareasofaliberalartseducation.Alsorecommendedissomeorientationtothespecificproblemsdealtwithbythesefields. Studentsinterestedincareersinsocialworkandhumanservicesarewelladvisedtomajorinpsychologyorsociology, thoughmajoringinsomeothersocialsciencefieldisnotinap-propriate. In addition to major preparation in a particularfieldinthesocialsciencestherearespecificsocialsciencecourseswhichcontributeto preparation for a career in social service,dependinginlargepartontheparticularareaofsocialserviceworkinwhichthestudentisinterested.Thebestprogramisoneworkedoutwith the preprofessional advisers. SuggestedCourses: Economics107 History368 Philosophy127,128 Psychology110,210,230,240,260 Sociology117,230,257,267,300,307,317

Sport Studies, Recreation and AthleticsDean Snider (Director of Athletics and Chair, Sport Studies, Recreation and Athletics) Whitman’sprogramofactivityandlectureclasses, intramurals,andclubandinter-colle-giateathleticsisbroad-basedandflexible.Theprogramisdesignedtomeetthephysicalandrecreational needs of the college communityandtoenhancethequalityoflifeandlearningofallwhoparticipate.

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Career opportunities in sport studies, ath-letics, leisure and recreation are expandingrapidly.Withastrongliberalartsbackground,anacademicmajor,andasportstudiesminor,a student will be well prepared for graduate studiesinsportstudiesorforacareer. SportstudiestheorycoursesatWhitmanof-ferintroductionstothescientific,philosophical,administrative,andmethodologicalfoundationsofphysicaleducationandsport.Practicumsal-low students to design and pursue supervised teaching,coachingandothersportleadershipexperiences.Certificationcoursesassure thatstudentsmeet common requirements in thefield. SuggestedCourses: Biology 120 Sport Studies,Recreation andAthletics 200,

308,325,327,335,340,380,390,397,490,495

Abroadrangeofactivitycourses

Teacher CertificationKay Fenimore-Smith A strong liberal arts education is perhapsthebestpreparation foracareer in teaching.Whether a student is interested in elementary or secondary education, a liberal artseducation provides teachers with a broadunderstanding of the interrelated nature of the academicdisciplinesbeyondtheirownareaofexpertise. The education department atWhitmanoffers aminor in education that preparesstudents for graduate level programs that award both amaster’s degree and teachercertification. Education facultywill assiststudentsinexploringandapplyingtofifth-yearprograms.

TheatreTom Hines, Nancy Simon (Theatre) For the student planning a career inprofessional theatre, the opportunities at Whitman are threefold: 1. A strong liberal arts background,

necessarybecausethetheatremaydealwith anything and everything about being human.

2. Rigorous training in a variety of theatre disciplines, necessary because theatreis collaborative and the quality of our

workdependsonunderstandingthatofourcolleagues.

3. Frequent opportunity to participatein performance, necessary becauseperformanceisthelanguageoftheatre.

In addition to its courses of study, thetheatre department annually presents eight majorproductionsinitstwotheatresaswellasnumerousinformalperformances.ParticipationintheatreproductionsisopentoallWhitmanstudents.

Veterinary MedicineKendra Golden (Biology) Schoolsofveterinarymedicine recognizethe importance of a liberal arts educationwithastrongfoundationinthesciences.Thestates of Washington, Oregon, and Idaho have joined in a regional program in veterinary medical education.The programalso servesthestatesofAlaska,Arizona,Hawaii,Montana,Nevada,NewMexico,NorthDakota,Utah,and Wyoming through the Western Interstate Commission forHigherEducation compact.You can find theAssociation ofAmericanVeterinaryMedical Colleges homepage athttp://aavmc.org. The site of theAmericanVeterinaryAssociation ishttp://www.avma.org. Pre-veterinarystudentsshouldcontacttheadviser early in their first year of study andlearn the pre-veterinary requirements of theveterinaryschoolintheirresidentstate. SuggestedCourses: Biology111,112*,205*,259,310,329,339 Chemistry125*,126*,135*,136*,orChemistry

140;and245,246,250,BBMB325* Mathematics125*,126*,128* Physics135*,136,155*,156 *Designates specific requirements forWash-

ington State University, University ofCalifornia-DavisandColoradoState.

Courses and ProgramsThe Divisions The academicdepartments of the collegeandthecoursesofinstructionaregroupedintotheSocial Sciences andEducation division,theHumanities andArts division, theBasicSciences andMathematics division,GeneralStudies,andInterdisciplinaryStudies.

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DIVISION I: Social Sciences andEducation,including the departments ofAnthropology,Economics, Education, History, Politics,Psychology, Sociology, and Sport Studies,RecreationandAthleticsaswellascourses intheLibrary.William C. Bogard, Chair.

DIVISIONII:HumanitiesandArts, includingthe departments of Art, Art History and Vi-sualCultureStudies,Classics,English,ForeignLanguagesandLiteratures,Music,Philosophy,Religion,RhetoricandFilmStudies,andTheatreaswellascoursesinDanceandWorldLiterature.Robert D. Tobin, Chair.

DIVISIONIII:BasicSciencesandMathematics,including the departments ofAstronomy,Biology, Chemistry, Geology,MathematicsandComputer Science, and Physics aswellascoursesinScienceandtheprograminBio-chemistry,Biophysics,andMolecularBiology.Andrea K. Dobson, Chair.

GENERALSTUDIES:AntiquityandModernity,CriticalandAlternativeVoices,andDistributionRequirements.

INTERDISCIPLINARY STUDIES:AsianStudies,EnvironmentalStudies,GenderStud-ies,InterdisciplinaryStudies,LatinAmericanStudies,andRaceandEthnicStudies.

The Course Schedule andDescriptions With the exception ofGeneral Studies,eachdepartmentorareaofcourseofferingsispresentedinthefollowingpagesinalphabeticalorder and not by divisions (General Studiesinformation is found at the beginning of the section).Departmentallistingsbeginwiththenamesoffacultymembersinthedepartment,followed by a brief summary of purpose and adescriptionofrequirementsforamajorandminorconcentrationinthatdepartment.Basicinformationoncollegepersonnelcanbefoundin the DirectoriessectionoftheCatalog. Studentsregisteringforcoursesinthe2007-2008academicyearshouldreadtheappropriatedescriptions that follow,be familiarwith theacademic information thatprecedes this seg-ment of theCatalog, and read carefully theRegistrar’sinformationthatiscirculatedpriortoregistrationeachyear.

An attempt has beenmade tomake eachcoursedescriptionasself-containedaspossiblebykeepingsymbolsandothersuchdevicestoaminimum.Theterm“course”generallymeansasemesterofacademicwork.Eachcourseisnumberedandtitled,andonthenextlinethenumber of credits the course provides eachsemesterappears(forexample,“4,4”indicatesthatthecourseisofferedduringthefallsemes-ter and repeated during the spring semester for fourcredits,and“x,4”indicatesthatthecourseisnotscheduledduringthefallsemester,butitisofferedforfourcreditsduringthespringsemester).Totherightofthisinformationisthenameoftheprofessorteachingthecourse. WhitmanCollege courses are numbered100-499.Thefirstdigitofthecoursenumberindicatesthegenerallevelofthecourse:100,Introductory;200and300,Intermediate;400,Advanced.Theseconddigitmaybeusedbythedepartmenttodesignatetypesofcoursesorthesequencewithinthegenerallevel.Thethirddigit is used by some departments to differenti-ateindividualcoursesandprovideinformationconcerning sequences. Frequently, numbersendingin1,2,3,4indicateyear-longcoursesinwhichthefirstsemesterisnotaprerequisiteforthesecond;numbersendingin5,6indicateyear-longcoursesinwhichthefirstsemesterisaprerequisiteforthesecond;coursesendingin7,8,9,0aregenerallyonesemestercourses.Although Whitman College does not have an upperdivisionrequirement,coursesnumbered200 and higher have been designated as upper divisionforreference. This numbering system generally applies to alldepartmentswiththefollowingexception:sportstudies,recreationandathleticsactivitycourses are numbered consecutively at the100 levelwith the exceptionof intermediateandadvancedlevelactivitiesandcoursesforintercollegiateathletics. Forsubjectareasinwhichthecoursesaresequential in nature, e.g., sciences,mathe-matics and languages (specifically, languagecourses numbered 105, 106, 205, 206, 305,306),completingamoreadvancedcoursegen-erallyprecludessubsequentlyearningcreditinlowerlevelcourseswhichareprerequisitesforthe advanced course. (That is, earning credit

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inMathematics 225,Calculus III, precludescompletinganylowerlevelcalculuscourseforcredit.)Inrarecases,inforeignlanguagescon-sentfromtheteachingareamightbeobtainedtoallowexceptionstothispolicy. Studentsareaskedtonotecarefullythein-formationonprerequisites,oncourseofferingsthat alternate annually with others, and on other specialarrangements.Forthemostpart,suchitemsappearinitalics. The course descriptions provide generalinformationwhichmaybeused for programplanning. However, students should be aware that itmaybenecessary tomakechanges inthisscheduleofcourseofferingsaftertheCat-aloghasbeenprinted.Anupdatedscheduleofclasses,whichprovidesinformationoncourseofferingsandspecificclassmeeting times, isissued by the Registrar prior to registration for thefallsemester.Inaddition,themostaccuratescheduleinformationappearsviaaweblinkonthe Whitman homepage. The departmental or course informationincludesastatementofthenumberofmeetingsorperiodsperweek.This isan indicationofthein-classtimecommitmentforthecourseintermsofthestandard50-minuteclassperiodorhour.Itshouldbeunderstoodthatcoursesarelisted as “three lectures perweek’’ or “threeperiodsperweek’’toindicateatotalmeetingtimeof 150minutes.These coursesmaybescheduled for three 50-minutemeetings ortwo75-minutemeetingsor,occasionally,one150-minutemeetingperweek. Whitman College reserves the right to change the courses of instruction and theteaching personnel listed herein at any timebecauseofchangingcircumstances,includingwithdrawingcoursesforwhichthereisnotsuf-ficientregistration.Suchchangesapplytoallstudents—prospectivestudents,thosecurrentlyenrolled, and former students returning to the college.

General Studies Program TheGeneralStudiesProgramconsists oftheCore (Antiquity andModernity) and theDistributionRequirements.TheCoreprovidesbothanintegrationofvarietiesofknowledgeintoacoherentwholeandasignificantcontextforthoughtandwrittenexpression.TheDistri-butionRequirementsaretheprimarymeansofachievingbreadthandperspective;thestudentisrequiredtosampledisparateareasofknowl-edgeandwaysofknowing. All students,with the exceptions notedbelowfortransferstudents,arerequiredtosuc-cessfullycompletethetwo-semestersequenceoftheCore(GeneralStudies145,146)duringtheirfirstyearof studyatWhitmanCollege.GeneralStudies245 is optional. In addition,theDistributionRequirementsmustbe com-pleted.

Distribution All students are required to complete thefollowingDistributionRequirements: 1. Aminimum of six credits in the Social

Sciences. This requirement is satisfiedby courses in anthropology, economics,education (except 267), history, politics,psychology (except 210, 239, 360 andsomecoursesdesignatedSeminarsorTuto-rials–seetheindividualcoursedescriptions),andsociology.

2. AminimumofsixcreditsintheHumanities.Thisrequirementissatisfiedbycoursesinclassics; English (except 150, 250, 251,310,320,321,322);EnvironmentalStudies247, 340, 347, 349; foreign languagesand literatures; philosophy (except 109);religion; rhetoricandfilmstudies (except110,121,165,221,222,250,360);Theatre371, 372; andworld literature; coursesdesignatedIndependentStudymaynotbeused to satisfy the Humanities distribution requirement.Astudentmaynotusemorethaneightcreditsfromanyonedepartmentto satisfy the requirements inHumanitiesand Fine Arts.

3. AminimumofsixcreditsintheFineArts.Thisrequirementissatisfiedbycoursesinart; art history andvisual culture studies;dance;music; theatre (except 371, 372);English150,250,251,310,320,321,322;EnvS347;andRhetoricandFilmStudies

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110,165,250,and360;coursesdesignatedIndependentStudymaynotbeusedtosat-isfytheFineArtsdistributionrequirement.A student may not use more than eight creditsfromanyonedepartmenttosatisfythe requirements inHumanities andFineArts.

4. Aminimumof six credits inScience, in-cludingatleastonecoursewithalaboratory.Thisrequirementissatisfiedbycoursesinastronomy;BBMB; biology; chemistry;geology; physics (except 115, 116); andPsychology360;anylaboratoryorcoursewitharegularlyscheduledlaboratorymaybeusedtofulfillthelaboratorycomponentofthisrequirement-seetheindividualcoursedescriptions.

5. One course of three ormore credits inQuantitative Analysis. This may be met by the following courses:Mathematics andComputerScience–allcourses;Astronomy110,177,178,179;Biology228;Chemistry100, 102, 125, 126, 140; Economics227, 327, 479;Geology350;Music 327;Philosophy109;Physics101,102,103,155,156,245,246,385,386;Psychology210;Sociology208.

6. Two courses designated as fulfilling therequirement inAlternativeVoices.Thesecourses include: General Studies 245;Anthropology219,231,233,238,248,249,257,258,259,358;ArtHistory208,240,243,246,247,248,329,340;AsianStudies–all courses;Chinese–all courses;Classics140;Education348,360;French–coursesnumberedabove210;GenderStudies100;German–courses numbered above 206;History109,110,114,127,128,188,210,212,223,226,241,247,248,268,272,283,287,300,301,310,322,323,325,344,346,347, 349, 370, 371, 377, 381, 382, 383,384, 387, 389, 393, 488, 490, 494, 495;Japanese–allcourses;Music160,310,354;Philosophy225,235;Politics157,242,258,259,268,300,313,328,335,338,348,359,367,458;Psychology239,335,336;RaceandEthnicStudies301;Religion207,209,217, 221, 222, 250, 251, 337, 343, 347, 349, 358;Rhetoric240,340;Sociology258,267,271,370;Spanish–coursesnumberedabove206;WorldLiterature200,227,317,318,327,328.

Somedepartments offer special topics inany given year that may or may not be applicable toward theAlternativeVoicesrequirement–see the individual coursedescriptions.

Manycoursestakenwhileonastudyabroadprogram or on a domestic urban studiesprogrammay be approved to fulfill thisrequirement-checkwiththeStudyAbroadOffice,theOfficeofDomesticOff-CampusProgramsortheGeneralStudiesCommit-tee.

Allcoursesinsportsstudies,recreationandathletics,andthosecoursesinenvironmentalstudiesnotspecificallydesignatedinthedistri-butionareaslistingabove,donotcounttowardthe completion of theDistributionRequire-ment. A student may not apply any individual coursetowardmorethanoneofthedistributionareas, with the exception of the courses used to fulfill the requirement in Quantitative Analysis. Forexample,astudentmayuseHistory212tomeeteither therequirement inSocialSci-encesortherequirementinAlternativeVoicesbutnotboth.Coursesthatarecross-listedwillbe applied to the distribution area appropriate to the department named in the registration number(e.g.,Classics224[GreekandRomanArt]wouldbeaHumanitiescourse;thesamecoursetakenasArtH224wouldbeaFineArtscourse). DistributionRequirementsmaynotbesat-isfiedbycreditsobtainedforworkinthehighschool(e.g.,AdvancedPlacement,InternationalBaccalaureate).CoursestakenwiththeP-D-Fgradeoptioncannotbeusedtosatisfydistribu-tionrequirements. Transfer students entering with fewer than 58acceptablecredits(i.e.,belowjuniorlevel)must complete theCoreunless,uponappeal,theBoardofReviewfindsthattheyhavepassedcomparablecoursesatanotherinstitution. AstudentwhohasreceivedafailinggradeinGeneralStudies145or146maynotre-enrollinthecoursefailedduringthefollowingsemes-ter.

1��, 1�� Antiquity and Modernity (The Core)�, � Staff Atwo-semesterexplorationoftheformationandtransformationof somewesternworldviews (waysof understanding nature, society, the self, and thetranscendent).The coursewill focus on theWorldofAntiquity and theModernWorld.Attentionwillbegivennotonly to thecontinuity in the transitionofdominantworldviews,butalsotocompetingandalternative visions.The coursewill examine some

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of the important individualsandeventswhichhavesignificantlyshaped,reshaped,andchallengedtheseworldviews.Inthisprocess,revolutionsinthoughtandsociety,encountersbetweenpeoplesandcultures,andperspectiveson“us’’and“them’’willconstitutemajorobjectsofstudy.Thestudyofprimarysources,discussion,andwritingwillbeemphasized.Thetwosemesterswillbetaughtasasingleyear-longcourse,withthefirstsemesteraprerequisiteforthesecond.TheP-D-Fgradeoptionmaynotbeelectedforthiscourse.Threeclassmeetingsperweek.

2�� Critical and Alternative Voices�, � Fall: J. Davis, Biswas, Tupper

Spring: Biswas, Charlip, Kim Thisone-semesterextensionoftheFirst-YearCorewillcallintoquestionthe“dominance”oftraditionalwesternworldviewsbycriticallyexaminingthehis-toricalandideologicalrolesplayedby“others.”Theaimistolearntolistentothesealternativevoicesintheirowncontexts.Suchvoiceswillincludethosegeo-graphically“non-western,”aswellasthoseexcludedorsubordinatedbywayofrace,gender,orclasswithinEuropeandAmerica.Prerequisites:GeneralStudies145 and 146.

AnthropologyJasonPribilsky,Chair, Fall 2007 (on Sabbatical, Spring 2008)CharlesF.McKhann,Chair, Spring 2008Gary Rollefson (on Sabbatical, 2007-08)SuzanneMorrissey, Research Associate Knownasthe“holisticsciencetohuman-kind,’’ anthropology attempts to understandsocio/culturalsystemsinthebroadestofcom-parativeperspectives.Anthropology seeks toexaminethedifferencesbetweenthevastvari-etyofexistinghumansocietiesandtoexplaintheir development from simplest beginning to moderncomplexity.Archaeologyandphysicalanthropologyaddaunique timedepth to thedisciplineamongthesocialsciences. Anthropologycoursescodedatthe200levelareethnographicsurveycourses(i.e.,coursesabout someparticular culture area).Coursescodedat the300 levelare theoretical-topical(i.e., aimed at particular theoretical issues).Allofthesecoursesareopentostudentsofalllevels. A student who enters Whitman without prior college-level preparation in anthropol-ogywillhavetocomplete36creditstofulfilltherequirementsfor theanthropologymajor.

Coursescompletedintheanthropologymajorapply to the social science and alternativevoices(selectedcourses)distributionareas. TheAnthropology major: A total of 36 creditsinanthropologytoincludeAnthropology101,102,318,490,491and492(or498);plus20 additional credits including at least onecourse from two of the following clusters:(219,257,258),(259),and(233,239,240,and249). Studentsmay also fulfil the 200-level,by takingaspecial topicscourse(247).Onlyone247- coursewill be allowed tomeet the200-levelcourserequirement.Inthefinalyearstudents majoring in anthropology must pass a seniorassessmentconsistingofawrittenthesisand an oral defense. TheAnthropologyminor: Anthropology 101,102,318;pluseightadditionalcreditsinanthropology.

101 Paleoanthropology: An Introduction to Archaeological and Physical Anthropology�, x Morrissey Abasic introduction to thegoals,concepts,andmethodsofarchaeologicalandphysicalanthropology.Human origins, evolution, and modern variation are thefocusofphysicalanthropology.Archaeologywillbe examined as ameans of reconstructing extinctcultures.Thebroad evolutionof culture fromplio-pleistocene to the origins of civilizationswill besurveyedinarchaeologicalperspective.Threeperiodsperweek.Opentofirst-yearstudentsandsophomores;juniorsandseniorsbyconsentonly.

102 Introduction to Cultural Anthropologyx, � McKhann Anintroductiontothecross-culturalstudyofsocialandculturalsystemsemployingacombinationofeth-nographicandanthropologicaltheoreticalmaterials.Threeperiodsperweek.Opentofirst-yearstudentsandsophomores;juniorsandseniorsbyconsentonly.

21� Chinese Religionx, � McKhann AnintroductiontothereligionsoftheHanChinesepeople. The emphasis is on the range of everyday religiousbeliefs andpractices, rather thanon insti-tutionalizedBuddhismandTaoism.Topics include:myth,cosmology,statereligion,andthecultsofan-cestors,godsandghosts,folkBuddhismandTaoism,and religious syncretism.Distribution area: socialscienceoralternativevoices.

231 Archaeology of South America�; not offered 200�-0� AsurveyofthearchaeologicalevidenceinSouthAmericafromtheearliestoccupationsuntilEuropeanconquestinthe16thcenturyAD.Thecoursetracesde-

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velopmentsfromtheearliesthunter-gatherersocietiestotheemergenceofstatesandempires.Readingswillconcentrateonincreasingsociopoliticalandsocioeco-nomiccomplexityrevealedinsettlementpatterns,eco-nomicdiversity,art,architecture,andritualpractices,andhowthesedevelopmentsvariedacrossthediverseenvironmentalregionsofthecontinent.Distributionarea:socialscienceoralternativevoices.

233 Archaeology of East Asia�; not offered 200�-0� An investigationof the rich tapestryof culturaldevelopmentineasternAsiafromtheearliestevidenceofStoneAgeoccupationsthroughthecivilizationsoftheeighthcenturyAD.Attentionisfocusedonadapta-tionstoenvironmentalandsocio-economicfactorsthatled tostableagriculturalproduction; theemergenceofcivilization,statesandempires;andtheinteractionoflocalandregionalpoliticsasexpressedinculturalexpressionsofart,science,andconquest.Distributionarea:socialscienceoralternativevoices.

23� The Archaeology of Mesoamerica�; not offered 200�-0� AsurveyofthearchaeologicalevidenceinMexicoandCentralAmericafromtheearliestoccupationsuntilEuropeanconquestinthe16thcenturyAD.Thecoursetraces developments from the earliest hunter-gath-erersocietiestotheemergenceofstatesandempires.Readingswillconcentrateonincreasingsociopoliticalandsocioeconomiccomplexityrevealedinsettlementpatterns, economic diversity, art, architecture, andritual practices.Distribution area: social scienceoralternativevoices.

23� Prehistoric Archaeology of Europe�; not offered 200�-0� PrehistoricEuropeisacoursedesignedtosurveythegeneralpatternsofhumanphysical,culturalandsocialdevelopmentinthecontinentfromtheearliestappearanceofhumanactivityuntiltheagesofmetal-lurgy.Thechangesinthosegeneralpatternsoveranimmenseperiodoftimeareplacedagainstabackdropofmajoralterationsoflocalandregionalclimateaswellasmovementsofpeople(includingGreeksandRomans)andideasalongconvenientroutesofcom-munication.

2�� Special Topics in Peoples and Cultures1-�

2�� ST: Anthropology and Ethnicity in China�, x McKhann Thiscourse isan introduction to(Han)Chinesewaysofthinkingaboutethnicotherness.ItbeginswithabriefhistoryofearlyChineseviewsofcosmologicalorderandtheplaceofvariousnon-Hangroupswithinthat order. Following a more detailed study of map-pingandethnographicknowledgeintheQingQynasty(1644-1911),itturnstotheriseofmodernanthropol-ogyintheearly20thcentury,whensomeofChina’smost famous anthropologists were trained abroad

andthenbroughtEuro-AmericanmodelshometotheChinese countryside.The largest part of the coursedeals with developments in Chinese anthropology since1949.ModelsintroducedfromtheSovietUnionled to aparticular styleofMarxist anthropology inthe 1950s and 60s. Since the 1980s,many foreignanthropologistshavebeenatworkinChina,andmanyChinese anthropologists have studied abroad. This has been a fertile period for Chinese anthropology, leading tonewmodelsandcollaborativeresearch,andraisingnewquestionsaboutethnicity,development,andstatepower. Prerequisites:AtleastonecourseinculturalanthropologyormodernChinesehistory.ThiscoursemaysubstituteforAnth219,257,or258tomeettheclusterrequirementfortheanthropologymajor.Dis-tributionarea:alternativevoices.

2�� Native Cultures of North America x, � Karson This survey course examines a cross-sectionofpeoples and cultures from nativeNorthAmerica,focusingon culture areas, languages, religions, tra-ditional practices aswell as contemporary life andcurrentissuesfacingnativecommunitiestoday.Atten-tionwillbepaidtohowsocial,political,culturalandhistoricaleventshavecometoshapeandinformpres-entdayrelationsandidentityformations.Ethnographicandhistoricalinformationconstitutethebulkofthecourse,which also includesnativeNorthAmericaninfluences,origins,andpre-contacthistory.Particularattention will be paid to the peoples of the Columbia RiverPlateau,whichincludestheconfluenceoftheSnakeandColumbiaRiversandsurroundingregion.Distributionarea:alternativevoices.

2�� Prehistoric Background to Western Civilization �; not offered 200�-0� Thecourseexaminesthegeneralpatternsofhumanphysicalandculturalevolutionfrom1.5millionyearsagountilthebeginningsof“civilization”inwesternAsia.Studentsareexposedtotheresultsofarchaeo-logicalsurveysandexcavations,gainingexperiencein the methods of analysis and interpretation of envi-ronmentalandsocialparametersthatinfluencedandwitnessedincreasinglycomplexculturaldevelopment.Theemergenceofreligiousceremony,craftspecial-ization, refinement of economic strategies, and theintensificationofsocialandpoliticalcomplexityareconsideredfromAnatoliainthenorth,IraqintheEast,andIsrael,JordanandSinaitothesouth.Distributionarea:alternativevoices.

2�� Chinese Society and Culture�; not offered 200�-0� An introduction tomodernChinese society andculture,ruralandurban,withanemphasisonenduringculturalpracticesandmoderntransformation.Usingethnographiesandfilms,thiscourselooksatchangingideas about cosmos, the individual, family, gender,socialrelations,ethnicity,politics,andthestatefromlate imperial times to the present. Distribution area: alternativevoices.

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2�� Peoples of the Tibeto-Burman Highlands�; not offered 200�-0� AnintroductiontothesocietyandcultureoftheTibetan,Yi,Naxi, Jingpo, andother peoples livingin the region of southwest China, northern Mianmar (Burma)andTibet.Studiesinhistory,religion,politics,andsocialstructurepointoutthedifferencesaswellasthe similarities among these Tibeto-Burman peoples.Distributionarea:alternativevoices.

2�� Andean Culture and Society Since the Inca

�; not offered 200�-0� AnintroductiontothehistoryandcultureofthehighlandAndes regionofSouthAmerica.Thefirsthalfofthecoursewillbefocusedonpre-Columbiancultures of theAndeswith an emphasis on the art,architecture, religion, and political structure of theIncaEmpire.The challenges of Spanish conquestandthecultureofcolonialismthatfollowedwillbeanalyzedforcluestounderstandingmodernAndeanculture.ThesecondhalfofthecoursewillbedevotedtoanethnographicsurveyofmodernAndeansocieties(inBolivia,Ecuador,andPeru)withemphasisplacedupon issues of race and ethnicity,mestizaje, ritual and religion, exchange and reciprocity, health andmedicine,genderandfamilylife,andenvironmentaladaptation.Distributionarea:socialscienceoralter-nativevoices.

30� Archaeology Method and Theory �; not offered 200�-0� Thecourseinvestigatesthehistoryandcurrentsta-tusofthetheoriesandmethodsusedtoobtain,analyze,andinterpretinformationinthearchaeologicalrecordforthepurposeofreconstructinghumanculturaldevel-opment.Thecoursematerialincludesprojectsusingartifactualmaterialscuratedat theMaxeyMuseum,andatleastonefieldtriptoanarchaeologicalsiteintheNorthwestisplannedeachsemester.

312 Visual Anthropology�, x McKhann Anintroductiontothehistory,theoryandpracticeof ethnographicdocumentary, focusingonfilmandvideo, but includingdrawing, painting andphotog-raphy asmodes of visualizing the anthropologicalsubject.Thework of the course is evenly dividedbetween theory and practice. Students view, readabout,anddiscussethnographicdocumentaries,whilesimultaneously producing their own in cooperativesmall groups. Prerequisite: Anthropology 102.

31� Language and Culture�, x McKhann Languageisexaminedasaculturalsystem.Thefirsthalffocusesonlanguagestructureandincludesa discussionof signs, reference,meaning, and cat-egories.The secondhalf examines languageuse in sociallysituatedcontexts(pragmatics),anddealswithproblemsofparticipantrelations,poeticanddiscoursestructure,andtheanalysisofmythandritualaslin-guisticgenres.

31� History and Theory in Anthropology�, x Pribilsky Thecoursewilltracethedevelopmentconceptuallyandhistoricallyofexplanatorytheoryforsocio-cul-turalphenomena.“Schools”ofthoughtsuchasRac-ism,EnvironmentalDeterminism,Marxism,CulturalEvolutionalism, Structuralism, andNeo-BoasianParticularism are presented and contrastedwith anemphasisonthecontributionofeachtoanemergentsynthetictheoryofculture.Threeperiodsperweek.Prerequisite:eighthoursofanthropologyorconsentofinstructor.

32� Myth and Religion in Traditional Societies�; not offered 200�-0� A comparative examination of the role ofmy-thology, ritual,andbelief insocio-cultural systems.The primary emphasis is on belief and religious sys-temsotherthanthemajororganizedreligions.Threeperiodsperweek.

32� Anthropology and History�; not offered 200�-0� Aseminarexploringandattemptingtoreconcilethedifferencesbetweensymbolicanthropologicalandhistorical approaches to the studyof events.Read-ingsbyRadcliffe-Brown,Cohn,Sahlins,Comaroffs,Ladurie,Burke,Dening,Furet,Braudel,andotheran-thropologicalhistoriansandhistoricalanthropologists.Opentoallstudents,butintendedespeciallyforupperlevel anthropology and history majors. Enrollment will be limited to 12 students.

32� Culture, Health, and Healing: Medical Anthropology

�; not offered 200�-0� Medicalanthropology looksat the interfacebe-tweenculture andhealth in all its formsacross thespectrumofsocietiesandcultures.Astartingpointforthiscoursewillbedistinguishingphysical“disease”fromculturalunderstandingsof“illness.”Wewillthenexplorethewaysworldviews,beliefs,andpracticesshape both the incidence of disease and the expe-rienceofillness.Topicswillinclude:therelationshipbetween biology, ecological processes and culture,ethnomedicine,tranceandhealing,politicaleconomicdeterminants of sickness, cultural assumptions ofbiomedicine,cross-culturalmentaldisorders,“cultureboundillnesses,”genderandhealth,andculturalcon-ceptionsofthebody.Throughoutthecourse,studentswillassesstheusefulnessofapplyingtheperspectivesandmethodsofmedicalanthropologytotheconcernsofpublicandinternationalhealth.

33� Doing Ethnographic Fieldwork: Researching and Writing Culture�; not offered 200�-0� Thegoalofsuccessfulethnographicfieldworkhasbeen summed up by one prominent anthropologist as “tofigureoutwhatthedevil[societies]thinktheyareupto.”Buthowdoanthropologistsexactlydothis?

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Thiscourse,runasaworkshop,looksathowculturalanthropologistsdeviseresearchprojects,collectdata,and present their findings in ethnographic form.Thefirst two-thirds of the coursewill be devotedto a hands-on exploration of various ethnographicmethods.Studentswillselecta“fieldsite”topracticeethnographicmethodswith theculminationof theirworkbeingawrittenethnographyofaboutagroupofpeopleorculturalphenomena.Methodswillinclude:mapping, linguistic and analysis, analysis of ritualbehavior,ethnographicinterviewing,andparticipantobservation.Duringthelastone-thirdofthecoursewewillanalyzenewandalternativestrategiesofwritingethnography and the debates surrounding them. Pre-requisite:Anthropology102orconsentofinstructor.

3�� Special Topics in Anthropology1-�

3��A ST: Traditional Sites, Native Rights: Indigenous Concepts of Land

x, � Karson This course enters the arenaof indigenousphi-losophies toward landscapeandlanduse,exploringconceptsoftraditionalandcontemporarylandtenure,landclaims,andfederallandpoliciesinvariousab-originalterritories.Alsotobeanalyzedaretheinherentconnectionsbetweennativeconceptsofreligionandtheland.Thecoursewillentailreadingethnographiccasestudiesthathightlighttiesbetweenlandandna-tiveidentity.Therewillalsobeethnographicfilmsandotherformsofdirecttestimonialfromnativepeoplepastandpresentrelatingtheimportanceofthelandtoongoingissuesofculturalandpolitcalsovereignty.TheclasswillbepredominantlybasedondiscussionwithsomelectureandwillincludeafieldtriptotheUmatillaIndianReservation.Studentswillcompleteweeklyshortresponsepaperstotheassignedreadingsandclassdiscussionaswellasamid-semesterresearchpaper.Therewillbeafinalexamformattedasshortanswersandessayquestions.

3��B ST: Museums and Monuments: Representation in the 21st Century

x, � Karson Thiscourseexplores thecontemporarymuseumand commemorative space as places of reckoning,examining the historical legacies and forms ofrepresentation that created themuseum trope.Seenlargelyasrepositoriesforartandartifacts,museumsandculturalcentershavecometomeanandinterpretmultiple facets of society.Resistance to that tropehas allowed fornew formsofmuseumspace tobedevelopedandreproduced,whileremainingsocialandpoliticalnodesofcontact.Studentswillexaminetheseformsofrepresentationwhileseekingconnectivetieswithinanthropology.ParticularattentionwillbepaidtothegrowthofthetribalmuseuminNativeAmericanhomelands today.

3�� Sex and Gender in Anthropological Perspective

�; not offered 200�-0� Anintroductorysurveytoanthropologicalthink-ing about gender and sex beginningwith an earlydisciplinaryemphasison“sexroles”amonghuntersandgatherersandendingwithcontemporaryresearchon“genderedidentities.”Topicswillinclude:naturevs. nurture debates, sex and reproduction, culturalconstructionofmotherhood,thirdgenders,andgenderandreligion.Organizationofthecoursewillfollowalong the development of different approaches anddebateswithinanthropology,includingpsychological,structuralist,symbolic,feminist,andMarxistperspec-tives.Distributionarea:socialscienceoralternativevoices.

�1� Independent Study in Anthropology1-�, 1-� Staff For advanced students only.The studentwillundertake readings indepth inanareaof theoryorcontentofhisownchoice.Prerequisite: consentofinstructor.

��1 Thesis Research1, x Staff Seniormajor students undertake basic biblio-graphical research in a topical area leading to thewritingofathesis.Athesisoutlineandresearchplan,as well as a reading list, will be generated.

��2 Thesisx, 2 Staff Seniormajor students record in a thesis a sub-stantialoriginalresearchprojectbasedontheprevioussemesterplanandbasicbibliography.

��� Honors Thesisx, 2 Staff Designedtofurtherindependentresearchleadingto the preparation of an undergraduate honors thesis in anthropology.Requiredofandlimitedtoseniorhonorscandidatesinanthropology.Prerequisite: admission to honorscandidacy.

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ArtCharles Timm-Ballard, ChairMichelleAcuff MareBlockerBenBloch CharlyBloomquist Courses provide the background for thepracticingartist,fortheteacherofstudioart,andforleisureusesofart.Astudentmayselectan emphasis in studio art in the major or minor study programs. Coursescompleted in theartmajorapplytothefineartsandalternativevoices(selectedcourses)distributionareas. Majorrequirements: A minimum of thirty-fivecreditsincluding:ArtH103,ArtH229andonecoursedealingwithnon-modernarthistory(e.g.AsianArt,RenaissanceArt,Greek andRomanArt,Aesthetics);ArtS 110, 115; 130or160; oneother beginning levelArtS class,oneintermediatelevelArtSclass,oneadvancedlevelArtSclass in theareaofconcentration,ArtS480,490.ThecompletionofArtH229isaprerequisitefor480and490. For the student who desires to pursue graduatestudiesinstudioart,itisrecommendedthatadditionalcoursesbetakeninthemajorinconsultationwiththeadviser. Minorrequirements: A minimum of twen-ty-onecreditsincluding:ArtH103,ArtS110,115,plusninecreditsfrombeginninglevelArtScourses(whichmustincludeatleastone3-Dclassandone2-Dclass)andanadditionalthreecreditsofanintermediatelevelArtScourses. For the art major with an art history and visual culture studiesminor, no coursemaysatisfyboththemajorandminorrequirements.When the same class is required in both themajor andminor, an additional classwill berequiredaftertheappropriatedepartmenthasapproved it. The P-D-F optionmay not be used forclasseswithintheartmajororminor.

101, 102 Special Projects2 or 3, 2 or 3 Staff Projectsforthebeginningstudentinarttoworkinagroupinaspecificfield.Fee requiredforbookarts($85),ceramics($100),painting($85),photography ($165),printmaking($110),orsculpture($125). Pre-requisite:consentofinstructor.

110 Introduction to Visual Art Practices3, 3 Staff Introduction to the basic languages supportingcontemporaryfineartpractices.Basicvisualandspa-tialskillswillbedevelopedthroughthecreationandcritiqueofvariousassignedproblems.Basiclanguagesofproductionandcritiqueusedinavarietyof2Dand3Dmediawillbeexploredwiththegoalofpreparingstudents to become complex and articulate visualthinkers.This isa lecture/demonstrationcoursethatwillincludeslidelectures,demonstrations,andhaveaseriesofassignedproblems.Thiscourseisopentofirstandsecondyearstudents,orbyconsentofinstructor.Fee$50

11� Beginning Drawing3, 3 Fall: Staff; Spring: Staff Introduction and exploration of the basic tech-niquesofdrawingwhilerefiningperceptionskillsusingvariousmediasuchasgraphite,chalk,charcoal,conté,watercolor,andink.Acreativeapproachwillutilizethe elements of line, shape, texture, value, volume,andcolor.Variousbasiccompositionaleffectswillbeexploredthroughtheuseofthefigure,landscape,andstill life as a point of departure. Daily assignments and outsideprojectsandcritiques.Two two-hour studiosessionsperweek.Fee:$40.

123 Beginning Photography3, 3 Bloomquist Providesaworkingknowledgeofthemechanicsofthecameraandthebasicskillsnecessarytodevelopblack-and-whitefilmandprintphotographs.Weeklylecturesandassignmentswillconsiderandexperimentwithvariousissuesinphotographysuchascomposi-tion,pointofview,documentation,andtherelationshipofsubjectandviewer.Inadditiontoweeklyassign-ments, studentswill participate in a group showoftheirworks.Prerequisite:consentofinstructor.Fee: $165.

130 Beginning Ceramics3, 3 Timm-Ballard Theartofworkingwithclay.Techniquesincludehandbuildingsculpturalandfunctionalforms,theba-sicsofthrowingonthewheelandglazing.Emphasiswillbeuponachievinganunderstandingofclayasauniqueartmedium.Twotwo-hoursessionsperweek.Prerequisite: none. Fee:$100.

1�0 Beginning Book Arts3, 3 Blocker Ahands-onintroductiontotheartandhistoryofthehandmadebook.Anhistoricaloverviewpairedwithanin-depthlookatcontemporarybookart.Studentswilllearntosettype,toprintbothtextandimagesonaVandercrookproofpress,andtofabricatenumerousbookbindingstructures.Awiderangeofimage-mak-ingprocesses,bothon-pressandoff,willbeexplored.Studentswill embark on their own book projects,includingseveralclasscollaborations.Fee:$85.

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1�0 Beginning Sculpture3, 3 Acuff Three dimensional art. Emphasis on the basicsof threedimensionaldesign,howcreativeideasareformed andwhy this approach to art is chosen byartists.Degreesofdepthareexploredrangingfromdrawingandrelieftoworkintheround.Techniquesandmedia explored include claymodeling, plastercasting,metalwork and constructionwithmixedmedia.Twotwo-hoursessionsperweek.Fee:$125.

1�� Beginning Painting3, 3 Staff Themedia andmethods of basic paintingwithemphasisonachoiceofacrylicoroilpaintandonwatercolor. Studentswork on class projects fromstilllife,thefigure,andlandscapetodevelopapaint-ingfromthesketchestothefinishedcanvas.Groupcritiquesinvolvearticulationoftermsandideas.Twotwo-hourstudiosessionsperweek.Fee:$85.

1�0 Beginning Printmaking3, 3 Blocker This coursewill explore the basic skills andtechniquesofprintmakingasavehicleforvisualex-pression.Variousprocesseswillbecoveredandmayincludeintaglio,relief,lithography,and/orserigraphy.Twotwo-hourstudiosessionsperweek.Fee:$110.

1�0 Beginning New Genre Art Practices3, 3 Bloch This course serves as an introduction to recentand emerging new genres in the practice of fineart.Through lecture,discussion,demonstrationandpractice, studentswillgain familiaritywitha rangeofcontemporaryformatsincludingvideoart,instal-lation,digitalsound,theinternet,conceptualand/orperformanceactions.Emphasisisplacedoncreatingmeaning in art through the use of one or more new genreformats.Instructionincludesthedemonstrationofsound,image,andarchivingsoftware,theme-baseddiscussionsincontemporaryart,filmscreenings,andaseriesofassignedtechnicalproblems.Prerequisite: none. Fee:$150.

201, 202 Special Projects2 or 3, 2 or 3 Staff Projectsfortheintermediatestudentinarttoworkinagroupinaspecificfield.Fee requiredforbookarts($85),ceramics($100),painting($85),photography($165), printmaking ($110), or sculpture ($125).Prerequisite:consentofinstructor.

20� Special Topics in Studio Art1-�, 1-� Staff ThiscoursewillexploreselectedtopicsinStudioArt at the intermediate level. Prerequisite:consentofinstructor.

20� Special Topics: A New Genre Art from 1��0s to Present

3, x Bloch Thisspecialtopicscoursewouldserveasacom-prehensive surveyof performance, time-based, anddigitalart,fromthe1960stopresent,withafocusoninnovations andnewdirections in art over thepasttwodecades.The coursewouldmake concentrateduseofLindaWeintraub’stextbook,“InTheMaking:CreativeOptions for ContemporaryArtists,” andwould also include aminimized studio element.Ashortlistofartistsandartist’scollectivesthatwouldbecovered(bothinandoutsideoftheWeintraubbook)are: Charles Ray, Gillian Wearing, Mathew Barney, BillViola,IsaacJulien,ThomasKinkade,PippilottiRist,AlixLambert,MarciaLyons,WilliamKentridge,ChrisBurden,DanielJosephMartinez,SpikeJonze,ChristianMarclay,PaulMcCarthy,XuBing,CriticalArt Ensemble,Gelatin,Marin,Abramovic,DavidHammonds, and others.

21� Intermediate Drawing3, 3 Staff Compositional effects are further explored onan intermediate level through the use of the visual elementsofline,shape,texture,value,volume,color,perspective,andabstraction.Personaluseofcombinedmediaeffectsareexplored.Weeklydrawingassign-mentsaregivenandcritiquedinclass.Twotwo-hourstudiosessionsperweek.Fee:$40.Prerequisite:ArtS115orconsentofinstructor.

223 Intermediate Photography3, 3 Bloomquist Designed for studentswith thebasic skillsnec-essarytoprocessandprintblackandwhiteimages.Variousfilmformatsizesandimage-makingprocesseswillbeintroduced.Studentswillbeexpectedtoexperi-mentwithalternativemethodsofphotographicimagegathering.Studentswillparticipateinagroupshowandpreparea slideportfolioof theirwork.Prereq-uisite:ArtS123orconsentofinstructor.Fee:$165.

230 Intermediate Ceramics3, 3 Timm-Ballard Acontinuation of the creative development ofbothfunctionalandnonfunctional forms.Advancedforming processes introduced.The formulation ofclaybodies,glazesandtheirpreparation,testingandapplication.Kiln loading andfiring practices.Twotwo-hoursessionsperweek.Prerequisite: ArtS130orconsentofinstructor.Fee:$100.

2�0 Intermediate Book Arts3, 3 Blocker The course focuses on various binding andtypography for the student who desires to develop furtherexperienceinBookArts.Coursewillcontainmulti-leveled individualized attention.Fee: $85.Prerequisite:ArtS140orconsentoftheinstructor.

Art

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2�0 Intermediate Sculpture3, 3 Acuff The development of and exploration of formaland conceptual approaches to sculpture. Issues incontemporarysculpturewillbeexplored.Theuseofwood,metalsandplasterwillbeexploredalongwithlesstraditionalapproachestocreatingworkincludinguseoffoundobjects,mixedmedia,performanceandgroup projects.Two two-hour sessions perweek.Prerequisite:ArtS160orconsentofinstructor.Fee: $125.

2�� Intermediate Painting3, 3 Staff Designed to follow beginning painting and design forthestudentwhodesirestodevelopfurtherexperi-enceinpainting.Paintingtechniquesinacrylicsandoils, the development of personal style and imagery, and self and group evaluation methods. Two two-hour studiosessionsperweek.Prerequisite:ArtS167orconsentofinstructor.Fee:$85.

2�0 Intermediate Printmaking3, 3 Blocker Thiscoursewillexploreintermediatelevelskillsandtechniquesofprintmakingasavehicleforvisualexpressionincludingnon-traditionalapproaches.Vari-ousprocesseswill be coveredand include intaglio,relief,lithography,and/orserigraphy.Twotwo-hourstudiosessionsperweek.Fee:$110.Prerequisite:ArtS170orconsentofinstructor.

2�0 Intermediate New Genre Art Practices3, 3 Bloch Thiscoursecontinuesthecriticalexplorationofrecent and emerging newgenres in the practice offineart.Through lecture,discussion,demonstrationandpractice,studentsadvancetheirfamiliaritywitharangeofcontemporaryformatsincludingvideoart,installation, digital sound, the internet, conceptualand/or performance actions.Emphasis is placedoncreatingmeaning in art through the use of one ormore new genre formats. Instruction includes thedemonstrationof sound, image, andarchiving soft-ware, theme-baseddiscussions incontemporaryart,filmscreenings.Studentsindependentlycompleteandpresentatleastonelargerscaleartworkinanewgenreformat. Prerequisite:ArtS180orconsentofinstructor.Fee:$150.

301, 302 Special Projects2 or 3, 2 or 3 Staff Projectsfortheadvancedstudentinartwhowillworkinagroupinaspecificfieldofbookarts,ceram-ics,drawing,painting,photography,printmaking,orsculpture,undersupervisionoftheparticularteacherconcerned.Fee requiredforbookarts($85),ceramics($100),painting($85),photography($165),printmak-ing($110),orsculpture($125).Prerequisite:consentofinstructor.

Art

30� Special Topics in Studio Art1-�, 1-� Staff ThiscoursewillexploreselectedtopicsinStudioArt at the advanced level.Prerequisite: consent ofinstructor.

31� Advanced Drawing3, x Staff Furtherdevelopmentandexplorationofdrawingmedia, imaging, and concepts through the use ofvarious traditional and nontraditional approaches.Studentsinvestigateandexplorewithindividualizedintentanddirections.ArtS315mayberepeatedforcredit.Fee:$40.Prerequisite:ArtS215orconsentofinstructor.

323 Advanced Photography3, 3 Bloomquist Designedfortheadvancedstudentwithawork-ingknowledgeofthefundamentalsofphotographicimagemaking.Variousphotographicfilmsandemul-sionswillbeusedtoproducenon-traditionalimages.Studentswillparticipateinagroupshowandsubmitaslideportfolio.ArtS323mayberepeatedforcredit.Prerequisite:ArtS223or consent of the instructor.Fee:$165.

330 Advanced Ceramics3, 3 Timm-Ballard Further exploration and development throughtheuseofclayasamedium.Contemporaryissuesinceramicsandtheuseofothermediaalongwithclayareintroduced.Twotwo-hoursessionsperweek.ArtS330mayberepeatedforcredit.Prerequisite:ArtS230orconsentofinstructor.Fee:$100.

3�0 Advanced Book Arts3, x Blocker Further development and exploration in theuse of various traditional and non-traditional bookarts methods. The student’s individual interests and directionswillbetakenintoaccount.ArtS340mayberepeatedforcredit.Prerequisite:ArtS240orconsentofinstructor.Fee:$85.

3�0 Advanced Sculpture3, 3 Acuff Further development and exploration of formalandconceptualapproaches tosculpture.Theuseofavarietyofmaterials,techniques,anddirectionswillbeencouraged.Twotwo-hoursessionsperweek.ArtS350mayberepeatedforcredit.Prerequisite:ArtS260orconsentofinstructor.Fee:$125.

3�� Advanced Painting3, 3 Staff Acrylicsandoils,withanemphasisonindividualexpressionandresponsibilityforindividualprojects.Amodelisprovidedalongwithotherthematicsubjectsforstudentstoexplore.Twotwo-hourstudiosessionsperweek.ArtS367mayberepeatedforcredit.Pre-requisite:ArtS267.Fee:$85.

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3�0 Advanced Printmaking3, 3 Blocker Varioustraditionalandnontraditionalprint-makingmaterials and methods. The student’s individual interestsanddirectionswillbetakenintoaccount.Twotwo-hourstudiosessionsperweek.ArtS370mayberepeatedforcredit.Prerequisite:ArtS270orconsentoftheinstructor.Fee:$110.

3�0 Advanced New Genre Art Practices3, 3 Bloch Thiscoursecontinues thecriticalexplorationofrecentandemergingnewgenresinthepracticeoffineart.Through lecture, discussion, demonstration andpractice,studentsadvancetheirfamiliaritywitharangeofcontemporaryformatsincludingvideoart, instal-lation,digital sound, the internet,conceptualand/orperformanceactions.Emphasisisplacedoncreatingmeaning in art through the use of one or more new genreformats.Instructionincludesthedemonstrationofsound,image,andarchivingsoftware,theme-baseddiscussions in contemporary art, film screenings.Studentsindependentlycompleteandpresentatleastonelargerscaleartworkinanewgenreformat.Prereq-uisites:ArtS280orconsentofinstructor.Fee:$150.

�21, �22 Individual Projects2 or 3, 2 or 3 Staff Projectsfortheadvancedstudentinartinthefieldsofbookarts,ceramics,drawing,painting,photography,printmaking, or sculpture, or other artmedia at theadvanced level, under supervision of the particularteacherconcerned.Fee requiredforbookarts($85),ceramics($100),painting($85),photography($165),printmaking($110),orsculpture($125).Prerequisites for studio projects:ArtS110,115,or215andatleastthebeginningandintermediateclassesinthestudioareathattheindividualprojectswillexplore.Consent ofthesupervisinginstructor.

��0 Senior Studio Art Seminar3, x Staff Contemporaryissuesinvisualartwillbeexploredthrough readings, discussion, and critique ofwrittenand visual assignments.This coursewill emphasizepreparationforthethesisexhibitionandoraldefense.Itwillalsoaddressstrategiesforfurtheringthecreativeprocessafter thestudent leavescollege.Prerequisite: ArtH 229. A fee matching the fee associated with an advanced course in the area of concentration is required.

��0 Thesis in Art Studio3, 3 Staff OpenonlytoseniorstudioartmajorsexceptthoseregisteredforArtS498.Thiscoursewillmeettwiceaweekduringthespringsemester(orfinalsemester)ofthesenioryear.DevotedtothepreparationofacohesivebodyoforiginalworkfortheSeniorThesisExhibition,awrittenartiststatement,andanoraldefenseoftheworkwillberequired.Prerequisite:ArtS480,ArtS110,115and completion of an advanced level course in yourareaofconcentration.A fee matching the fee associated with an advanced course in the area of concentration is required.

��� Honors Thesis3, 3 Staff Designed to further independent investigation lead-ingtothepreparationofawrittenthesisorresearchproject inarthistoryor thestudioarts.Required of and limited to seniorhonorscandidates inart.Pre-requisites: admissionashonorscandidate inStudioArtplusArtH229,ArtS110,115,andcompletionofadvanced-levelclassintheareaofconcentration.Fee required matchesfeesassociatedwithadvancedclassinareaofconcentration.

Art History and Visual Culture StudiesDennisCrockett,ChairMarie Clifford KristenHutchinson

Thedisciplineofarthistoryembracesaspectsofabroadarrayofacademicareas,includinghistory,politics,philosophy,aesthetics,religion,anthropology, sociology, and literature.Thevisualcultureofvariouspartsoftheworldisinvestigatedthroughavarietyofperspectivesinorder to gain insight into human values, beliefs, and self identity. Whitman College offers major and minor study programs in art history and visualculturestudies. A student who enters Whitman without any prior college-level preparation in art historywillhavetocomplete36creditstofulfilltherequirementsforthearthistorymajor.Coursescompletedinthemajorapplytothefineartsandalternativevoices(selectedcourses)distribu-tion areas. Themajor:Aminimumof36credits,in-cludingArtH103,490,atleastone300-levelcourseandonenon-Westerncourse,andtwostudioartcourses.Amaximumofeightcreditsofapprovedcourseworkfromoutsidethede-partmentmaybeusedtosatisfymajorrequire-ments.This includes credit fromoff-campusprograms, transfer credit, and appropriateWhitmancourses thatfocusonthefunctionsofvisual culture.The senior assessment, ad-ministeredduringthestudent‘sfinalsemester,isatwo-houroralexamthatfocusesoncourseworkinthemajorcompletedatWhitman. The minor:Aminimum of 18 credits,includingArtH103andonestudioartcourse. For the art history major with an art studio minor, no course in artmay satisfy both themajorandminorrequirements.Whenthesame

Art, Art History and Visual Culture Studies

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classisrequiredinboththemajorandminor,anadditionalclasswillberequiredafterithasbeen approved by the art history department. TheP-D-Foptionmaynotbeusedforthemajor or minor.

103 Introduction to Art History and Visual Culture Studies

3, 3 Fall: Clifford, Hutchinson Spring: Clifford, Crockett, Hutchinson Usingavarietyofworksinvariousmediafromantiquity to the present-day, this course introducesthehistoricaldisciplineofarthistoryandthecontem-porarystudyofvisualculture.Emphasisisplacedonhistorical,social,andinterpretiveissuesrelevanttothecriticalanalysisofartisticproductionandmeaning.Topicstobeexploredinclude:theproblemofthecanonandthemuseum;patronageandpower;andthevisualconstructionofrace,gender,andsexuality.Designedforfirst-andsecond-yearstudents,andrequiredforthearthistorymajorandminor.Shortpapersand/orexamsrequired.

20� Art of the Americas �, x Clifford ThiscourseexaminestheartandvisualcultureofNorthandLatinAmericafromtheeraofconquestandcolonialismtothesigningoftheNorthAmericanFreeTradeAct(NAFTA).Eachyearwillfocusononepar-ticulartheme,suchas:thevisualcultureofconquest,thecultivationofindependentanddistinctlynationalidentitiesapart fromSpain,France,andEngland inthelate-colonialperiods;theroleofartinsustainingnationalisthistoricalnarratives;theappropriationofpre-conquesthistoryandmythandcontemporaryin-digenousand/orpeasantculture;andtheusesofarttoresistandcritiquepoliticalregimesandpowerfulelites.Distributionarea:fineartsoralternativevoices.

21� Renaissance Art 1300-1�00 �, x Crockett Astudyoftheproductionandreceptionofvisualculture inLateMedieval andRenaissanceEuropewithinthecontextofthemunicipality,thecourt,thechurch,andtheprivatecitizen.Thiscoursewillcallintoquestion traditional approaches toRenaissanceart,andfocusonrecentapproaches.Variousprimaryandsecondaryreadings,regularresponsepapers,andabookreviewarerequired.

220 History of Photography�, x R. Masteller A survey of nineteenth- and twentieth-centuryphotography, emphasizing its relation to aestheticandculturalpracticesandvalues,aswellastechnicaldevelopments that have shaped the nature of the pho-tographicimage.Wewillexaminesuchissuesas“pic-torialism,”“straight”photography,“thedocumentarymode,”andthe“snapshotaesthetic”andwillconsidervariousstrategiesofphotographicinterpretation,espe-ciallyasthesereflectnotionsofsightandinsight,thephotographaswindowormirror.Byfocusingonthehistoryofthemediumandsomeofitsmostinfluential

practitioners,wewill explore how photographershave used images to shape attitudes and values in our culture.ExamplesmayincludetheworkofMatthewBrady, JacobRiis,LewisHine,GertrudeKasebier,AlfredStieglitz,EdwardWeston,EdwardSteichen,WalkerEvans,DorotheaLange,RobertFrank,HelenLevitt,MinorWhite,DianeArbus, JudyDater, andothers.Papers,classpresentations,andexams.Open to all students.

221 American Art and Visual Culture, Colonial to 1�00 �, x Clifford A study of the emergence and development ofAmericanvisualculturefromthecolonialeratotheend of the nineteenth century.Emphasis is placedonhistorical, social, andpolitical interpretations ofAmericanart,includingthevisualconstructionofrace,gender,andnationhood.Aresearchpaper,twopresen-tations,exams,andclassparticipationarerequired.

222 American Art and Visual Culture of the Twentieth Century

x, � Clifford AstudyoftheproductionandreceptionofAmeri-canartandvisualculturefrom1913toapproximately1970.EmphasisisplacedonthedevelopmentofMod-ernismintheUnitedStates,withastrongconsiderationof historical, social, andpolitical interpretations ofAmericanArt.Issuestobediscussedinclude:theriseandfallofModernism,theimpactoftheartmarket,the dematerialization of the art object, and artisticstrategies toengage thevisualconstructionof race,gender,andsexuality.Aresearchpaper,twopresenta-tions,exams,andclassparticipationarerequired.

22� Greek and Roman Art�; not offered 200�-0� AnexplorationoftheartsofancientGreeceandRome,fromtheBronzeAgeofGreecetotheendoftheRomanEmpire.Particularemphasiswillbeplacedonsculpture,painting,andarchitecture.Wewillalsoinvestigate thecultural contexts fromwhich theartformsarise.MaybeelectedasClassics224.Open to all students. Offered in alternate years.

22� European Art: 1��0-1��0�; not offered 200�-0� A studyof theperiod inwhichartfirst becamea public issue in cities throughout Europe due toregularly-staged, state-sponsored exhibitions andtheopeningofstateartcollections.EmphasisonthepoliticalstructuresoftheEuropeanartestablishmentand various artists’ attempts to produce vitalworkregardlessoftheestablishment.Issuestobediscussedinclude:thecompetingconceptsofthe public, the role ofartcriticism;thepoliticsoflandscapepaintinginGermanyandEngland;artandsocialism;modernityand the painting of La vie moderne.Threeexams,apaper and class participation are required.Recom-mended:completionofArtH103.

Art History and Visual Culture Studies

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22� Modern Art: 1���-1�2�x, � Clifford Issues ofmodern visual culture inEurope andtheUSA from the time of the first ImpressionistexhibitiontotheendofWorldWarI.Emphasisonthesocialstatusandintentionsoftheavant-garde. Three exams,apaperandclassparticipationarerequired.Prerequisite:ArtH 103 or 227 orHistory 278 orconsentofinstructor.

22� Modern and Contemporary Art: 1�2�-Present�, � Hutchinson Issuesofvisual culture inEuropeand theUSAfromtheriseofSurrealismtothepresent,withem-phasisontheimpactsoftheWorldWarsonthevisualartsofEuropeandtheUSAandontheartworldinthecontextofthepoliticalworld.Threeexams,apaperandclassparticipationarerequired.Prerequisite: ArtH 103orconsentofinstructor.

2�0 Introduction to East Asian Art�, x Staff A surveyof art production in variousmedia inChina and Japan.This coursewill investigate theintersections between art and society, specificallyconsideringtherolesofpoliticsandpatronage.ThecoursewillcoverthetimeperiodfromNeolithictothetwentiethcentury.Designedforfirst-andsecond-yearstudents.Twoexams,andseveralwrittenassignmentsrequired.Distribution area: fine arts or alternativevoices.

2�1 Environmental Aesthetics x, � T. Davis Beginningwith an examinationof the claimofthebeautifulinElaineScarry’sOn Beauty and Being Just,wewillturntoexperimentwiththeperceptionofsculptureinspaceworkingwithreflectionsbyKantandHeideggerandpublicartworksoncampus.ThiswillleadtoanexaminationofarchitectureinKarstenHarries’ The Ethical Function of Architecture, and the JapanesegardeninMarcKeane’sThe Art of Setting Stones.Beyondtheopeningexercisesintheaestheticperception, youwill designyour ownhomewith agarden.MaybeelectedasPhilosophy241. 2�3 The Book in Asia�; not offered 200�-0� Astudyofthedevelopmentof illustratedbooksandmanuscriptsintheIndicsubcontinentandChina.Thiscoursewillexaminetherelationshipbetweentextand image in both printed and painted media as well as the historical circumstances for the transmissionofknowledgeinwritingandinthedisplayofvisualmaterials.Aresearchpaper,twopresentations,examsandclassparticipationarerequired.Distributionarea:fineartsoralternativevoices.

2�� Introduction to South and Southeast Asian Art

�; not offered 200�-0� Asurveyofthedevelopmentsinthearchitecture,sculpture,andpaintingofIndia,Pakistan,Nepal,Cam-

bodia, Vietnam, Thailand, Burma, and Indonesia. This coursewillexaminetheeffectsofreligionandsocialstructuresonartproduction.Designedforfirst-andsecond-yearstudents.Twoexams,andseveralwrittenassignments required.Distributionarea:fineartsoralternativevoices.

2�� Asian Architecture �; not offered 200�-0� AstudyofthemethodsofformalandhistoricalanalysisasappliedtoAsianarchitecture.Thiscourseis devoted to the variety and complexity of archi-tectural traditionsinAsia inaneffort tounderstandtheir structure and functionwithin specific culturalcontexts.Twoexams,onepaper,andapresentationarerequired.Distributionarea:fineartsoralternativevoices. 2�� Ways of Seeing: An Introduction to

Japanese Art and Aestheticsx, � Takemoto The literary, visual, and performing arts of Japan. As we survey the traditional arts of Japan from pre-historictimes(before552C.E.)totheEdo-Tokugawaperiod(1600-1868).Whatitmeanstobeacraftsman,an artist, a performer, or any person who has developed theskill“tosee.’’Buddhistideasthatformthefounda-tionforauniquelyJapanesevocabularyofaesthetics.Classeswillmeet for slide lectures anddiscussion.Demonstrations of the Japanese tea ceremonywillbegivenin“Chikurakken,”theWhitmanCollegetearoomlocatedwithintheSheehanGallery.Twoexami-nations, oral presentations, and several short essays will be required.Twoperiods aweek.Distributionarea:fineartsoralternativevoices.

2�� Aesthetics�; not offered 200�-0� AfterdevelopingacriticalvocabularythroughanexaminationofHume’snotionoftaste,Kant’s“reflec-tivejudgment,”andHeidegger’sreconceptualizationoftheworkofartin“BuildingDwellingThinking,”weapplythisvocabularytoarchitectureusingKarstenHarries, The Ethical Function of Architecture to help us criticallyassessthe“aesthetic”governingWhitman’sPenroseLibraryrenovationproject.Thenmovingfromthe“public”tothe“private,”weconsiderthesenseof“aesthetics”atworkinbuildingyourownhome,usingasaguideWitoldRybczynski’sThe Most Beautiful House in the World.Maybe elected asPhilosophy239.

2��-2�0 Topics in Visual Cultural Studies�

32� Gender in Contemporary Visual Culture �; not offered 200�-0� Thiscourseexamineshowconceptsofmasculinityandfemininityareproducedanddefinedvisually.Wewillexaminehowartistsofthelatetwentiethcenturydevelopednewtechniques(installations,performance,video,etc.)toexaminehowgendermediatesmodernidentities(classandrace);idealsofnationhood;keyspacessuchasthemuseumandthedomesticinterior;

Art History and Visual Culture Studies

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200levelarthistorycourseintheareaoftheproject.Consentofthesupervisinginstructor.

��0 Senior Seminar in Art History�, x Crockett Weeklydiscussionsandcriticalpapersbasedon:1)selectedprimaryandsecondaryreadingsinthehistoryofwesternarttheory(ancient,medieval,renaissance,theacademy);2)primaryandsecondaryreadingsinthemethodologyofmodernarthistory;and3)primaryreadingsincontemporaryapproachestoart.Emphasiswillbeplacedontheroleofthearttheorist/historianinthehistoryofart.Requiredforthemajor.

��3 Thesis in Art History�, � Staff Open only to senior art historymajors exceptthoseregisteredforArtH498.Takenduringthespring(orfinal)semesterofthesenioryear.Devotedtothecompletionofasubstantialwrittenprojectunderthesupervisionofatleastonefacultymember.

��� Honors Thesis�, � Staff Designed to further independent investigation leadingtothepreparationofawrittenthesisorresearchprojectinarthistory.Takenduringthespring(orfinal)semester of the senior year. Required of and limited toseniorhonorscandidatesinarthistoryandvisualculturestudies.

Asian StudiesAkiraR.Takemoto,Director

TheAsianStudiesprogramaimstocreatea better understandingofAsian cultures andtheirplaceintheworldthroughanintegratedcourseofinterdisciplinarystudy.Thestructureof requirements and electives (see below) isdesignedtoensureacomprehensiveeducation,whilestillallowingparticipatingstudentslati-tude to develop their own interests. Additional guidancewillbeprovidedbyanadviserchosenfromamong the facultywho regularly offerAsia-relatedcourses. Language Requirement:Asian Studiesmajorsmustcomplete twoyearsofanAsianlanguage atWhitman (currentlyChinese orJapanese),ortheequivalent.Languageclassesabove206canbeusedtomeetelectivecreditrequirements.Studentsoptingtotakeatleasta full year (eight credits) of a secondAsianlanguagemayalsoapply thosecredits to themajor.Coursesnumbered206andbelow(orequivalent)ofthefirstAsianlanguagewillnotcounttowardthemajorGPAinAsianStudies.

Art History and Visual Culture Studies, Asian Studies

and the cultural politics associatedwith the body,sexuality,andtheself.Distributionarea:fineartsoralternativevoices.

3�0 Modernity and Nationalism in Asian Art �; not offered 200�-0� Thiscourseisdesignedtochallengestudentstoregard the nature of modern art as a dialogue between theWestandAsia,asatypeofartproductionthatisnottheexclusivepropertyofpost-industrialcountries.WewillbeginbyexaminingtheWesternmodernart-ists’ adaptations of non-Western art forms as a means to register criticism of their own culture.Wewillthenconsidertheartproductionandtheoryofpost-colonialistAsia,itscriticalrelationshiptoindigenoustraditions, modernity and post-modernity. Two presen-tationsandapaperarerequired.Prerequisite:AsnS160,ArtH246,orconsentofinstructor.Distributionarea:fineartsoralternativevoices.

3�� German Visual Culture: 1��1-1�3�x, � Crockett Thepainting, prints, sculpture, architecture, de-sign, popular illustration, photography, andfilmofGermanEuropeduringaperiodwhichwitnessedtheestablishment of an Empire, a lost World War, a failed revolution,afailedeconomy,afaileddemocracy,andthe establishment of another Empire. Emphasis is placedonthearttheoryandtheartists’statuswithinthis rapidly-transforming political spectrum.Twoexams, several short papers and class participationare required.Prerequisite:ArtH103 or consent ofinstructor. Offered in alternate years.

3��-3�0 Seminar in Visual Culture Studies� Specialstudiesnotgenerallyconsideredinothercoursesofferedbythedepartment.Thespecificma-terial will vary from semester to semester and may covervarious subjects fromearly times to contem-porary developments in art.

3��A ST: Early Buddhist Art in Asiax, � Kim Thiscourseisdesignedtoexaminethedevelop-ment of early Buddhist art throughout Asia, from the creationofthefirstBuddhaimagetothetransmissionofIndianBuddhismanditsartistictraditiontoEastandSoutheastAsia.Topicswillinclude:theabsenceof theBuddha image in early narrative sculptures,the creation of the firstBuddha image, the originof the Buddha image, its transmission to East and SoutheastAsia,theartisticinteractionbetweenBud-dhist and indigenous elements in East/SoutheastAsia, the royal patronage of the early Buddhism. Two presentations,apaper,andclassparticipationarere-quired.Prerequisite:ArtH240,ArtH246,orconsentofinstructor.

�21, �22 Individual Projects2 or 3, 2 or 3 Staff Projects for the advanced student in art historyundersupervisionoftheparticularteacherconcerned.Prerequisites for art history projects: ArtH 103 and a

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Major Requirement:AllAsian StudiesmajorsmusttakeIntroduction to Asian Stud-ies, Senior Seminar, and Thesis. In thefinalyearstudentsmajoringinAsianStudiesmustpassaseniorassessmentconsistinginanoraldefenseoftheirthesis.CoursescompletedinAsianStudiesapplytothefinearts,humanities,socialscienceandalternativevoices(selectedcourses)distributionareas. In addition,Asian Studiesmajorsmustcompleteatleast28credits,ofwhich16mustbe above the 100 level, from the following list. Selectionsmustmeet the following area andsubjectdistributionrequirements: SubjectClusters(twoclasses,6-8credits,inatleasttwoofthefollowing): a) Language(ifsecondlanguageorat300

levelorabove) b) ArtandLiterature c) HistoryandReligion d) SocialScience AreaClusters(twoclasses,6-8credits,inatleasttwoofthefollowing): 1) Japan 2) China 3) South/SoutheastAsia 4) Central/NortheastAsia Note:Asinglecoursemaybeusedtocoverboth an area and a subject requirement, butmaynotbeusedtocovermorethanoneareaandonesubject.Forexample,History109mayfulfillthehistorysubjectrequirementandtheJapaneseortheChinesearearequirement,butnot both of the latter. Anth 219 Chinese Religion (2, d) Anth 233 Archaeology of East Asia (1, 2, d) Anth 257 Chinese Society and Culture (2, d) Anth258Peoples of the Tibeto-Burman Highlands (2, 4, d) ArtH 240 Introduction to East Asian Art (1, 2, b) ArtH 243 The Book in Asia (2, 3, b) ArtH 246 Introduction to South and Southeast

Asian Art (3, b) ArtH 247 Asian Architecture (1 2, 3, b) ArtH248Ways of Seeing: An Introduction to Japanese Art and Aesthetics (1, b) ArtH 340 Modernity and Nationalism in Asian Art

(1, 2, 3, b) ArtS301,302Special Projects in Asian Art (b) AsnS 200Summer Seminar in Chinese Studies

(2) Chin 210 Conversational Chinese II (summer)

(2, a) Chin 250 Chinese Poetry (2, b)

Asian Studies

Chin 391, 392 Independent Study in Chinese Language (2, a) Hist 109 East Asian History to 1600 (1, 2, c) Hist 110 East Asian History 1600 to the Present (1, 2, c) Hist 127 Islamic Civilization I: The Early and

Medieval Islamic World (4, c) Hist128Islamic Civilization II: The Modern Islamic World: The Ottomans to Arafat (4, c) Hist 241 Early Japanese History (1, c) Hist 247 Early Chinese History (2, c) Hist248Topics in Asian History (4, c) Hist 300 Gender in Chinese History (2, c, d) Hist 301 East Asian Popular Religion (3, 4, c) Hist 325 Women and Islam (4, c) Hist 343 Traditional Chinese History (2, c) Hist 344 Modern Chinese History (2, c) Hist 346 Modern Japanese History (1, c) Hist 349 Topics in Asian History (c) Hist 490 Seminar in Asian History (1, 2, c) Jpns 305, 306 Third Year Japanese (1, a) Jpns 391, 392 Independent Study in Japanese Language (1, a) Pol267Issues in Asian Politics (1, 2, 3, 4, d) Pol268South Asian Diasporas: Migration, Cul-

ture and Transnational Politics (3, d) Pol359Gender and International Hierarchy (2, 3, 4, d) Psyc347 Japanese Psychology (1, d) Rel 207 Introduction to Islam (4, c) Rel 217 (Qur'an (4, c) Rel 221 South Asian Religions I: The Formative Period (3, b, c) Rel 222 South Asian Religions II: The Classical

Period (3, b, c) Rel 250 Buddhist Civilizations in Asia I: South and

Southeast Asia (3, b, c) Rel 251 Buddhist Civilizations in Asia II: Central

and East Asia (1, 2, 4, b, c) Rel 343 Islam’s Intellectual Encounter with the

West (4, c) Rel 347 The Buddha (2, 3, b, c) Rel367(crosslistedasClassics367): Comparative

Indo-European Epic (3, b, c) Rel389 ST: Esoteric Currents in Islam (4, c) WLit227Chinese Folk Literature (2, b) WLit317Classical Chinese Drama (2, b) WLit318Modern Chinese Literature (2, b) WLit327Classical Japanese Literature (1, b) WLit328Modern Japanese Literature (1, b) WLit387ST: Poet Monk in Japanese Literature

(1, b, c)

1�0 Introduction to Asian Studiesx, � Walters TaughtbyanAsianStudiesfacultymember,thiscourseisdesignedtointroducethestudyofAsiatostudentswithlittleornobackgroundinthearea.Re-flectingthegeographicalandtheoreticaldiversityoftheAsianstudiesfielditself,thecourseisnotlimited

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toaparticularpartofAsianortoaparticulardisciplin-aryapproach.Rather,thecourseintroducesstudentsto selected exemplaryAsian primarymaterials andscholarlyperspectiveson them inorder toopenupdiscussionofthelargerideasandissueswhichconcernscholarsworkingintheAsianstudiesfieldtoday.

200 Special Topics: Summer Seminar in Chinese Studies

2 CourseofferedattheWhitmanSummerStudiesin China program. Taught in China over a period of sixweeks by theWhitman facultymemberwho isresidentdirector.ThecourseexploresselectedtopicsinChinese studies and incorporates classroomandfieldstudies.Prerequisite: admission to the Whitman SummerStudiesinChinaprogram. 200 ST: Summer Seminar in Chinese Studies:

History of Ethnic Interactions in Yunnan2, Summer 200� Dott ThiscourseisageneralintroductiontothehistoryofpeoplesinYunnan.Yunnanisthemostethnicallydiverseprovince inChinaandoneof the last tobeput under central administrative jurisdiction. In thecoursewewillexamineinteractionsbetweendiffer-entethnicgroupsinYunnanfromtheQingdynasty(1644-1911)up to thepresent throughreadingbothprimaryandsecondarysources.Classroomworkwillbesupplementedwithfieldtripstoimportantculturalandhistoric sites inKunming and in thenorthwestpartoftheprovince.Prerequisites: admission to the WhitmanSummerStudiesinChinaprogram.

201-20� Special Topics: Intermediate Level�; not offered 200�-0� ThecourseexploresselectedtopicsinAsianstud-ies at the intermediate level.

220 Women’s Writing and Women’s Activism in South Asia

�, x Wickramagamage The coursemapswomen’s activism for socialjusticeinSouthAsiathroughtextualformulationsofactivisthistoriesandventures.Itwillbringinforcon-templationandanalysisboth“literary”textsandotherformsofresistantarticulationssuchasfilms,dramapieces,andoraltestimonies.Thisinclusiveline-upoftextsintroducesstudentstothediversityinfociandprofileofactivistswhoinhabitthesocio-economicandpoliticallandscapesofSouthAsia.Theselectedtextsofferbothabroadsurveyofissuesofimportanceandnuancedreadingsoftheseissuesastheyfindexpres-sioninparticulartexts.One-timeofferingonly.MaybeelectedasGenderStudies220.Distributionarea:alternativevoices.

301 Special Topics: Advanced Level�; not offered 200�-0� ThecourseexploresselectedtopicsinAsianstud-iesattheadvancedlevel.

Asian Studies, Astronomy

�11, �12 Individual Projects1-�, 1-� Staff Directed individual study and research.Prereq-uisites:appropriatepriorcourseworkinAsianStudiesandconsentofthesupervisinginstructor.

��0 Senior Seminarx, 1 Takemoto TaughtbyanAsianStudiesfacultymemberwithguestparticipationbyothers, thiscourseisaforumwhere students and faculty can read and critiqueeachother’swork.Eachweekoneortwoindividuals(facultyorstudents)willpresenttheirthesisorotherongoingresearchfordiscussionandcritiquebytheirpeers.Itishopedthatthisprocesswillfosteranattitudeofcooperationinscholarlyresearch,aswellasresultinmorecomprehensiveandthoughtfulargumentationinstudentandfacultywritings.

��1 Thesis Research2, x Takemoto Withtheguidanceoftheiradviser,seniormajorsundertakebasicbibliographicresearchleadingtothecompletionofathesisinthespringsemester.Requiredduringthefallsemesterarearesearchplan,adetailedoutline,abibliographyofrelevantworks,andaroughdraft of the thesis.

��2 Thesisx, 2 Staff Seniormajorsrecordinathesisasubstantialorig-inalresearchprojectbasedontheprevioussemester’splan, outline, bibliography, and rough draft.

��� Honors Thesisx, 2 Staff Designedtofurtherindependentresearchleadingto the preparation of an undergraduate honors thesis in AsianStudies.Required of and limited to senior honors candidatesinAsianStudies.Prerequisite: admission tohonorscandidacy.

Astronomy UlyssesJ.Sofia,ChairAndreaK.Dobson,Chair, Division III Courses are concernedwith the planets,stars,andgalaxieswhichcompose thephys-ical universe, andwith the techniques forinvestigatingthenatureoftheseobjects.Theintroductory courses contribute to a generalunderstandingofourplaceintheuniverse.Theadvancedcourseshavefrequentrelevanceforstudentsinphysics,chemistry,andothersci-ences. Students interested in graduatework inastronomyare encouraged tomajor inphys-

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icswith an astronomyminor, or in physics-astronomy,sincemostgraduateschools lookfortheequivalentofanundergraduatedegreeinphysics.Somestudentswithotherinterestshavealsodesignedindividualcombinedmajorssuchasastronomy-mathematics. TheAstronomy major: Astronomy 177, 178,179,310,320,330,at least fourcreditsfrom340,350,380,391,392,andatleastfourcreditsfrom490,498;Physics155,156,245,246,255,256;Mathematics125,126,225,235;introductorycoursesingeologyandcomputerprogrammingarestronglyrecommended.Inthefinalsemesterthestudentmustpassasenioras-sessmentconsistingofacomprehensivewrittenexamination and an approximately one-houroralexam. Theastronomymajorrequirescourseworkinastronomy,physics,andmathematics.Astu-dentwhoentersWhitmanwithnopriorcollege-levelworkinanyoftheseareaswouldneedtocomplete32creditsinastronomy,16creditsinphysics,and11creditsinmathematics.Coursescompletedinthismajorapplytothescienceandquantitativeanalysisdistributionareas. TheAstronomy-Geologycombinedma-jor:Astronomy177,178,179,twocreditsof490, one of the following: 310, 320, 330, 340, 350,380,andatleasttwoadditionalcreditsincourses numbered 310-392; eitherGeology110, 120 or 210, and 220, 345, 350, 470, and a minimumofonecreditin358,twocreditsof490,andtwoofthefollowing:310,346,or420;Physics155,156,Mathematics125,126,andChemistry125,135arealso required.Math-ematics 167, 225, 235, 236, 244,Chemistry126,136,andPhysics245,246,255,256arestrongly recommended. In thefinal semesterthe student must pass a senior assessment consistingofatwo-partcomprehensivewrittenexamination and an approximately one-houroralexamconductedjointlybyastronomyandgeologyfaculty. The astronomy-geology combinedmajorrequires coursework in astronomy, geology,chemistry,physics,andmathematics.Astudentwho entersWhitmanwith no prior college-levelwork inanyof theseareaswouldneedtocompletetwentycreditsinastronomy,23to24creditsingeology,fourcreditsinchemis-

try,eightcreditsinphysics,andsixcreditsinmathematics.Coursescompletedinthismajorapply to thescienceandquantitativeanalysis(selectedcourses)distributionareas. ThePhysics-Astronomycombinedmajor: Astronomy177,178,179,310,320;at leasttwocreditsinanyofthefollowing:330,340,350,380,391,392or490;Physics155,156,245, 246, 255, 256, either 325 or 347, andfivecredits fromphysicscoursesnumbered from300-480;Mathematics225,235,236,and244.Additionalphysicscourses,Mathematics167and300arestronglyrecommended.Inthefinalsemester the student must pass a senior assess-mentconsistingofatwo-partcomprehensivewrittenexaminationandanapproximatelyone-houroralexamconducted jointlybyphysicsandastronomyfaculty. The physics-astronomy combinedmajorrequires coursework in astronomy, physics,andmathematics.AstudentwhoentersWhit-manwithnopriorcollege-levelworkinanyoftheseareaswouldneedtocomplete22creditsin astronomy, 24 credits in physics, and 14creditsinmathematics.Coursescompletedinthis major apply to the scienceandquantitativeanalysis(selectedcourses)distributionareas. TheAstronomyminor:Aminimumof18credits in astronomy, to includeAstronomy177,178,179,andsixadditionalcreditstobechosenfromcoursesatthe300-level.CoursestakenP-D-Fmaynotbeusedtosatisfycourseorcreditrequirementsfortheminoraftertheminorhasbeendeclared.

100 Fundamentals of Astronomy�; not offered 200�-0� Thiscourseoffersanintroductiontoourpresentknowledgeoftheuniverseandthehistoricaldevelop-mentofhumanity'schangingunderstandingofthecos-mos. Emphasis not only on the nature of planets, stars andgalaxies,butalsoontheevolutionaryprocesseswhichoccurintheuniverse,includingcosmologyandtheoriginoftheelements,theformationandlifecyclesof stars, and the development of planetary systems. Threelecturesandoneeveninglabsessionperweek.Not opentophysicalsciencemajors.

110 Principles of Astronomy�, � Sofia Thiscourseoffersanintroductiontoourpresentknowledgeoftheuniverseandthehistoricaldevelop-ment of humanity's changing understanding of the

Astronomy

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cosmos.Emphasisnotonlyonthenatureofplanets,stars,andgalaxies,butalsoontheevolutionarypro-cesseswhichoccurintheuniverse,includingcosmol-ogy and the origin of the elements, the formation and lifecyclesofstars,andthedevelopmentofplanetarysystems.Threelecture/labsessionsperweek.Not open to physical sciencemajors or to studentswhohavereceivedcreditforAstronomy100.

120 Current Problems in Astronomyx, 2 Sofia Thiscourseoffersan introductiontocosmology,aswellasotherAstronomicaltopicsofinteresttothestudents.ThefirsthalfofthesemesteristwolecturesperweekonCosmology.Thesecondhalfof these-mesteristwodaysofstudentpresentationsperweek.Studentspapersandpresentationsarebasedontheirchoice of topics in currentAstronomy.Not open to physicalsciencemajors.Prerequisite: Astronomy 100 or Astronomy 110.

1�� Sky and Planets�, x A. Dobson A survey of planets and their motions, planetary satellites,comets,meteorites,andinterplanetarymate-rial.Severalproblemsetsandexams,shortresearchpaper,andoneeveninglabsessioneachweek.OfferedinrotationwithAstronomy178,179.Prerequisites: threeyearsofhighschoolmathematicsandoneyearofhighschoolphysics,orconsentofinstructor;Math-ematics125/126recommended.

1�� Sun and Starsx, � A. Dobson Anintroductiontothepropertiesofstars,theirmo-tionsanddistributionsinspace.Severalproblemsetsandexams,shortresearchpaper,andoneeveninglabsessioneachweek.OfferedinrotationwithAstronomy177, 179. Prerequisites: three years of high schoolmathematicsandoneyearofhighschoolphysics,orconsent of instructor;Mathematics 125/126 recom-mended.

1�� Galaxies and Cosmology�; not offered 200�-0� Anintroductiontothestructureofgalaxiesandtothelarge-scalestructureandevolutionoftheuniverse.Severalproblemsetsandexams,shortresearchpaper,andone evening lab session eachweek.Offered inrotationwithAstronomy177,178.Prerequisites: three yearsofhighschoolmathematicsandoneyearofhighschoolphysics,orconsentofinstructor;Mathematics125/126recommended.

310 Astrophysics�, x A. Dobson Of interest tomajors in physics or physics-as-tronomy, this courseconsiders theapplicationof theprinciplesofatomicstructureandtheradiationlawstotheinterpretationofthespectraofstarsandnebulae;thephysicalprinciplesunderlyingthestudyofthestructureofstars,energygenerationbythermonuclearreactions,

ChemistryChemistryAstronomy

andnucleosynthesis;andtheoreticalandobservationalaspectsof stellar evolution.Several problemassign-mentsandamid-termexamination.Prerequisites: As-tronomy178andPhysics156,orconsentofinstructor.Recommended:Physics245.Offered in alternate years with Astronomy 320.

320 Galactic Astronomy�; not offered 200�-0� Intended forphysics-astronomymajorsbut alsoopentomajorsinrelatedsciences.Theconstituentsandstructureofourownandothergalaxies,thenatureof quasars and active galaxies, and the large-scalestructureoftheuniverseitself.Readingassignmentswillbemadeinvariousbooksandscientificjournals.Several problem assignments and amid-term test.Prerequisites: Astronomy 179,Mathematics 225andPhysics156,orconsentofinstructor.Offered in alternate years with Astronomy 310.

330 Cosmologyx, � Sofia Intended formajors in physics-astronomy andrelated sciences.The studyof the universe: how itoriginated,theformationandevolutionofstructures,thecurvatureofspaceandtime.Severalproblemsets,exams,researchpaper.Prerequisites: Astronomy 179 andPhysics245,orconsentofinstructor.

3�0 Interstellar Medium�; not offered 200�-0� Intended for majors in astronomy, physics-astronomy and related sciences.The study of theinterstellarmedium:compositionanddistributionofdustandgas, interactionswithmagneticfields,andobservationalmethods.Severalproblemsets,exams,researchpaper.Prerequisites:Astronomy178or179,andPhysics245,orconsentofinstructor.

3�0 Planetary Science�; not offered 200�-0� Intended for majors in astronomy, astronomy-geologyandrelatedsciences.Thestudyofsolarsystemobjects:interiors,surfaces,atmospheres,andorbitalmechanics. Several problem sets, exams, researchpaper. Prerequisites:Astronomy177, Physics 155,andGeology110or120,orconsentofinstructor.

3�0 Special Topics in Astronomy�; not offered 200�-0� Selected topics in contemporary astronomy andastrophysics;thepreciseareaofstudywillbedesignatedpriortoregistrationforthesemesterinwhichthecourseis offered. Prerequisite:consentofinstructor.

3�1, 3�2 Independent Study1-�, 1-� A. Dobson and Sofia Discussionanddirectedreadingand/orobserva-tionalworkon a topic of interest to the individualstudent. Prerequisite:consentofinstructor.

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��0 Senior Research1-3, 1-3 A. Dobson and Sofia Anadvancedinterdisciplinaryindependentstudyproject for astronomy-combinedmajors; studentswishingtodoaseniorresearchprojectshouldchooseproject advisers and propose an interdisciplinarytopicduringthesecondsemesteroftheirjunioryear.Prerequisite:consentofinstructor.

��� Honors Thesis2-�, 2-� Staff Preparationofanhonorsthesis.Required of and limited to senior honors candidates in astronomy.Prerequisite:admissiontohonorscandidacy.

Biochemistry, Biophysics,and Molecular Biology (BBMB)James E. Russo, DirectorDouglas H. Juers Daniel M. VernonDayleM.Smith

Theprogram inbiochemistry,biophysics,andmolecularbiology(BBMB)offersinterdis-ciplinarycoursesandamajorattheinterfaceof the physical and biological sciences.Thecurriculum focuses on the understanding ofbiologicalprocessesatthemolecularlevelandseekstopreparestudentstoentertherapidlyde-velopingfieldsofbiotechnology,biomedicine,andstructuralbiology.TheBBMBcourseswillserveasmajorrequirementsinBBMB,biology,chemistry,andphysics.CoursesintheBBMBmajor apply to the science and quantitativeanalysis(selectedcourses)distributionareas. TheBBMBmajor:Biology111,205;eitherChemistry 125, 135, 126, 136, or Chemistry 140;245,246,250;Physics155,156;Math-ematics125,126,225;BBMB324,325,326,334,335,336,400, and three creditsof490or498;atleastsevenadditionalcreditstakenfrom biology, chemistry or physics coursesnumbered 200 and above and approved by the BBMBfaculty. In the senior year, all BBMB majors must takeaseniorcomprehensiveexamcontainingbothanoralandwrittencomponent.Thewrit-tencomponent consistsof theGREexam inBiochemistry,CellandMolecularBiology.Ascoreinthe20thpercentileorhigherisrequiredtoPass.Theoralexamconsistofaone-hour

Astronomy, Biochemistry, Biophysics, and Molecular Biology

comprehensivequestionexamwithtwoormoreparticipatingfaculty.

32� Biophysicsx, 3 Juers This course presents themolecular side of thebroadfieldofbiophysics,inwhichphysicalconceptsareappliedtobiologicalsystems.Topicsmayincludethermodynamics, equilibrium, quantummechanics,statisticalmechanics, classicalmechanics and spec-troscopyof biological systems such asmembranes,proteins,andnucleicacids.Prerequisites:Physics155,156;Biology111orconsentofinstructor.

32� Biochemistryx, 3 J. Russo Thefirstsemesterofayearlongsequenceonthebiochemistryandmolecularbiologyofthelivingcell.Topicsincludeanintroductiontothetechniquesusedtostudybiologicalmacromolecules;characterization,structure,andfunctionofproteins;enzymekinetics,mechanisms,andregulation;compositionofbiologicalmembranes;bioenergetics;andcatabolismofproteins,fats,andcarbohydrates.Threelecturesperweek.Pre-requisites: Biology 111, Chemistry 246.

32� Molecular Biology3, x Vernon Thesecondsemesterofayearlongsequenceonthebiochemistryandmolecularbiologyofthelivingcell.TopicsincludeadetailedexaminationofDNAandRNA,themechanismofDNAreplication,transcriptionand translation, the control of gene expression inprocaryotesandeucaryotes,themolecularbiologyofviruses,oncogenes/cancer,mobilegeneticelements,andgenomics.Threelecturesperweek.Prerequisites: Biology 205 and BBMB 325.

33� Biophysics Laboratoryx, 1 Juers Laboratory exercises on a range of biophysicaltopics.Physical characterizationofmacromoleculesusing techniques thatmay include absorption spec-troscopy,fluorescencespectroscopy,nuclearmagneticresonance,circulardichroism,crystallizationandx-raydiffraction.Mathematicalmodelingandsimulationofsmallmolecules,macromolecules, andfluctuationsinbiologicalsystems.Co-requisite: BBMB 324. Re-quiredofBBMBmajors.Opentootherstudentsonlywithconsentofinstructor.

33� Biochemistry Laboratoryx, 1 J. Russo Laboratory exercises in protein biochemistry,whichwillincludebiochemicalreagentpreparation,enzymeisolationandpurification,enzymeandproteinassays, andgel electrophoresis.One three- to four-hourlaboratoryperweek.Prerequisites: Biology 111 andChemistry136or140;Co-requisite: BBMB 325. Chemistry 240 is strongly recommended.Required of BBMB majors. Open to other students only with consentofinstructor.

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33� Molecular Biology Laboratory1, x Vernon Laboratoryexercises innucleic acidbiochemistry,withemphasisonmolecularcloningandPCRtechniques.Onethree-tofour-hourlaboratoryperweek.Prerequisite: BBMB335;Co-requisite: BBMB 326.

�00 BBMB Senior Seminarx, 2 Juers, J. Russo, Vernon Ateam-taughtseminarwhichwillpresentrecentdevelopments in themolecular life sciences, suchas bioinformatics, drug design, genomics, or self-assembly processes. In addition to participation indiscussion,studentswillcontributeoralpresentationsofrecentresearcharticlesandoftheseniorresearchproject.Required of BBMB seniors. Open to other studentswithconsentofinstructors.

�30 Current Topics in Biochemistry: Infectious Disease3, x J. Russo Theroleofinfectiousdiseaseinhumanmortalityandmorbidity.Discussiontopicsinclude:epidemiol-ogyandetiologyofdisease,cellulartargetsofmicro-bialinfection,immuneresponses,designandmecha-nismsofactionofantibioticdrugs,drugresistance,thedevelopmentofvaccinesfordiseaseprevention,andtheethicaldilemmasandsocialconsequencesofinfectious disease.Case studiesmay include polio,influenza,malaria,tuberculosis,HepatitisB,andHIV.Prerequisite:consentofinstructor.Distributionarea:scienceoralternativevoices.

��0 Senior Research1-3, 1-3 Staff Eachstudentwillcollectdataandwriteathesisonhisorherresearchinacceptedscientificstyle.Oneormoreinitialdraftsofthethesiswillberequiredbeforethefinalversionisdueinthelastweekofclasses.Eachstudentwillalsogiveashortpresentationofhis/herresultsinapublicforum.Prerequisite:consentoftheresearchadviser.

��� Honors Thesis3, 3 Staff Required of senior honors candidates,whowillconductmoreextensiveresearch thanstudentswhotakeonlyBBMB490.Honorsstudentswillfinishdatacollectionandwriteathesisontheresearchinacceptedscientificstyle.Oneormoreinitialdraftsofthethesiswillberequiredbeforethefinalversionisdueinthelibrary.Presentationof results in apublic forum tothestaffandotherBBMBmajorsisrequired.CreditcannotbeearnedsimultaneouslyforBBMB498and490. Prerequisites: consent of the research adviser,andadmissiontohonorscandidacy.

BiologyGingerS.Withers,ChairHeidi E. M. Dobson (on Sabbatical, Fall 2007) KendraJ.GoldenDelbertW.Hutchison

Biologycoursesdealwiththescienceofliv-ingorganismsintheirvariousforms.Thecur-riculumemphasizestheintegrationofalllevelsfrommolecular toecological,withevolutionasaunifying theme,and requiresall seniorstocompleteayear-longresearchproject.Thedepartmentservesstudentswhoexpecttoworkinabiologicalfieldorrelatedprofessionsuchasmedicine,aswellasthosewhoelectbiologyaspartofageneraleducation.(Seewww.whitman.edu/Departments/Biology/Biol_HomePage.html.) A student who enters Whitman without anypriorcollege-levelpreparationinbiologywillhavetocomplete52creditstofulfilltherequirements for the biologymajor.Coursescompleted in thismajorapply to thescienceand quantitative analysis (selected courses)distribution areas. TheBiologymajor: A minimum of thirty-fivecreditsinbiology,includingBiology111,112,205,206;215or277;309,310,488,489;490or498;sevenadditionalcreditsinbiologyand/orBBMBcourses(toincludeatleastonelabcourse)numbered200orabove;Chemistry125, 126, 135, 136, orChemistry 140; 245;Mathematics 125, 126.Departmental policydoesnotallowaP-D-Fgradeoptionforbiologycourseswithinthemajor. Theseniorassessmentconsistsoforalandwrittencomponents.Oralcomponent:aone-hour exam administered by a committee ofbiologyfaculty.Writtencomponent:studentsmusttaketheBiologysubjectGREandscoreinthe30thpercentileorabove. Thedepartmentrecommendsthatstudentsdesiring a major program in biology begin with Chemistry125,126,135,136;or140;andBi-ology 111 Biological Principles;followedby(inorder)Biology112The Biological World;Chemistry 245 Organic Chemistry I;Biology205 Genetics;206Genetics Laboratory;215 Plant Ecology or 277 Ecology;309Cell Biol-ogy;and310Physiology. For those planning

Biochemistry, Biophysics, and Molecular Biology, Biology

KateJacksonTimothyH.ParkerDaniel M. VernonChristopherS.WallacePaulH.Yancey

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to pursue most graduate programs in biology, ayearofphysics(withlabs),additionalorganicchemistry,ayearofforeignlanguage,Mathe-matics128, andcompetencywithcomputersarehighlyrecommended. The Biology minor: Biology 111, 112, andaminimumofeightadditionalcreditsinbiologyand/orBBMBcoursesnumbered200orabove.DepartmentalpolicydoesnotallowaP-D-Fgradeoptionforbiologycourseswithinthe minor. The Biology-Geology combined major: Biology111,112,205;215or277;310(note:Biology309isrecommendedpriorto310),488,andatleastfouradditionalcreditsinbiologynumbered above 200;Geology 110, 120, or210;320,345,346,350,360,470,andamini-mumofonecreditin358;eitherthreecreditsofGeology480,490,or498orthreecreditsofBiology489and490(or498).Chemistry125,126,135,136,orChemistry140;245;Math-ematics125,126.Twosemestersofphysicsandfield experience are strongly recommended.Coursescompletedinthismajorapplytothescience and quantitative analysis (selectedcourses)distributionareas. The Biochemistry, Biophysics, andMolecular Biology (BBMB) major: SeeBBMB under the Courses and Programs sectionintheCatalogforadescriptionofthecoursesandmajorofferedat the interfaceofbiology,chemistry,andphysics. The Biology-Environmental Studiescombinedmajor:TherequirementsarefullydescribedintheEnvironmentalStudieslistingoftheCatalog.Coursescompletedinthismajorapplytothescienceandquantitativeanalysis(selectedcourses)distributionareas.

100 Ecology of Birds�; not offered 200�-0� Thisisacourseonbirdecologyandidentificationdesignedforthenon-sciencemajor.Nopriorsciencebackgroundispresumed.Throughtheuseofafternoonfieldtripstolocalhabitats,mountedspecimens,com-puterimages,slides,videosandlectures,thecoursewillintroducethestudenttobirdimagesandhabitatsnecessarytoidentifybirdsofthePacificNorthwest.Thisknowledgewillinturnenableonetoidentifymostbird families foundworldwide.Three lectures andonethree-hourlab,orfieldtrip,perweek.Offered in alternateyears.Distributionarea:sciencewithlab.

111 Biological Principles�, � Fall: Staff; Spring: Wallace Thegeneralprinciplescommontoalllife.Topicsare:chemicalbasisoflifeandcellularmetabolism,cell

andtissuestructureandfunction,mitosisandmeiosis,information storage and retrieval, and life support mechanisms.Althoughdesignedasanintroductiontothemajor,non-majorstudentsarewelcome.Laborato-rieswillconsistofexercisesillustratingtheprinciplescoveredinlecture.Threelecturesandonethree-hourlaboratory perweek.Prerequisites: Chemistry 125 and135;or140.Co-requisites: Chemistry 126 and 136(unlessChemistry140previouslycompleted).

112 The Biological World�, � Fall: Jackson and Staff Spring: H. Dobson and Jackson Asurveyofthemajorgroupsofprokaryoticandeu-karyoticorganisms.Theevolutionaryhistoryoflivingorganismsistracedfromthemostsimpleprokaryotesto the highly complex plants and animals. Paralleltrendsandadaptationsarediscussedinadditiontotheuniquefeaturesofeachgroup.Laboratoriesconsistoftheexaminationofthestructureandcharacteristicsofthemajorgroups.Noprerequisitesbutpriorcomple-tionofBiology111ortheequivalentisrecommended.Three lectures and one three-hour laboratory perweek.

120 Human Anatomy and Physiologyx, � Yancey Designedforthenon-biologymajor.Lectureswillfocusonthestructuresandfunctionsoforgansystemsresponsibleformaintenance,reproductionandregula-tionofthehumanbody,includingtheirevolutionaryoriginsandtheirmajormalfunctionssuchascausedbydiseases.Laboratorieswillparallelthelecturestoreinforceprocessesintroducedinlecture,willincludestudentsastestsubject(e.g.,measuringtemperature,respiration,electrocardiograms,etc.),andmayincludedissection of preserved animals.Three lecture ordiscussionhours andone three laboratoryhour perweek.MaynotbetakenforcreditbythosewhohavecompletedBiology310.

122 Plant Biologyx, 3 Dobson Afield-orientedcourse,designedforthenon-ma-jor,thatprovidesabasicintroductiontothebiologyof plants, examines their ecological adaptations todifferenthabitats,anddiscussescurrentissues.Inthelaboratories,studentswillexploreaspectsofplantformandgrowth,delveintoattributesofplantcommunities,acquirebasicskillsforplantidentification,andlearntorecognizeonsightthemostcommonplantfamiliesinthewesternUSA.Severallabswillbesubstitutedbyfieldtrips,andallstudentswillberequiredtomakeaplant collection.Two lectures andone three-hourlaboratoryperweek.

12� Genes and Genetic Engineering2; not offered 200�-0� Designed for the non-biologymajor.This classprovidesanintroductiontotheprinciplesofgenetics,and to how genetics is applied inmedicine, agri-culture,forensics,andbiotechnology.Social,ethical,political,andeconomicissuesrelatedtogeneticsandgeneticengineeringwillbediscussed.

Biology

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12� Nutrition3, x Golden Therequirednutrientsandtheirfoodsources,theirmetabolismandeventual functions and fates in thebodywillbediscussed.Principlesappliedtospecificlifestagesandcircumstances.Currenttopicsinnutri-tionwill be addressed, including eating disorders,global nutrition issues, world hunger, food additives, supplements,pesticideuse,factorsleadingtochronicdisease, etc. Studentswill read current articles anddevelopanalyticalskillswhichenablethemtomakeinformeddecisionsregardingfoodchoices.Designedfornon-biologymajors.Threelectures.

130 Conservation Biology�, x Hutchison Anintroductiontothedynamicandinterdisciplin-aryworld of biological conservation. Fundamentalprinciplesfromgenetics,evolution,andecologywillbediscussedandthenappliedtoproblemsincludingextinction, species preservation, habitat restoration,refuge design and management, human population growthanditsmyriadimpactsonourenvironment.Threeone-hour lectures andone three-hour labora-tory perweek.Prerequisites: none. Designed for non-sciencemajorswith special applicability forenvironmental studies majors.

1�1, 1�2 Special Topics in Biology for Non-Science Majors1-�, 1-� Lectures (possiblywith laboratories) on topicsinbiologynotgenerallycoveredbyothernon-majorcoursesinthedepartment.Examplesoftopicsincludefieldbiologyandevolution.Thetopicandcoursecreditwill be designated prior to registration for the semester inwhichaspecialtopicfornon-sciencemajorsisof-fered.

1�2 ST: Regional Natural Historyx, � Parker The natural history of environments in and around WallaWallaCounty.Designedfornon-sciencemajorswith special applicability for environmental studiesmajors.The coursewill emphasize familiaritywithlocal plants and animals and local environments,bothterrestrialandaquatic,includingrivers,streams,thePalouseHills,foothills,andtheBlueMountains.Weekly tripswill emphasize field experience andinterpretationofecologicalprocessesshapingoursur-roundings.Threeone-hourlecturesandonethree-hourfieldtripperweek.Fieldtripswillfrequentlybeginduringclassat11a.m.andextendthoughthelunchhour and into the afternoon lab time.

20� Genetics3, 3 Vernon and Hutchison Theprincipleswhichunderliethehereditarypro-cessesobservedinmicrobes,plants,andanimals.Se-lectedtopicsincludestructure,organization,function,regulation, andduplication of the geneticmaterial;protein synthesis and its control;mechanisms andpatternsofinheritance;populationgenetics.Prereq-uisites:Biology111;Chemistry125,126.

20� Genetics Laboratoryx, 1 Vernon LaboratoryexercisesinmolecularandMendeliangenetics.LabswillincludeDNAisolation,amplifica-tion,andcharacterization,introductionstocomputerDNAanalysisandgenomics,andanextendedprojectinMendeliangenetics,involvingphenotypicobserva-tion and segregation analysis. One three-hour labora-tory perweek.Prior completion ofBiology205 isrecommended,butnot required.Biology206 isnotrecommendedforBBMBmajors.Co- or prerequisite: Biology 205.

21� Plant Ecology�; not offered 200�-0� Thediverseadaptationsofplantstotheirabioticandbioticenvironmentsfromecologicalandevolu-tionaryperspectives.Lectureswilladdresseffectsofclimaticfactors(water,light,temperature)andsoilson plant morphology, physiology, growth, and repro-duction,andthecomplexrelationshipsofplantswithotherformsoflife,especiallyinsects.Thelaboratorywillincludeseveralresearchprojectsandfieldtrips.Threelecturesandonethree-hourlaboratoryperweek.Prerequisites: Biology 111, 112. Offered in alternate years.

22� Biostatisticsx, 3 Hutchison Thiscoursewillplaceastrongemphasisoncon-ceptualunderstandingofstatisticalmethodsandtheirproper application to researchquestions inbiology.Wewillcoverdescriptive,inferentialandcomparativestatisticswhile highlighting hypothesis testing andappropriateexperimentaldesign.Topicswillincludeparametric (normal) andnonparametric analyses ofcontinuousandcategoricalvariablestoincludet-tests,chi-square tests, correlation analysis, simple linearregression,andanalysesofvariance.Studentachieve-mentwillbeassessedthroughcasestudies,homeworkproblemsandexams.Prerequisite: JuniororSeniorstanding inBBMB, biology or biology-combinedmajors. May not be offered every year. Distribution area:scienceorquantitativeanalysis.

2�� Vertebrate Structure and Function�, x Jackson Thecomparisonofstructureofvertebratesystemswith an emphasis on their evolution, embryology, andstructuraldesignforfunctionaladaptations.Top-ics include aspects of locomotormechanisms.Thelaboratoriesconsistofdissectionsoforgansystemsofvariousadultvertebrates.Three lecturesandonethree-hourlaboratoryperweek.Prerequisites: Biology 111, 112. Offered in alternate years.

2�0 Vertebrate Biology�; not offered 200�-0� Thetaxonomy,systematics,evolution,distribution,ecology,migrations, behavior, and reproduction ofvertebrates.Threelecturesandonethree-hourlabo-ratoryperweek.Thelaboratoriesemphasizevertebrateidentificationwith the use of taxonomic keys andafternoonfieldtrips.Prerequisites: Biology 111, 112. Offered in alternate years.

Biology

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2�� Ecology�, x Parker The interdependent relationships of organisms to oneanotherandtotheirenvironment.Theconceptsandprinciplesofthefollowingsubjectsaredealtwithinthecourse:theecosystem,energyintheecosystem,biogeochemicalcycles,abioticfactors,communities,biomes, population dynamics, behavior, conserva-tion,andpollution.Threelecturesandonethree-hourlaboratoryperweek.Laboratoryinvestigationsutilizevariousfieldandlabtechniquesfordatacollectionandwrittenscientificreportsonreduceddataarerequired.Prerequisites: Biology 111, 112.

2�� Marine Biologyx, 3 Yancey Lifeintheoceansfromtheintertidaltothedeepsea,withemphasisonanatomical,physiological,andbiochemicaladaptionsoforganismstomajorenviron-mentalfactors.Threelecturesperweek.Prerequisites: Biology111,112andconsentofinstructor.

2�� Marine Biology Labx, 1 Yancey Afieldtriptoacoastallocationforoneweekduringspringbreak.Normally,thetripwillbetotheUniversityof Washington's Friday Harbor marine laboratory on SanJuanIsland,wherewewilltrawlsubtidalhabitatsonaresearchship,investigateintertidalcommunitiesatvarioussitesontheisland,andconductobservationsandexperimentsinalaboratory.Thereisa$150feeforfoodandhousingontheSanJuantrip.However,insomeyears,otherlocationsforthetripmaybeused,with a higher fee. Prerequisites: Biology 111, 112 and consentofinstructor.

2�� Plants and Peoples�; not offered 200�-0� Therelationshipbetweenplantsandhumansoci-eties,drawingexamplesfromdifferentgeographicalregionsandplacingemphasisonplantsusedforfood,medicine,clothing,andshelter.Topicswillexplorethevarioususesofplants,implicationsofalteringnaturalhabitatsandcultural traditions,originsandhistoriesofcultivatedplants,developmentofagricultureandecologicalaspectsofitspractices,weeds,plantbreed-ing,andpreservationofwildgeneticdiversity.Threelecturesandonethree-hourlaboratoryperweek.Pre-requisites:Biology111,112;orconsentofinstructor.Offered in alternate years.

30� Cell Biologyx, � Golden Theultrastructureandfunctionofcells.Thiscoursewillexamineindetailthemajorcellularprocessesineucaryoticcellstoinclude:biologicalmolecules,mem-branesandcellsurfaces,cellularenergetics,motility,proteinprocessingandtransport,etc.Thelaboratoryexerciseswillillustratetheprinciplesdiscussedinlec-tureandwillstressmoderninstrumentationtechniques.Threelecturesandonethree-hourlaboratorysessionperweek.Pre-requisites: Biology 111, Chemistry 245. Biology112isrecommended.

310 Physiology�, x Yancey Anadvanced-levelexaminationofthebiologicalfunctionsthatallowself-maintenance,reproduction,and regulation in various environments. Animals in generalwillbecovered,butwithemphasisonmam-mals.Aninitialoverviewexaminestheprinciplesoftraditional organ-systems physiology and how these are increasinglybeingalteredbyevolutionarybiologyandDarwinianmedicine,molecularandcellularphysiol-ogy,andgenomics.Thisoverviewwillbeintegratedwith organismal functions including hormonal andneuralregulation,defense,supportandmovement,ex-cretionandosmoticbalance,circulationandtransport,respiration,energybalance,andreproduction.Threelecturesandonethree-hourlaboratoryperweek;thelatterwill parallel the lecture topics. Prerequisites: Biology111;Chemistry245;orconsentofinstructor.Biology112and309arerecommended.

320 Neurobiology�, x Wallace and Withers Thiscourseemphasizesthecellularandmolecularbiology of neurons as a basis for understanding how thenervoussystemcontrolsbehavior.Topicsincludethestructureandfunctionofneuronsandglia,synaptictransmission, brain development and regeneration, sensory andmotor systems, brainmechanisms oflearning andmemory, clinical issues andbecominga neuroscientist.The laboratorieswill emphasizehands-on experiencewith techniques used to studythebrainincurrentresearchincludingneuroanatomy,neurocytology,neurophysiology,analysisofneuronalgeneexpressionandobservationoflivingneuronsinculture.Threelecturesandonethree-hourlaboratoryperweek.Prerequisites: Biology 111 and 205. Biology 112and309arerecommended.

32� Developmental Biologyx, � Withers Thisupperlevelcourseaddresseshowacomplexmulticellularorganismarises fromasinglecell, thefertilized egg.The course is framed by questionsformulatedusingclassicexperimentsinexperimentalembryology and currentmolecular and cellular ap-proaches thatyieldnewanswers to thesequestions.Emphasis is on how specialized form and patterndevelopinanimals;ethicalandsocialissuesrelevantto developmental biology are also discussed.Labsemphasizeindependentexperimentationandcurrenttechniquesincludingtimelapseanddigitalmicroscopyoflivingcellsandorganisms.Threelecturesandonethree-hourlaboratoryperweek.Prerequisites: Biology 111,205;Chemistry245.Biology112,andBiology309orBBMB325arerecommended.

33� Microbiology and Immunology�, x Golden Bacteria,viruses, andeukaryoticmicrobes.Cellstructureandchemistry,metabolism,evolution,andecologywill be themes emphasized throughout thecourseasothertopicssuchaspathogenesis,disease,theimmunesystem,cultivation,taxonomy,andpracticalapplications formicroorganisms are discussed.Thelaboratorywillestablishsteriletechniquesandstress

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thestructureandbiochemicaldifferentiationofbacte-rialspecies.Threelecturesandonethree-hourlabora-toryperweek.Prerequisites: Biology 111 and a year ofcollegechemistry.Biology112isrecommended.

3�0 Evolutionary Biologyx, 3 Hutchison Designed for the upper-level biology major, this course emphasizes the importance of evolutionarytheorytobiology.Usingmodernexamplesinpopula-tionbiology,molecularevolutionandphylogenetics,studentswillgainafirmfoundationinthemechanismsofevolution,speciation,andextinction,andanappre-ciationoftheapplicabilityofevolutionaryprinciplestocurrentissuesinareassuchasconservation,medicine,andsocialbehavior.Threelecturesperweek.Prereq-uisites: Biology 111, 205. Biology 112 and 277 or 215 arerecommended.

�01, �02 Seminar1-3, 1-3 Selectedadvancedtopicsinbiology.Examplesofrecentlyoffered topics includebioethics, evolution,andnutrition.Coursetopicandcredittobedesignatedbyinstructor.Studentswillbeexpectedtocompletereadings,makepresentations,andparticipateindiscus-sionsabouttheselectedtopics.Thetopicandcoursecreditwillbedesignatedpriortoregistrationforthesemester inwhicha seminar isoffered;consult thechairofthedepartmentforinformation.

�01 Seminar: Bioethics1, x Yancey A reading-and-discussion course intended forbiologymajors.Topicswill include the ethical im-plications of biological research involving geneticengineering, animal experimentation, advances inmedicalandreproductivetechnology,humanmedicalexperiments, intelligencemeasurements, environ-mentaldegradation,etc.Issueswillbeanalyzedusingbioethicalprinciplesandactualcasestudies.Readingswillbetakenfromcurrentsciencejournals,AnIntro-ductiontoBioethics(T.Shannon,PaulistPress,1997),andotherrecentsources.Studentswillleadmostofthediscussionsessions.Prerequisite: Biology 205.

�02 Seminar: Current Issues in Nutritionx, 2 Golden Anupperlevelseminaronselectedtopicsrelatedtonutrition.Studentsshouldhaveasolidbiologyfounda-tionandbefamiliarwithbasicnutrientmetabolism.Choiceoftopicswillbelargelystudent-driven,butex-amplesmightincludegeneticallymodifiedorganisms,the merits of various fad diets, food safety, obesity, oranyothercurrenttopicthatisrelatedtonutrition.Studentsshouldbepreparedtodiscusscontroversiessurroundingtheissues,includingthesocial,psycho-logicalandethicalimplicationsthereof.

��1, ��2 Special Topics1-�, 1-� Lectures(possiblywithlaboratories)onadvancedtopicsinbiologynotgenerallycoveredinothercoursesinthedepartment.Examplesoftopicsofferedincludeplantsystematics,invertebratebiology,entomology,

andimmunology.Thetopicandcoursecreditwillbedesignated prior to registration for the semester in whichaspecialtopicisoffered.

��1A ST: Cell Communication3, x Knight A general overview of cellular processes, butfocusingoncellularmembranes and themachineryinvolvedinbothinter-cellularandintra-cellularcom-munication.Diversityincellularsignalingwillbeil-lustratedthroughinvestigationofindividualcelltypesandthestrategiesusedtomediateglobalchangesinthephysiologyofsinglecellsandpotentially,theorgan-ism.Cell communication is critical to cell survivalandproperfunction.Itisanareaofbiologicalstudythatincorporatesbiochemistry,cellbiology/physiol-ogyandmembranebiophysics–allofwhichwillbehighlightedthroughliteraturereviewanddiscussionsessions.ThisclassisintendedasanelectiveforbothBiologyandBBMBmajors.Threelecturesperweek.Prerequisites:Biol 111;Chem246; or consent ofinstructor.

��1B ST: Plant-Animal Interactions �, x Frame Adetailed examination of the relationships be-tween flowering plants and animals, viewed fromanevolutionary-ecologicalperspective.Topicswillincludeherbivory,pollination,andfruitandseeddis-persal,withemphasisonthebiologyofflowersandphytophagousinsects.Acombinationofreadingsfromspecialsubjectbooksandoriginalpaperswillprovidethebackdroptothelectures;labswillinvolvesomefieldstudiescomplementedbyobservationsusingtheScanningElectronMicroscope(SEM).Threelecturesandonethree-hourlaboratoryperweek.Prerequisites: Biology 111, 112.

��1C ST: Natural History of the Blue Mountains �, x Hutchison ThiscoursewillengagebiologymajorswiththeBlue Mountains through investigation of the region’s plants,animalsandtopographywithinthelargercon-textoftheitsgeologyandpaleoecologicalhistory.Theclasswillemphasizefieldexperienceandinterpretationofecologicalandevolutionaryprocessesshapingoursurroundingswithdiscussionofcurrentenvironmentalissuesfacingtheregion.Two80minuteclassesperweek,seven6hourlabs,someovernight.Prerequisites: Bio112;Bio215or277recommended(orconcurrent).

��2A ST: Evolutionary Ecology of Birdsx, � Parker Applicationofevolutionaryandecologicalprin-ciplestounderstandingthebiologyofbirds,themostabundant and readily observed group of terrestrial vertebrates.Someofthetopicswewilladdressincludeevolutionary origins, physics of flight, ecologicaladaptations,speciescoexistence,socialsystems,mateselection,andcommunication.Threelecturesandonethree-hourlaboratoryperweek.Labsemphasizefieldresearchmethodsandobservationsofbirds in theirnatural environment. Prerequisites: Biol 112 and 205.

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��2B ST: Biology of Amphibians and Reptilesx, � Jackson Herpetology is the study of amphibians and rep-tiles.Inthiscourse,taxonomy,lifehistory,behavior,physiology,ecology,etc.offrogs,salamander,turtles,lizards,snakes,crocodiles,andotherswillbepresentedinthecontextoftheevolutionaryhistoryofthisdiverseassemblageofvertebrates.Labswillfocusonstudyofpreservedspecimens,andidentificationofspeciesfromallover theworld.Studentswill also learn toidentifyalllocalspeciesinpreparationforfield-basedlabsinthespring.Inthecourseofthesemester,stu-dentswillprepareanessayonaherpetologicaltopicoftheirchoice.Threelecturesandonethree-hourlabperweek.Prerequisites:Biology112required,otherorganismiclevelcoursesdesirable.

��2C ST: Pathophysiologyx, � Knight Asurveyofthefunctionsofthehumanbodyusingdiseasestatestoillustratekeyphysiologicprocesses.Thecoursewillexamineexamplepathologicalstatesasaspringboardforunderstanding:thebasicprinciplesofsystemsphysiology;thecellular/tissueprocessesthatgiverisetoabnormalfunction;and,theeffectivenessof preventative/therapeutic approaches.This coursewill cover in detail the cardiovascular, endocrine,neuro-muscular,renalandimmunesystemsandwillofferanoverviewofinegrativebodyfunctionssuchaselectrolyeandnutritionalregulation.Basicprinciplesofphysiologywillbeemphasizedthroughlaboratorywork.Severallabsessionswillincorporateguestlec-turesbyclinicians/patientsortoursofhospitalclinicsandsimulatedclinicaldataandpatientcasestudies.ThiscoursecanbeusedinplaceofBiol310tofulfillthephysoplogyrequirementforbiologymajors,andissuitableasanelectiveforBBMB.Threelecturesandonethree-hourlaboratorysessionperweek.Prereq-uisites: Biol111;Chem246;orconsentofinstructor.Biol309orBBMB325ishighlyrecommended.

��1, ��2 Special Projects1-3, 1-3 Staff Selectedtopicsofanexperimentalordescriptivenature, arranged with individual students who are prepared to undertake semi-independentwork.Thestudentswillconsultwith thefacultymembermostcloselyassociatedwiththeareaofinteresttodeter-mineifthetopicissuitableandcanbesuccessfullyaccomplishedwiththeavailablematerialandlibraryfacilities.Thisconsultationshouldtakeplaceinthesemesterpreceding theanticipatedresearchproject.Prerequisite:consentofthesupervisinginstructor.

��� Research Preparation1, x Vernon Thisrequiredcoursepreparesbiologymajorsfortheirseniorthesisresearchproject.Studentslearnoffacultyresearchinterestsandofresearchopportunitieson-andoff-campus.Libraryandcomputerliteratureresourcesandthesisrequirementsarecovered.Eachstudentmust arrangea researchproject andchoosea departmental research adviser by the end of thesemester.Gradecredit/nocredit.Required of all junior biologymajors;opentoseniorsorprospectivebiol-

ogy-major sophomores who study abroad Fall of their junior year.

��� Senior Research1, 1 Staff StudentsdevelopmethodologiesandbegindatacollectionintheirresearchprojectsdevelopedinBi-ology488.Therewillalsobeseveralinitialmeetings(oneperweek)todiscussrequirementsofthesenioryear includingtheseniorassessment.Prerequisites: Biology488(may be taken concurrently by students completing requirements in December), consent ofsupervising professor, senior standing as a biology major.

��0 Senior Thesis and Seminar2, 2 Staff ContinuationofBiology489.Each studentwillfinishdatacollectionandwriteathesisontheresearchinacceptedscientificstyle.Oneormoreinitialdraftsofthethesiswillberequiredbeforethefinalversionis due in the lastweek of classes.Each student isalsorequiredtogiveashortseminarpresentationofhis/herresultstothefacultyandotherbiologymajors.Prerequisite:Biology489(may be taken concurrently by students completing requirements in December) or consentofsupervisingprofessor.

��� Honors Thesis and Seminar3, 3 Staff ContinuationofBiology489andrequiredofseniorhonorscandidates,whowillconductmoreextensiveresearchthanstudentsinBiology490.Honorsstudentswillfinishdata collectionandwrite a thesison theresearchinacceptedscientificstyle.Oneormoreinitialdraftsof the thesiswillbe requiredbefore thefinalversionisdueinthelibrary.Presentationofresultstothestaffandotherbiologymajorsisrequired.CreditcannotbeearnedsimultaneouslyforBiology498and490. Prerequisites:Biology489,consentofsupervis-ingprofessor,andadmissiontohonorscandidacy.

ChemistryAllison Calhoun, Chair FrankM.Dunnivant JamesE.Russo (on Sabbatical, Ruth N. Russo 2007-08) DeberahM.SimonMarionGötz Tomasso VannelliTimothyMachonkin LeroyG.Wade Chemistrycoursesdealwiththenatureandcompositionofmatterandthelawsthatgovernchemicalreactions.Theyareoffered tomeetthe needs of three groups of students: those who choose tomake chemistry or chemicalengineeringtheirprofession;thosewhorequireacertainamountofchemistryasanadjuncttosome relatedvocation;and thosewhodesire

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aknowledgeofchemistryaspartofageneraleducation. Studentsexpectingtomajorinanyofthebasic sciences should take either (1)Chem-istry125,126andtheassociatedlaboratories,Chemistry 135, 136 or (2) themore accel-eratedChemistry140.Thesecoursesofferanintroductorysurveyofallfieldsofchemistry(inorganic, analytical, organic, physical, andbiochemistry).Anextendedstudyofchemistryfor the non-majormay be obtained by tak-ing Chemistry 245, 246 Organic Chemistry, Chemistry 345 Physical Chemistry, Chemistry 388 Environmental Chemistry and Science, or BBMB 325 Biochemistry.Pre-medicalstudentsshouldnotethatmostmedicalschoolsrequireforentrancea fullyearoforganicchemistrylectureandtwocreditsoforganiclaboratory. The department also offers two one-se-mester courses in chemistry (Chemistry 100and 102) for the studentwishing a generalknowledgeofthefieldtofulfillbreadthofstudyrequirements. The department is well-equipped withinstrumentation for chemical analysis.A“handson’’policyallowsextensiveuseoftheinstruments, beginning in thefirst yearwithexperiments involvingpHmeters, analyticalbalances, and visible spectrophoto-meters.Inadvancedcourses, studentsare introducedto atomic absorption, infrared, fluorescence,nuclear magnetic resonance, ultravioletspectrophotometry,mass spectrometry, gaschromatography,highperformanceliquidchro-matographyandelectrochemistry.Theaimistogivepracticalexperiencewithmodernchemicalinstrumentationsothatstudentscanlearnnotonly what an instrument does, but also how it works.Inadvancedcourses,studentswillusevariouscomputersoftwarepackagesfordataanalysis and presentation, and for laboratory report writing. A student who enters Whitman without anypreviouscollege-levelchemistrycourseswillneedtocomplete35chemistrycreditstofulfilltherequirementsforthemajor.Additionalcreditsarerequiredinotherdepartments.Thesearelistedbelowwiththerequirementsforthechemistrymajor.Courses completed in thechemistrydepartmentapplytothescienceandquantitativeanalysis(selectedcourses)distri-bution areas. The Chemistry major: A minimum of

thirty-fivecreditsinchemistryincluding: Either Chemistry 125, 126, 135, 136, or Chemistry140;andChemistry240,245,246,250, 320, 345, 346, 360, 361, 362, and at least threecreditsofChemistry490or498. The followingnon-chemistry courses arealso required:Mathematics 225 andPhysics155,156.Mathematics244,300and128,plusareadingknowledgeofaforeignlanguagearestronglyrecommendedforchemistrymajors. Subsequenttothedeclarationofachemistrymajororminor,nochemistrycourseswithinthemajororminormaybetakenonaP-D-Fbasis. SeniorAssessment in Major: Currently weadministeratwo-houroralexamtostudentscompletingtheirchemistrydegree.Thedepart-ment has voted to change this requirementto a one-hour oral exam andwritten examspersub-disciplineinchemistry.Theseexamswouldeitherbewrittenbythefacultymemberresponsibleforthesub-disciplineorastandard-izedAmericanChemicalSocietyexamination.The passing level would be determined by the facultymemberwhowrotetheexamorascoreexceedingthe50percent(nationalaverage)onthestandardizedexams. The department instituted the two-hour oral examsinanefforttobettergaugeourstudentsunderstandingofthediscipline.Wefound,afterthree years of this system, that the one-hour examwasadequatetogaugethisunderstandingandthatthelackofwrittenexamsreducedtherigor of the major. It is for this reason we are reinstitutingthecombinationofwrittenandoralexamsforourseniorexamination. The Chemistry minor: A minimum of nineteencreditsinChemistry,involvingeitherofthefollowingsequences:(1)125,126,135,136,245,246,250;atleastoneofthefollowing:240, 345, 388,BBMB325;or (2) 140, 245,246,250;at least twoof the following:240,345,346,388,BBMB325. TheBiochemistry,Biophysics,andMo-lecularBiology(BBMB)major:SeeBBMBunder the Courses and Programs section intheCatalog for a description of the coursesandmajorofferedattheinterfaceofbiology,chemistry,andphysics. TheChemistry-Geologycombinedmajor: Either Chemistry 125, 126, 135, 136, 240 or Chemistry 140, 240;Chemistry 346; eitherGeology 110, 120, or 210, and 220, 345, 346,

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350,460,470,andaminimumofonecreditin 258;Mathematics 125, 126;Physics 155,156.Coursescompletedinthismajorapplytothescienceandquantitativeanalysis(selectedcourses)distributionareas. The Chemistry-Environmental Studiescombinedmajor:TherequirementsarefullydescribedintheEnvironmentalStudieslistingoftheCatalog.Coursescompletedinthismajorapplytothescienceandquantitativeanalysis(selectedcourses)distributionareas.

100 Introduction to Environmental Chemistry3; not offered in 200�-0� Thegoalofthiscourseistopreparestudentstobeenvironmentallyresponsiblecitizensandempowerthemwith scientific knowledge tomake the rightdecisions concerning the environment.Chemistry100 is a one-semester introduction to importanttopics in chemistry, environmental chemistry, andenvironmentalengineering.ConnectionswillbemadebetweenenvironmentalchemistryandmostdisciplinestaughtatWhitmanCollege.TopicswillincludemajorU.S. environmental laws, basic chemistry, sourcesofpollution,waterquality,waterscarcity,waterandwastewater treatment, pollutant fate and transport modeling, global environmental issues (acid rain,globalwarming,andstratosphericozonedepletion),and risk assessment.No chemistry background ispresumed.Highly recommended forEnvironmentalStudiesstudentsnotmajoring inaNaturalScience.StudentsmaynotreceivecreditforChemistry100iftheyhavetakenChemistry125oramoreadvancedcollege chemistry course.Three lectures perweek;no lab.Distribution area: science and quantitativeanalysis.

102 Chemistry of Artx, 3 Simon This course, for non-sciencemajors,will covertheprinciplesofchemistrywithinthecontextoftheproduction,analysis,andconservationofart.Theinflu-enceofscienceandtechnologyonartwillbeexploredthrough such topics as color theory, the chemistryofpigments,dyes,binders,papers, inksandglazes,forensicanalysisofforgeries,conservationofworksofart,andphotography.Possiblelaboratorytopicsin-cludepigments,etching,papermaking,textiledyeing,ceramics,electroplating,jewelrymaking,alternativephotographicmethods,andbookbinding.Noartisticskillorchemistrybackgroundispresumed.StudentsmaynotreceivecreditforChemistry102iftheyhavecompletedanyothercollegelevelchemistrycourse.Twolecturesandonethree-hourlaboratoryperweek.Offeredinalternateyears.Distributionarea:sciencewithlabandquantitativeanalysis.

12� General Chemistry3, x Staff Thefirstsemesterofayearlongcourseinintroduc-torychemistry.Topicsincludeatomicandmolecular

Chemistry

structure;periodicpropertiesoftheelements;chemi-calbonding;propertiesofgases,liquids,andsolids;stoichiometry;aqueoussolutionreactions;andperhapsanintroductiontoorganicchemistryandbiochemistry.Problemsolving involves theuseofalgebra.Threelectures perweek.Prerequisite: two years of high schoolmathematicsorconsentofinstructor.

12� General Chemistryx, 3 Staff The second semester of a yearlong course inintroductorychemistry.Topicsincludepropertiesofsolutions,elementary thermodynamics, introductiontochemicalequilibrium,kinetics,oxidation-reductionandelectrochemistry,acidsandbases,environmentalissues,andnuclearchemistry.Problemsolvinginthiscourse involves the use of logarithms and algebraincluding the quadratic formula.Three lectures perweek.Prerequisite: Chemistry 125.

13� General Chemistry Lab I1, x Staff Laboratory exercises in physical and chemicalproperties ofmatter,with an introduction to bothqualitative and quantitativemethods of analysis.Topicsincludegravimetricandvolumetricanalysis,molecular structure, chemical synthesis, acid-basechemistry,propertiesandreactionsofvariousgroupsof elements, and thermochemistry.One three hourlaboratoryperweek.Co-requisite: Chemistry 125.

13� General Chemistry Lab IIx, 1 Staff AcontinuationofChemistry135withemphasisondescriptivechemistryanddiscovery-basedexperi-ments.Topics include analysis, kinetics, synthesis,andanintroductiontospectrophotometricmethodsofanalysis.Onethreehourlaboratoryperweek.Prereq-uisite:Chemistry135;Co-requisite: Chemistry 126.

1�0 Advanced General Chemistry I�, x Calhoun A one-semester accelerated course in introduc-tory chemistry designed for studentswith a stronghighschoolbackgroundinchemistry.TopicssimilartothoseinChemistry125and126willbecoveredatafasterrateandadeeperlevel.Laboratoryexercisesemphasize the concepts andmethods developed inlecture andwill involve experiments similar to,but not necessarily identicalwith, those covered inChemistry135and136.Problemsolvinginvolvestheuseofalgebra.Threelecturesandonethree-tofour-hourlaboratoryperweek.Enrollmentislimitedto46students. Chemistry 140 is equivalent to the sequence of Chemistry 125, 126, 135, and 136. Prerequisites: twoyears of high schoolmathematics, oneyear ofhigh school chemistry (two recommended), and apassingscoreonaqualifyingexamgivenoncampusimmediatelypriortofirstsemesterregistration.Fee: $25.

2�0 Quantitative Analysis and Chemical Equilibrium

�, x Machonkin Theprinciplesofchemicalequilibriumandmethods

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ofquantitativeanalysis.Topicsincludestatisticalanal-ysisofdata,activities,andthesystematictreatmentofacid-base,precipitation,complexation,andoxidation-reductionequilibria.Laboratoryexercises involve theexplorationandelucidationoftheconceptsandmethodsdevelopedinlecture,andincludegravimetric,titrimet-ric,andcolorimetricanalyses,withanintroductiontoselectedinstrumentalmethodsofanalysisandinstructioninanduseofelectronicspreadsheetsfordataanalysisandgraphing.Twolecturesandtwothree-tofour-hourlaboratoriesperweek.Prerequisites: Either Chemistry 126 and 136 or Chemistry 140.

2�� Organic Chemistry I3, x Wade Thefirstsemesterofayearlongcourseinorganicchemistry.Topics include reactionmechanism, no-menclature, stereochemistry, spectroscopy, and thesynthesis and reactions of alkyl halides, alkenes,alcohols,ethers,andalkynes.Threelecturesperweek.Prerequisite: Chemistry 126.

2�� Organic Chemistry IIx, 3 Staff AcontinuationofChemistry245.Topicsincludespectroscopy, aromatic chemistry, carbonyl com-pounds,andbiomoleculessuchascarbohydratesandaminoacids.Three lecturesperweek.Prerequisite: Chemistry 245.

2�0 Organic Laboratory Techniquesx, 2 Götz, Vannelli Laboratory exercises covering the full range ofmaterialintheyearlongorganicchemistrysequence.Topicsincluderecrystallization,distillation,chroma-tography,simpleandmultistepsynthesis,mechanisms,and spectroscopy.Two three-hour laboratories perweek.Prerequisite: Chemistry 245;Co-requisite: Chemistry 246.

320 Instrumental Methods of Analysis3, x Staff Designedtofamiliarizestudentswiththetheoriesandmethodsininstrumentalproceduresandsignifi-cantdevelopmentsinmodernchemicalanalysisandseparationtechniques.Workinvariousspectrophoto-metricandchromatographicmethodsofanalysisandseparationinaqueousandnonaqueoussystems.Threelecturesperweek.Prerequisites: Chemistry 240 and 250. Pre- or co-requisite: Chemistry 345.

3�� Physical Chemistry I3, x Calhoun Thiscourseisthefirstsemesterofatwo-semestercourseexploringthefundamentalbehaviorofchemi-calsystemsintermsofthephysicalprincipleswhichgoverntheirbehavior.Thespecificfocusisonmicro-structureofatoms,theroleofthismicrostructureintheformationofmoleculesandthestatisticaldescriptionsof systembehavior in terms of themicrostructure.Topicscoveredincludequantumchemistry,bonding,molecularstructure,spectroscopy,NMR,propertiesofgasesandstatistical thermodynamics.Prerequisites: Chemistry126or140,Physics156,andMathemat-

ics 126 or equivalent.Mathematics 255 is recom-mended.

3�� Physical Chemistry IIx, 3 Calhoun Thiscourse is thesecondsemesterofa two-se-mestercourseexploringthefundamentalbehaviorofchemicalsystemsintermsofthephysicalprincipleswhich govern their behavior.The specific focus ison systembehavior to explain spontaneity, energytransformations, chemical andphysical equilibriumand the ratesofchemical reactions.Topicscoveredinclude classical thermodynamics, phase equilibria,chemical equilibria, kinetics of chemical processesandsurfacechemistry.Prerequisites: Chemistry 126 or 140,Physics156,andMathematics126orequivalent.Mathematics 255 is recommended.Chemistry 345stronglyrecommended.

3�0 Advanced Inorganic Chemistryx, 3 Machonkin The concepts ofmodern inorganic chemistry atan advanced level. Selected topics are explored indepthratherthaninareviewoftheentirefield.Pos-sible topics include transition-metal complexes andtheoriesofmetal-ligandbonding,acid-basetheoriesandnon-aqueoussolvents,kineticsandmechanismsof transition-metal-complex reactions, bonding insolids,atomicstructureandtermsymbols,symmetryandgroup theory.Three lectures perweek.Pre- or co-requisites: Chemistry 346.

3�1 Integrated Advanced Laboratory I2, x Wade, Staff Anadvancedintegratedlaboratorycoursejointlytaughtbytheanalyticalandorganicchemistsinthedepartment,with emphasis on theuseof analyticalinstrumentation and advanced synthesis projects.Twothree-tofour-hourlaboratoriesperweek.Pre-requisites: Chemistry 246, 250. Pre- or co-requisite: Chemistry 320.

3�2 Integrated Advanced Laboratory IIx, 2 Machonkin, Calhoun Anadvancedintegratedlaboratorycoursejointlytaughtbytheinorganicandphysicalchemistsinthedepartment,with emphasis on inorganic synthesis,analyticaltechniquesusedininorganicchemistry,andphysical chemistry concepts in the laboratory.Twothree-tofour-hourlaboratoriesperweek.Prerequisite: Chemistry 345 and 361. Co-requisite: Chemistry 346 and 360.

3�� Environmental Chemistry and Science�; not offered in 200�-0� Thiscoursewillexamine(1)thebasicchemistryassociatedwithpollutantfateandtransportmodelinginenvironmentalmedia,especiallyacid-base,oxida-tion/reduction,solubility,speciation,andsorptionreac-tions,(2)basicphysicalconceptsformodelingthefateand transport of pollutants in environmental media, and (3) pollutant risk assessment basedonhumansas receptors.Additional topicsmight includemajorU.S.environmentallaws,globalenvironmentalissues

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(e.g.,globalwarmingandstratosphericozonedeple-tion),andselectedscientificarticles.Thelaboratoryportionwillconcentrateonpollutantmonitoringandchemicalaspectsofpollutants,measuringdispersionandpollutant transport in small-scale systems, anddataanalysis.Threelectures,onethree-to-fourhourlaboratoryperweek,andoneweekendfieldmonitoringtrip to Johnston Wilderness Campus. Prerequisites: A goodworkingknowledgeofbasicalgebra(rearrange-mentofcomplicatedequationsanduseofexponentialfunctions);Chemistry126or140;Chemistry250orconsentofinstructor.Offered in alternate years. There isamandatoryovernightfieldtripattheendofthesemester.

��1, ��2 Independent Study1-3, 1-3 Staff An advanced laboratory project or a directedreadingprojectselectedbythestudentinconsultationwith the staff and supervised by the staff member best qualifiedfortheareaofstudy.Foralaboratoryproject,awritten report reflecting the libraryand laboratoryworkcarriedoutisrequired.Thestudentmustselecta supervising staff member and obtain approval for a projectpriortoregistration.Ifanypartoftheprojectinvolvesoff-campuswork, the studentmust consultwith the department chair for approval before be-ginningtheproject.Eachcreditofindependentstudylaboratoryworkcorrespondstooneafternoonofworkperweek.Amaximumofthreecreditsmaybecountedtowarddegreerequirements.Prerequisites: two years ofcollegechemistryandconsentofinstructor.

��� Organic Synthesis and Spectroscopy3; not offered 200�-0� Reactions and synthesis in organic chemistry.Topicsincluderetrosyntheticanalysis,carbon-carbonbond-forming reactions, functional-group inter-changes,controlofstereochemistry,ring-formingreac-tions,synthesisofheterocycles,anddeterminationofproductstructureusingmassspectrometryandNMR,IR,andUVspectroscopy.Prerequisite: Chemistry 246. Offereduponrequest.

��� Physical Organic Chemistry3; not offered 200�-0� Mechanisms, kinetics, structure, and theory inorganicchemistry.Topics includegeneralacid/basecatalysis, linear free energy relationships, isotopeeffects,transitionstatetheory,photochemistry,spec-troscopy,andpericyclicreactions.Threelecturesperweek.Prerequisite: Chemistry 246. Recommended co-requisite: Chemistry 345. Offered in alternate years.

��1, ��2 Advanced Topics in Chemistry1-3, 1-3 Adetailedstudyofspecializedsubjects suchasorganic qualitative analysis, conformational anal-ysis,naturalproducts,quantumchemistry,chemicalkinetics, protein structure and function, physicalbiochemistry,andspectroscopy.Topicstobeofferedwill be announced eachyear in the class schedule. Prerequisite:twoyearsofcollegechemistry.

��2 ST: Polymer Chemistry, Properties and Applications

x, 3 Calhoun Thiscoursewillintroducestudentstothevastfieldofpolymerscienceincludingpolymerizationchem-istry, structure development, solid state andmoltenpolymerbehavior,propertiesofpolymerclassesandapplicationsofthesepolymersinindustrialprocesses.Specialemphasiswillbeplacedonhowthechemicalstructure of a polymer defines its properties underprocessingandin-useconditions.Threelecturesperweek.Prerequisites: CHEM 125-126, CHEM 135-136 (orCHEM140)andCHEM245.

��0 Research1-3, 1-3 Staff Two consecutive semesters, or a summer and asubsequentsemester,ofworkonprojectsofcurrentinteresttothestaff.Theresearchmayinvolvelabo-ratoryworkonoriginalprojects,reportsbasedonli-brarysearches,developmentofinstructionallaboratoryexercises,etc.Thestudentmustselectasupervisingfacultymemberandobtainapprovalforaprojectpriortoregistrationforthefirstsemesterofthetwo-semestersequence,orpriortoregistrationforthefallsemesterif theprojectwillcommenceduring thesummer.Afinalwrittenreport,andaseminarontheprojectwillberequired.Mayberepeatedforamaximumofsixcredits.Prerequisites:twoyearsofcollegechemistryandconsentofinstructor.

��� Honors Thesis3, 3 Staff Independent research or projects leading to thepreparationofanundergraduatethesis.CreditcannotbeearnedsimultaneouslyforChemistry498and490.Requiredofandlimitedtoseniorhonorscandidatesinchemistry.Anadviserforthethesismustbechosenbythe end of the junior year. Prerequisite: admission to honorscandidacy.

ChineseMary Anne O’Neil, Chair, Foreign Languages and Literatures

Chinese Shu-chuWei-PengWencuiZhao

Courses in Chinese are designed to develop proficiencyinspeaking,writing,andreadingthelanguageandtoacquaintthestudentwithChineseliteratureandculture. Placementinlanguagecourses:Studentswith previous foreign language experienceshouldconsultthestatementonplacementinlanguagecoursesintheForeignLanguagesandLiteraturessectionofthisCatalog. TheForeignLanguagesandLiteratures/

Chemistry, Chinese

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Chineseminor:Aminimumof15creditsbe-yond206(orequivalent)inChineselanguageand literature courses numbered above 200.Courses in Chinese literature offered under world literature may be used to satisfy the requirementsforthisminor. Note: Courses taken P-D-F prior to thedeclarationofalanguagemajororminorwillsatisfycourseandcreditrequirementsforthemajororminor.CoursestakenP-D-Fmaynotbe used to satisfy course and credit require-ments for the major or minor after the major orminorhasbeendeclared.

10�, 10� Elementary Chinese�, � Wei-Peng, Zhao An introduction to the sounds and structuresofmodernChinese and a foundation in conversation,grammar,reading,andelementarycomposition.

110 Conversational Chinese I�; summer 200� Courseofferedaspartof theWhitmanSummerStudies inChina program.Taught inChina over aperiodoffourweeksbyWhitman-selectedinstructorsfromChinaandsupervisedbytheWhitmanfacultymemberwhoisresidentdirector.ThiscourseteachesconversationalChinesebasedonthevocabularyandsentencepatternsthestudentshavelearnedfromChi-nese 105 and 106, plus new phrases the students will need living and studying in China. Classes meet three hoursperday,fivedaysperweek, fora totalof60hours. Requirements:dailyhomework,weeklytests,and afinal examcovering listening comprehensionandspokenChinese.Prerequisite: Chinese 106 or its equivalent and admission to theWhitmanSummerStudiesinChinaprogram.

20�, 20� Intermediate Chinese�, � Wei-Peng ModernspokenandwrittenChinese.Itprovidesthestudentwiththeopportunitytopracticeconversationalskills and to read cultural and literarymaterials.Prerequisite:Chinese106orequivalent.

210 Conversational Chinese II�; summer 200� Courseofferedaspartof theWhitmanSummerStudies inChina program.Taught inChina over aperiodoffourweeksbyWhitman-selectedinstructorsfromChinaandsupervisedbytheWhitmanfacultymemberwhoisresidentdirector.ThiscourseteachesconversationalChinesebasedonthevocabularyandsentence patterns the students have learned fromChinese 205 and 206, plus new phrases the students will need living and studying in China. Classes meet threehoursperday,fivedaysperweek,foratotalof60hours. Requirements: dailyhomework,weeklytests,and afinal examcovering listening comprehensionandspokenChinese.Prerequisite: Chinese 206 or its equivalent and admission to theWhitmanSummerStudiesinChinaprogram.

2�0 Chinese Poetryx, � Wei-Peng Chinese poetry in its various forms and styles. Representative verse forms, classical as well asmodern,willbe included.Word-by-wordstudiesoffamous poemswithwhichmost educatedChinesepeople are familiar will be the central focus ofthis course.Both theChinese text and theEnglishtranslationwillbeusedtodiscussmetricalschemes,rhymingpatterns,structures,andmeaningsofChineseverse. Prerequisites:Chinese105,Japanese106(orequivalent).

30�, 30� Advanced Chinese�, � Zhao ContinuedpracticewithspokenandwrittenMan-darinChinese.The studentspracticeconversationalskills, readculturaland literarymaterialsandwriteessays. Prerequisite:Chinese206orequivalent.Distri-butionarea:humanitiesoralternativevoices.

3�1, 3�2 Independent Study1-�, 1-� Wei-Peng, Zhao For studentswhohave completed twoyears ormoreofcollegelevelChineseandwhodesirefurtherstudies inChinese language, literature, or culture.With guidance from the instructor the studentmaychoose readingswhich interest himor her, discusstheminconferencewiththeinstructor,usingChineseasthelanguageofdiscussion,and/orsubmitwrittenevidenceofhisorherwork.Prerequisites: Chinese 206andconsentoftheinstructor.

The program in Chinese also includescourses in classical andmodernChinese lit-eratureintranslation.Theseclassesarelistedbelow and in theWorldLiteraturesectionofthecatalog.

WLit 22� Chinese Folk Literature�; not offered 200�-0� Introducesstudents to literaryworksthatreflectChinesefolkbeliefstohelpdevelopanunderstandingofChinesepopularculture.Readingsincludeballads,narrative poems, short stories, novels, and plays. ThroughanalysisoftheseliteraryworksinthelongspanofChinesehistory,studentsstudycrucialaspectsofanoldAsianculture.Moderntheoriesofculturalstudies,whenappropriate,areappliedtotheexamina-tionofspecificliteraryworks.Open to all students.

WLit 31� Classical Chinese Drama�; not offered 200�-0� ClassicalChinesedramafromthethirteenthcen-turyYuandramatothepresentPekingOpera.PlaysselectedfromtheYuan,Ming,andChingdynastiesforreadingandanalysis.Chinesetheatricalconventionssuchasmasks,facialmake-up,costumes,acting,andstagingareintroducedanddiscussedbeforeandafterviewingseveralPekingOperavideotapes.

WLit 31� Modern Chinese Literature�, x Wei-Peng Chinesepoetry,drama,andfictionsincethebe-ginningof the twentieth century.Studyingwritings

Chinese

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frombothmainlandChinaandTaiwan.Knowledgeofpre-modernChineseliteratureisnotrequired.

ClassicsDana Burgess, Chair ElizabethVandiver

ClassicsisthestudyofGreekandRomanantiquity through the ancient languages, lit-eratures,histories,arts,cultures,and thoughtofthoseperiods.Thisisanareastudywhichseekstoemployavarietyofanalytictoolsinunderstandingthecultureswhichlieattheheartof the western tradition. The major program in classicsdrawsontheofferingsofthedepart-mentsofclassics,history,philosophy,politics,andrhetoric. A student who enters Whitman without any priorcollege-levelpreparationinclassicswillhavetocomplete54creditstofulfilltherequire-mentsfortheclassicsmajor.Coursestakenforthe classicsmajorwill principally fulfill thedistribution area of humanities. Note that some classicscoursesmayalsofulfilldistributioninsocialsciencesandfineart. TheClassicsmajor:A minimum of thirty-sixcreditsasfollows: a) Latin 205, 206 (or equivalent) and Greek205,206(orequivalent); b) fourcreditsofClas390,Advanced SeminarinClassicalLanguages; c) fourcreditsfromamongthefollowing courses:Classics120English Gram- mar via Latin and Greek,Classics130 Ancient Mythology, Classics140Wom- en in Antiquity,Classics200Topics in Classical Studies,Classics221 An- cient and Medieval European Political Theory,Classics224Greek and Roman Art; d) eightcreditsfromamongthefollowing

courses:Classics 201Ancient Philo-sophy, Classics 371Rhetoric in Early Western Culture, Classics 377Ancient Theatre, Classics390 Advanced Seminar in Classical Languages, Greek391,392Independent Study in Greek, Latin391,392 Independent Study in Latin;

e) fourcreditsfromamongthefollowing courses:History 326The Hellenistic World and the Roman Empire, History

327 The History of Ancient Greece; f) allclassicsmajorsmustalsocomplete either Classics 497Senior Thesis (2 credits)orClassics498Honors Thesis (2credits). Theseniorassessmentinclassicsconsistsofathree-hourwrittencomprehensiveexami-nation, a senior thesis and a one-hour oral examination consisting of a defense of thethesis and, when appropriate, further response toquestionsfromthewrittenexamination. TheClassicsminor:EitherLatin205,206(orequivalent)orGreek205,206(orequiv-alent)plusaminimumof12additionalcredits.Eightofthoseadditionalcreditsmaybedrawnfromafullyearofasecondancientlanguage.Thus the studentwho completesGreek205,206maycountLatin105,106towardtheminorandthestudentwhocompletesLatin205,206maycountGreek105,106.Allorpartofthetwelveadditionalcreditsmaybedrawnfromthefollowingcourses:Classics120,130,140,200, 201, 209, 221, 224, 367, 371, 377, 390, Greek391,392,Latin391,392,History226,326, 327. Note:A course cannot be used to satisfybothmajorandminorrequirements,e.g.,His-tory226cannotbeusedtoapplytowardthe36creditrequirementforthehistorymajorandtheclassicsminorrequirement. Note: Courses taken P-D-F prior to thedeclarationofalanguagemajororminorwillsatisfycourseandcreditrequirementsforthemajororminor.CoursestakenP-D-Fmaynotbe used to satisfy course and credit require-ments for the major or minor after the major orminorhasbeendeclared.

Classics120 English Grammar via Latin and Greek x, � Burgess Students will learn the structures of Englishgrammar.ThegrammarsofAncientGreekandLatinwillbeintroducedastoolsfor theunderstandingofcontemporaryEnglish grammar.Thehistory of theIndo-European language family will demonstrate therelationsbetweenancientandmoderngrammars.Techniquesofsentencediagrammingwill showthepartsofspeechandtheirsyntacticrelations.Typesofclausesandtherelationsbetweenclauseswilldomi-natethemoreadvancedsectionsofthecourse.Open to all students.

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130 Ancient Mythology �; not offered 200�-0� Throughanalysisofprimaryliterarysourcesstu-dentswillstudythestructuresandfunctionsofmythinancientcultures,Greek,RomanandMesopotamian.Moderntheoriesofmythwillalsobeexaminedcriti-cally,especiallyastheyapplytospecificcategoriesofancientmyths.Open to all students. Offered in alternate years. 1�0 Women in Antiquity�, x Vandiver Theroleofwomen inpublicandprivate life inancientGreeceandRome.Studentswillexamineliter-ary,documentary,archaeological,andvisualsourcesasevidenceforthelivesofwomenintheseancientcultures. Studentswill exploremodern theories ofgender in conjunctionwith ancient evidence.Thiscourse is interdisciplinary andopen to all students. Offered in alternate years.

200 Special Topics in Classical Studies�

200 ST: Going to Hellx, � Burgess and Walters Voyages to the land of the dead appear in the literaturesofmanyculturesancientandmodern.ThiscourseconcentratesupontheliteraturesofIndianandGreco-RomanculturesbutalsoincludesforaysintoMesopotamian,EuropeanandEastAsiancivilizations.Muchof the literatureconcerning these journeys isofareligiousnature,andthiscourseisgroundedintechniquesofcomparativemythologywhichwillfa-cilitateaconsiderationoftheintersectionsofreligionand literary narrative. Team-taught by a professor of ClassicsandaprofessorofReligionthiscoursewillexplorethewaysinwhichtalesofajourneytothelandofthedeadrevealwhataculturevaluesandfears.MaybeelectedasReligion200.

201 Ancient Philosophy�, x T. Davis AclosereadingofselectedtextsfromPlatoandAristotle.MaybeelectedasPhilosophy201.

221 Ancient and Medieval European Political Theory�, x Voorhees ThiscourseintroducesstudentstothehistoryofEuropeanpoliticaltheorythroughaninvestigationofclassicalGreek andpre-modernChristianwritings.Texts to be explored includeAeschylus’sOresteia, Thucydides’sPeloponnesian War,Plato’sRepublic, Aristotle’s Politics,St.Augustine’sCity of God, and St.ThomasAquinas’sSumma Theologica. May be electedasPolitics221.

22� Greek and Roman Art�; not offered 200�-0� AnexplorationoftheartsofancientGreeceandRome,fromtheBronzeAgeofGreecetotheendof

theRomanEmpire.Particularemphasiswillbeplacedonsculpture,painting,andarchitecture.Wewillalsoinvestigate thecultural contexts fromwhich theartformsarise.MaybeelectedasArtH224.Open to all students. Offered in alternate years.

3�1 Rhetoric in Early Western Culturex, � Withycombe Focusesontheprinciplerhetoricaldevelopmentsthat occurred during the great periods ofWesternthought,beginningwiththeclassicalconflictbetweentheSophistsandPlatonistsinGreece,totheemphasison the liberallyeducatedperson in theRomanEm-pire, therhetoricof thechurchin theMiddleAges,andconcludingwiththestudyoflogicandargumentduringtheScottishEnlightenment.MaybeelectedasRhetoricandFilmStudies371. 3�� Ancient Theatre�; not offered 200�-0� The origin anddevelopment of ancient theatre,especiallyofGreektragedy,throughaclosereadingofancientplaysinEnglishtranslation.Inadditiontoancientplays,wewillreadmoderncriticalresponsesto those plays.May be elected asTheatre 377 orWorldLiterature377.Open to all students. Offered in alternate years.

3�0 Advanced Seminar in Classical Languages1-�, x Burgess UsingprimarymaterialsinGreekorLatinorboth,according to priorwork, each studentwill pursueadvancedreadinginavarietyofauthorsandgenresandwilllearnthetechniquesofClassicalscholarshipcommon towork in either ancient language. For astudent enrolled for four credits, one of the threemeetingsperweekconcentratesonmattersofClassicalscholarshipcommontothetwolanguages.StudentsfamiliarwithonlyoneoftheClassicallanguageswillpursuesupervisedadvancedindependentworkinthatlanguageinplaceofaclassmeetingwhichwouldbeinappropriate to their preparation. Prerequisite: Either Greek206orLatin206ortheequivalentofeither.May be repeated for credit.

��� Senior Thesis2, 2 Staff The student will prepare a thesis using primary materials ineitherGreek,Latin,orboth languages.A senior thesis is required of all classicsmajors. Prerequisite:consentofinstructor.

��� Honors Thesis2, 2 Staff The student will prepare a thesis using primary materials ineitherGreek,Latin,orboth languages.Aseniorthesisisrequiredofallclassicsmajors.Thishonorsthesisisopenonlytoseniorhonorscandidatesinclassics.Prerequisite: admissiontohonorscandi-dacy.

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Greek10�, 10� Elementary Ancient Greek�; not offered 200�-0� AnintroductiontothelanguageofclassicalAthens,AtticGreek.Theclassisdevotedtogivingthestudentstheability toreadancient textsassoonaspossible.AlongwithasystematicpresentationofAncientGreekgrammar,thiscourseoffersopportunitiestoreadselec-tionsfromGreekliteratureintheiroriginallanguage.Offered in alternate years.

20�, 20� Intermediate Ancient Greek�, � Fall: Vandiver; Spring: Burgess Substantial readings from ancient authors inconjunctionwithathoroughreviewofallaspectsofancientGreekgrammar.Readingswillfocusontwoauthorseachsemester,withabalancebetweenproseand verse. Prerequisite:Greek 106 or consent ofinstructor.Offered in alternate years.

3�1, 3�2 Independent Study1-�, 1-� Staff AnintroductiontothetoolsofClassicalscholarshipthroughareadingofanancientGreektextchosenbythestudentandinstructorinconsultation.Prerequisite: Greek206orconsentofinstructor.

Latin 10�, 10� Elementary Latin�, � Fall: Burgess; Spring: Vandiver AnintroductiontothelanguageofancientRome.Theclassisdevotedtogivingthestudentstheabilitytoreadancienttextsassoonaspossible.AlongwithasystematicpresentationofLatingrammar,thiscourseoffers opportunities to read selections fromRomanliterature in their original language. Offered in alternate years.

20�, 20� Intermediate Latin�, � Fall: Burgess; Spring: Vandiver Substantial readings from ancient authors inconjunctionwithathoroughreviewofallaspectsofLatingrammar.Readingswillfocusontwoauthorseachsemester,withabalancebetweenproseandverse.Prerequisite: Latin106orconsentofinstructor.Offered in alternate years.

3�1, 3�2 Independent Study1-�, 1-� Staff AnintroductiontothetoolsofClassicalscholarshipthroughareadingofaLatintextchosenbythestudentandinstructorinconsultation.Prerequisite:Latin206orconsentofinstructor.

History22� The Ancient Near East: Age of Empires�, x Jones This course examines the systemof kingdomsand empires that evolved in the lateBronzeAgeworld of the Near East and Eastern Mediterranean. Givingparticularattentiontothedynamicsoftrade,diplomacy,conflictandculturalinteractionbetweenNewKingdomEgypt,theHittiteEmpire,Mesopota-mia,andtheAegean,theclasswillseektodeterminewhatledtothedramaticcollapseofthisworld,thenassess the reconfigurationof theAncientNearEastand the new empires that emerged in light of this catastrophicepisode.Throughoutthecourse,studentswillbeintroducedtothearchaeologicaldiscoveriessocriticaltoourreconstructionofsocietiesandevents.

32� The Roman Empire�, x Jones By themiddleof thefirstcenturyA.D.,Rome'sempire reached fromBritain toEgypt.Roman le-gions guarded the frontiers and Roman roads brought everything, fromwold animals to exotic gods, intothelargestcitytheancientworldhadeverseen.Evento those who witnessed it, Rome was a marvel, both intermsofitssuccessanditslongevity.ThiscoursewillexplorethetransformationofthissmalltownontheTiber,itsevolutionfromcity-stateandrepublictocapitalofanempireruledbyCaesars.We'llgivepar-ticularattentiontoRomanmethodsforunitingunderits rule thedisparateculturesof theMediterranean,andassesstheimpactthesesubjugatedcultureshadonthedevelopmentofRomansocietyandtheempireat large.

32� History of Ancient Greecex, � Jones Thiscoursewillfocusonsomeoftheproblemsandquestionswhich emerge froma close studyofGreekhistory.HowdoestheMycenaeanperiodfitintotherestoftheGreekexperience?WasthereaTrojanWar?Whatwerethecausesandconsequencesoftheintellectual, social and political revolutionswhichcharacterizetheArchaicperiod?HowmuchweretheGreeks influencedby themoreancientcivilizationsoftheNearEast?InwhatwaysareAthensandSpartasimilar?Inwhatwaysdifferent?WhatwerethecausesandconsequencesofAthenianimperialism?WhydotheGreeksseemto“runoutofenergy”attheendofthefifthcentury?HowhavesubsequentculturesbeeninfluencedbytheGreeks?Offered in alternate years.

Computer Science(See Mathematics and Computer Science)

Classics

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DanceDanaL.Burgess,Director

IdaleeHutson-Fish VictorTrejoVickiLloid

Danceisanactivitycategoryunderthecur-rent activity credit limitations.Studentsmayearnamaximumof12creditsindancewithinthe 16 credit limitation (seeCreditRestric-tions in the Academic InformationsectionoftheCatalog).Coursesmaynotberepeatedforcreditunlessastatementtothecontraryappearsinthecoursedescription.

101 Beginning Latin American Dance1, 1 Trejo Three different categories of LatinAmericanDance:salsa,merengueandcumbia.Two50-minuteclassesperweek.Gradedcredit/nocredit.Open to all students. Fee:$110.

11�, 11� Beginning Modern Dance1, 1 Lloid This class introduces the beginning student totraditionaldanceclassstructure,startingwithwarm-upexercisesdesignedtoenhanceflexibility,movingtoastandingcenter“barre”todevelopstrengthandtechnique,andfinishingwithcentercombinationsandmovement across thefloor.By the semester’s end,students will have the ability to learn and perform, in oneclassperiod,complicatedmovementsequences.Two80-minuteclassesperweek.Standardgrading.Mayberepeatedforcredit.

12�, 12� Beginning Ballet1, 1 Hutson-Fish Anintroductiontoclassicalballettechnique.Em-phasisoncorrectposture,muscularcontrol,strength-ening exercises andbuilding a classicalmovementvocabulary.Threehoursperweek.Standardgrading.Mayberepeatedforcredit.Open to all students.

21�, 21� Intermediate Modern Dance1, 1 Lloid Thisclassisforthestudentwhohasacquiredagen-eralknowledgeofmovementandclassstructure.Thefocusisonexpandingknowledgeofdancevocabulary,improvingstrengthandtechnique,andlearningandperformingmoredifficultmovementsequences,anddevelopingperformancequality.Theclassisdividedintowarm-up/techniqueandlearningnewmovementcombinationswhichchangeweekly.Two80-minuteclassesperweek.Standardgrading.Mayberepeatedforcredit.

22�, 22� Intermediate Ballet1, 1 Hutson-Fish For the student who has a fundamental understand-ingofballettechnique.Theworkofthecoursefocuseson1)improvingthestudent’sabilitytoexecuteclassi-calballettechniquewithclarityandprecisionand2)buildingthebeautyandexpressivenessofthedancer.InvolvesamorerigidcriterionofdisciplinethanBe-ginningBallet.Standardgrading.Mayberepeatedforcredit.Prerequisite:Dance125,126orpreviousformaltraininginclassicalballetandconsentofinstructor.

22�, 22� Whitman Dance Theater: Performance and Composition1, 1 Lloid This course includes rehearsal andperformanceofworkschoreographedbytheinstructorand/orstu-dents.AtleastoneconcertpersemesterispresentedinCordinerHall.Specialeventsarescheduledatthediscretionoftheinstructor.Studentsmayperforminasmanyworksastheyhavetimeforandareencouraged,butnotrequired,topresenttheirowncompositions.Rehearsalspaceandtimeisprovidedforstudentcho-reographers.Rehearsal timesarearranged tofit theparticipant’s academic schedule. Standard grading.Mayberepeatedforcredit.

31�, 31� Advanced Modern Dance1, 1 Lloid This class focuses on continued improvementinallareaswithanemphasisontechnicalskillandperformance quality. Two 80-minute classes perweek.Standardgrading.Mayberepeatedforcredit.Prerequisite:consentofinstructor.

33�, 33� Advanced Ballet1, 1 Hutson-Fish Theworkof thisclasscontinuestoenhancetheclassicalballetstudent’stechnicalabilityanddeepenher/hisexpressiveability.Two90-minuteclassesperweek.Standardgrading.Mayberepeatedforcredit.

33�, 33� Dance Workshop1, 1 Designedtopermitclosestudyofspecificareasofdance.Subjectsmaychangefromsemestertosemesterand year by year, depending on the needs of students and interests of instructors.The current offeringsfollow:

33� Dance Workshop: The Craft of Choreography1, x Hutson-Fish Anexplorationofthecreativeprocessofchore-ography.Theclassfocusesonexpressingfeltexpe-rienceintheexternalizedformofmovement.Developsinner sensing and imaginative response and shaping. Thecourseinvolvesimprovisation,composition,andastudioshowcasefinal.Thevideotapedworksofestab-lishedchoreographerswillbeviewedanddiscussed.Threehoursperweek.Standardgrading.Prerequisite: consentofinstructor.

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33� Dance Workshop: Dance Productionx, 1 Hutson-Fish Thisclasswillreflecttheworkingenvironmentoftheperformingdanceartist.Thecoursewillculminateinaproduction.Choreographedworkwillbesetonthemembersoftheclassandstagedforanaudienceto develop students’ abilities to communi-cate in avisualartform,tolearnandchoreographquicklyandtopolishandprepareforperformances.Studentswillberequiredtotakeanactiveroleinotheraspectsoftheproductionprocesssuchas:costuming,lighting,stage-managingandrehearsalprotocol.Minimumfivehoursperweek.Prerequisite:consentoftheinstructor.Gradedcredit/nocredit.

3�0 Pointe1, 1 Hutson-Fish Theworkof this class is classicalpointework.Onehourperweek.Gradedcredit/nocredit.Mayberepeatedforcredit.Prerequisite:consentofinstruc-tor.

3��, 3�� Independent Study1-3, 1-3 Staff Directed reading, research, or choreographingresultinginapaperorproject.Thestudentmustsubmitadetailedproposal to the instructor in thesemesterprecedingtheanticipatedstudy.Thestudentisrespon-sibleforanyextraexpensesincurredincompletingtheproject.Standardgrading.Prerequisites:Dance216or226,ortheequivalent,andconsentofinstructor.

EconomicsJanP.Crouter, Chair R.PeteParcellsHalefomBelayKarlStorchmannDeniseHazlett (on Sabbatical,RaechelleMascarenhas Fall 2007) Economicsisthestudyofhowpeopleandsocietieschoosetousescarceresourcesintheproductionofgoodsandservices,andof thedistributionofthesegoodsandservicesamongindividualsandgroupsinsociety. Withoutanypriorcollege-levelpreparationineconomics,astudentwhoentersWhitmanwouldhave tocomplete thirty-fivecredits tofulfilltherequirementsforaneconomicsmajor.Asemesterofcalculusisalsorequired.Coursescompletedintheeconomicsdepartmentapplytothesocialscienceandquantitativeanalysis(selectedcourses)distributionareas. TheEconomicsmajor:Economics107or109,227orMathematics128orMathematics338,Economics307and308;additionalworkineconomicstomakeatotalof35credits;a

minimumof16creditsmustbeearnedineco-nomics courses numbered 310 through 490;Economics493,Economics494andothereco-nomicscoursestakenP-D-Fmaynotbeusedtomeetthe35creditrequirement.AminimumgradeofC(2.0)isrequiredinEconomics307and308. Nomore than eight off-campus programcredits(creditsearnedindomesticorforeignstudyprograms)and/ortransfercreditsand/orAPcreditsmaybeused tosatisfy thecourseandcreditrequirementsforthemajor. In the final semester, students majoring in economicsmust pass a senior assessmentconsistingoftheMajorFieldTest(MFT)andoralexam. Studentscontemplatingamajororminorineconomicsareencouragedtotakeayearofcal-culusandEconomics227orMathematics128orMathematics338,Economics307and308priortotheirjunioryear.Economics307and308areprerequisitesformanyothercourses.Thisisespeciallyimportantforastudentcon-templating a junior semester or year abroad or at another institution. StudentsplanningtopursuehonorsinEco-nomics are strongly encouraged to completeEconomics 327, Econometrics, before thesenior year. Economics combined majors: The economics department participates in twocombinedmajorprograms,economics-environ-mentalstudiesandeconomics-mathematics. In thefinal semester, all economics com-bined majors must pass a senior assessment consistingoftheMajorFieldTest(MFT)andoralexam. Alleconomicscombinedmajorsandallin-dividuallyplannedmajorsforwhicheconomicsisamajorcomponentrequireaminimumgradeofC(2.0)inEconomics307and308. The Economics-Environmental Studiescombined major: Economics 107 or 109,Economics227orMathematics128orMath-ematics 338,Economics 307, 308, 477 plustwoadditionalcoursesinEconomics,atleastoneofwhichisnumbered310through490;ad-ditionalenvironmentalstudies-relatedcoursesdescribedintheEnvironmentalStudieslistingoftheCatalog.Coursescompletedinthismajorapplytothesocialscience,scienceandquan-

Dance, Economics

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titativeanalysis(selectedcourses)distributionareas. TheEconomics-Mathematicsmajor:Eco-nomics107or109;307,308,327,428plustwoadditionalcoursesineconomics,atleastoneofwhichisnumbered310through490;Mathe-matics167,225,235,236,244,300,338;339or350;andthreeadditionalcreditschosenfrommathematicscoursesnumberedabove200.Foreconomics-mathematicsmajors, Economics107or109,andMathematics338arethepre-requisitesforEconomics327,andEconomics227 does not apply toward the minimum major requirements.Coursescompletedinthismajorapplytothesocialscience,scienceandquan-titativeanalysis(selectedcourses)distributionareas. TheEconomicsminor:Atotalof19creditstoinclude:Economics107or109,307,308andtwoadditionalcoursesineconomicsincludingone advanced course numbered 310 through490. Other requirements:Mathematics 125is required for the economics and econom-ics-combinedmajors, and for the economicsminor;andMathematics125isaprerequisiteforEconomics307and308. Advancedplacement:Studentswithascoreof5onboththePrinciplesofMicro-economicsandPrinciplesofMacroeconomicsAdvancedPlacement tests are considered to have com-pleted theequivalentofEconomics107, andwillreceivefourcreditsineconomics.

10� Principles of Economics�, � Staff Thisintroductorycourseprovidesbasictheoreticaltoolstoenablestudentstoanalyzecontemporaryeco-nomicsociety.Topicsinclude:production,distribution,andpricingofgoodsandservices;determinationofthe level of national income;monetary and fiscalpolicies.

10� Principles of Economics and the Environmentx, � Crouter Thisintroductoryeconomicscourseprovidesthesamecoverageof topicsasEcon107,PrinciplesofEconomics,butspecialemphasisisplacedonapplyingconceptstoenvironmentalandnaturalresourceissues.StudentspursuinganEnvironmentalStudiescombinedmajor and others interested in the environment are encouragedtotakethiscourse.StudentswhoreceivecreditforEconomics107cannotreceivecreditforthiscourse.

11� Financial Accounting�; not offered 200�-0� An introduction to the fundamental principlesofaccounting.Thecourseexamines thenatureandlimitations of financial information resulting fromthe application of generally accepted accountingprinciples.Financialaccountingemphasizestheuseoffinancialinformationbyexternaldecisionmakers,suchascreditors,stockholdersandotherinvestors,andgovernmentalagencies.Thiscoursewillfocusupontheconceptualframeworkofthefinancialaccountingmodel rather thanbookkeeping techniques.Coursecountsforgeneraldegreecredit,butnotforeconomicsdepartmentcreditorfordistributioncredit.

21� American Economic History�; not offered 200�-0� A survey of the development of theAmericaneconomy.Emphasiswill be upon examining long-term trends in themajor economic variables andfactorsimportanttoAmericaneconomicgrowth,thedevelopmentofAmericaneconomicinstitutions,andthediscussionofvarioushistoricalissuesrelatingtoAmericaneconomichistory.

22� Statistics for Economics�, � Parcells Anintroductorycoursewhichsurveyseverydayeconomic statistics, topics in descriptive and infer-entialstatistics,andregressionanalysis.Theconcen-trationisonapplicationstoproblemsineconomics.Topicsinclude: techniquesfororganizingandsum-marizingeconomicstatisticaldata;randomvariablesandprobabilitydistributions;samplingdistributions;estimation and hypothesis testing, and simple and mul-tiple regression theory. Computer lab assignments and applicationswillbepartofthecourse.Prerequisites: Economics107or109,college-levelalgebra.

2�� Government and the Economyx, � Crouter This course examines someways inwhich thegovernmentintervenesintheeconomicsystem.Onehalfofthecoursewillfocusonantitrustbystudyingsome important court cases.The other half of thecoursewillexploreregulationofparticularsectorsoftheeconomywhichmayincludeelectricity,energy,communications, transportation, health care, envi-ronmental quality, andworker and product safety.Prerequisite:Economics107or109.

2�� Global Environmental and Resource Issues

�; not offered 200�-0� Thiscourseappliesthetoolsofeconomicanalysistoglobalenvironmentalandnaturalresourceissuessuchasglobalpollution,therelationshipoftradeandthe environment, sustainable economicgrowth andresourcescarcity,economicgrowthandtheenviron-ment, and natural resource conflicts.Prerequisite: Econ107or109.

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2�3, 2�� Special Studies in Economics: Intermediate Level

� Anintermediatecoursedesignedtoreviewselectedtopics in the field of economics through lectures,seminars, or group research projects.Prerequisite: Economics107or109.

2�� ST: Economics of Crime and Punishmentx, � Parcells Does crime pay?Do governments punish andregulatecrimetoomuchortoolittle?Usingeconomicconcepts, thiscourseexamines theeconomic issuesofcrimeandcrimecontrol.Topicsinclude:economiccostsofcrime,modelsofcriminalchoice,cost-benefitanalysisofallocatingcriminaljusticeresourcestocon-trolcriminalbehavior(includingdiscussionofprivati-zationofthecriminaljusticesystem),theundergroundeconomy,costsandbenefitsofdruglaws,andpoliciesforcrimeprevention.Someofthecurrentissuestobeaddressedmayinclude:prisonprivatization,thedeathpenalty,guncontrol,threestrikesandyou'reoutlaws,andthelegalizationofcriminalactivitiessuchasdruguse,prostitutionandgambling.Basiceconomictoolswill be used and they will be developed as needed. One or twofield tripsduring the semester.Prerequisite: Economics107or109,orconsentoftheinstructor.

2��B ST: Global Collective Action�; not offered 200�-0� This course covers the principles that underliecollectiveactionamongstnationsinthiseraofrapidglobalization.Theseprinciplesareappliedtodiversetopicsincludingmarketfailures,internationalpublicgoods,inequityamongstnations,globalhealth,foreignaid,transnationalterrorism,atmosphericpollution,thearchitectureofeconomicinstitutions,intergenerationalchoicesandsoon.Toolsfromtheintroductoryeco-nomicscoursealongwithsomebasicgametheorywillbe employed to analyze these issues.Prerequisites: Economics107or109.

30� Intermediate Microeconomics�, � Fall: Crouter; Spring: Storchmann Acourseinintermediatemicroeconomics(pricetheory) which includes the theory of consumerbehavior,thetheoryofthefirm(includingproductiontheory), the pricing and employment of resources,marketsupplyanddemand,generalequilibrium,andwelfare economics.All economics and economics-combined majors must pass this course with aminimumgradeofC(2.0).Prerequisites:Economics107or109;Mathematics125.

30� Intermediate Macroeconomics�, � Fall: Hazlett; Spring: Belay Thiscourseprovidesanextensiveanalysisofcur-rentmacroeconomicsissuesandeventsfromtheper-spectiveofmainstreamschoolsofeconomicthought.Itcoverstheoriesofeconomicgrowth,businesscycles,

labormarkets, interestrates, inflationandexchangerates;causesandconsequencesofgovernmentdeficits,effectsoftradedeficits;short-and-longtermeffectsofmonetaryandfiscalpolicies.Alleconomicsandeco-nomics-combinedmajorsmustpassthiscoursewithaminimumgradeofC(2.0).Prerequisites:Economics107or109;Mathematics125.

32� Introduction to Econometrics�, � Fall: Parcells; Spring: Storchmann Econometrics is concernedwith the testing ofeconomic theories through theuseofmathematicalstatistics.Thiscourseisanintroductiontothescienceandartofbuildingmodelsandwillexplorethetheoryanduseof regressionanalysis tomakequantitativeestimatesofeconomicrelationships.Descriptionsofeconomicreality,testinghypothesesabouteconomictheory,andforecastingfutureeconomicactivityaretopicsthatwillbecovered.Simpleandmultivariateregressionwillbeexaminedandsimultaneous-equa-tion estimation and forecastingwill be studied.State-of-the-art econometric softwarewill be usedforempiricalanalysis.Prerequisites:Economics227orMathematics128orMathematics338,Economics307,and308;orconsentofinstructor.Studentspursu-inghonorsinEconomicsarestronglyencouragedtocompletethiscoursebeforethesenioryear.

32� Game Theory�, x Hazlett Game theory is the studyof strategic decisionsmade by mutually interdependent individuals. This course emphasizes the roles that information andreputationplayindeterminingstrategicoutcomes.Ap-plicationsinclude:patents,cartels,hostiletakeovers,labor strikes, predatory pricing, common propertyproblems,centralbankcredibility,involuntaryunem-ployment,free-riderproblems,andvotingparadoxes.Prerequisites:Economics107or109,andasemesterofcalculus.

3�� Transportation and the Environment�; not offered 200�-0� This course examines the factors behind theextraordinarygrowthoftransportationinthelast50years.After reviewing the various calculations andestimatesoftheexternalcostsofthetransportationsec-tor,wewillfocusonthepolicieswhichweredevelopedtocontainthesecosts.Themainemphasiswillbetodevelopacriticalviewwithrespecttotheefficiency,aswellasthesideeffects,ofpolicyinstrumentssuchasinvestments,commandandcontrolpolicies,taxes,andsubsidies.Eachoptionwillbeconsideredanddis-cussedbymeansofconcreteexamples.Prerequisite: Economics307.

3�� Wine Economicsx, � Storchmann This coursewill apply thematerial taught inmicroeconomicsandeconometricsclasses.Usingthewineindustryasanexample,itwillcoverawiderange

Economics

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oftheoreticalconceptssuchasauctiontheory,votingand ranking, revealedpreferences,market structureandpricing, and input-output analysis.Aparticularemphasiswill be given to the interaction betweenenvironmentalparametersandwinepriceandquality.Prerequisite:Economics307.

3�� Introduction to Financial Economicsx, � Hazlett Modern fundamentals of the theory of finance.Topics include investment rules, risk, assetpricing,efficientmarkets, anddebt versus equityfinancing.Prerequisites:Economics227orMathematics128orMathematics338,andEconomics307.

3�� Labor Economicsx, � Belay Thiscoursepresentslabormarketsfromamicro-economic,macroeconomicandhistoricalperspective.Coverageincludesthestructureoflabormarkets,wagedetermination, unemployment, discrimination, roleofunions,effectsofgovernmentpolicy,andglobaleconomicpressures.Prerequisite:Economics307.

3�3, 3�� Special Studies in Economics: Advanced Level

� A course designed to review selected topics inthe field of economics through lectures, seminars,orgroup researchprojects.Prerequisite: consentof instructor.

3�3A Special Topics: Development Economics

�, x Mascarenhas Thiscourseanalyzesthehistoricalgrowthpatternsofadvancedanddevelopingcountriestogaininsightsintowhycountriesareatdifferentlevelsofdevelop-ment.Itcoversseveralgrowththeories;therelation-shipbetweengrowthandstructuralchangeaswellastheroleofmarketsversuscentralplanning.Factorsthat influencegrowth, including land, labor, credit,foreigninvestmentandaid,areexplored.Coveragealsoincludestheroleofthegovernmentinthegrowthprocess and policymeasures to promote growth.Prerequisites:Economics307and308.Distribution:socialscience.

�0� Monetary Theory and Policy�, x Hazlett Astudyofmoney,privateandpublicbankinginsti-tutions,centralbankcontrols,monetarytheory,andananalysisoftheproblemsassociatedwithcontemporarymonetarypolicy.Emphasisisontheoryandnationalpolicy rather than bank operations.Prerequisite: Economics307and308.

�0� Applied Macroeconomics�, x Belay This coursewill turn students’ attention to theproblemsofintegratingempiricalmethodsintomacro-economicsanalysis.Itprovidesstudentswithhands-on

computerbasedexercisesonsomeof the resultsoftestingorestimatingmacroeconomicsmodels.Thiscoursecoversarangeofdomestictopics,suchasthebehaviorofinvestmentspending,consumerspending,governmentspendingandbusinesscyclesintheU.S.Ontheinternationalside,itcoversworldgrowthrates,exchangeratesandinternationalbusinesscyclesandtheglobaleconomy.Prerequisite:Economics308.

�2� Mathematical Economics�, x Belay Anintroductiontotheapplicationofmathematicstothetheoreticalaspectsofeconomicanalysis.Suchmathematicalmethodsasmatrixalgebra,differentialcalculus, anddifference equations are employed todevelop and analyze numerous economicmodels,includingseveralmodelsofthemarket,modelsofthefirmandconsumer,nationalincomemodels,aswellasmodelsofeconomicgrowth.Thecoursedoesnotrequireexceptionalmathematicalability.Itisintendedforallstudentswithaninterestinmathematicsandeco-nomics.Prerequisites:Mathematics126;Economics307and308.

�3� Public Financex, � Mascarenhas A study of the tax and expenditure policies ofgovernment, andhow they affect the economy andtheeconomicwelfareofsociety.Typicalcoveragein-cludesthetheoryofpublicgoods,externalities,publicchoice,theimpactofgovernmentuponthedistributionofincome,transferprograms,taxation,debtfinance,andtheeconomicconsequencesofafederalistsystem.Prerequisite:Economics307.

��� Global Economicsx, � Mascarenhas GlobalEconomicsprovidesanintroductiontothetheories underlying international trade with an empha-sis on helping us explainwhy,what andwithwhomnationstrade.Wewillanalyzevariousbarrierstotradethat nations erect,with a particular emphasis on theredistributive effects of trade and trade barriers.Thecoursewill cover the interplay between politics andeconomicsinarangeofdifferentissueareas,includingtheinternationaltradingsystem(GATT,WTO,etc.)andattemptsatregionaleconomicintegration(theEuropeanUnion,NAFTA).Thetheoreticalmodelswillbeusedtoanalyze topicsmakingheadlines like labor standards,environment and off-shoring. Prerequisites:Econ307.

��� International Financex, � Hazlett Considerationofrecentdevelopments in interna-tionalfinance andopen-economymacro-economics,and of policy issues in their historical context andinmodern theory. Issues include inflation andbusi-nesscycles inopeneconomies,fixedversusfloatingexchangerates,agoldstandard,bankingandcurrencycrises,monetaryunions,balanceofpaymentsissues,and the role of the International Monetary Fund. Pre-requisites:Economics307and308.

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��� Law and Economicsx, � Crouter Thisseminarexaminesthewaysinwhichthelegalsystemactsasacomplementto,andasubstitutefor,themarketsystem.Specifictopicswillincludepropertyrights,contracts,torts,productliability,andcriminallaw. Prerequisite:Economics307.

��� Environmental and Natural Resource Economics

�, x Crouter Thefirstportionofthisseminardealswithenvi-ronmental economics and establishes a frameworkwithwhich to view environmental problems.Top-ics covered include the theory of externalities andthe features of different remedies, the evaluation of environmentalamenities,andasurveyofcurrenten-vironmentalpolicies.Thesecondportionofthecoursedealswithnaturalresourceeconomicsandconsiderstheuseofrenewableandnonrenewableresourcesovertime. Finally, international environmental and natural resourceissuesareaddressed.Prerequisite:Economics307.

��� Urban Economics�; not offered 200�-0� Astudyoftheeconomicframeworkofurbanareas.Economicinterrelationshipsbetweentheurbancoreandthemetropolitanareawillbeexamined,includ-ingproblemsof location, landuse, the distributionof population and industry, transportation, finance,housing,race,andpoverty.Prerequisites:Economics227 orMathematics 128 orMathematics 338, andEconomics307.

��� Economic Geographyx, � Parcells The study of locational, organizational and be-havioralprinciplesandprocessesassociatedwiththespatialallocationofscarceresourcesandthespatialpatterns and (direct, indirect, economic, social, andenvironmental)consequencesresultingfromsuchal-locations.State-of-the-artGeographicalInformationSystems(GIS)softwarewillbeusedforanalysisandcomputer-based projects.Prerequisites:Economics227,(Math128or338,whilenotideal,wouldbeanacceptablesubstitute),Economics307;orconsentoftheinstructor.

��3, ��� Directed Reading2-�, 2-� Staff Independent reading reports, and tutorials in areas chosen by students. Graded P-D-F.Prerequisite: consentofinstructor.

��� Seminar in Economic Problems�; not offered 200�-0� Aseniorseminarinsomerelevanteconomicprob-lem or problems. Prerequisite:consentofinstructor.

��� Honors Thesis�, � Staff Designedtofurtherindependentresearchprojectsleading to the preparation of an undergraduate thesis or aprojectreport.Required of and limited to senior hon-orscandidatesineconomics.Prerequisite: admission tohonorscandidacy.

EducationKayFenimore-Smith, ChairThomas A. Callister, Jr.JohnKitchens

Whetherasateacheroradministrator,par-ent,orcitizen,nearlyalladultsinthissocietyhavea stake in theeducationof thenation’schildrenandyoungpeople. The education department offers coursesdesigned to examine the historical andphilosophicalrootsofeducationintheUnitedStates;theroleschoolsplaysinthesocializationandpreparationofchildrenfor theirplaceinsociety; the concerns of equal educationalopportunity;theconsiderationsofdevelopmentanddiversity;andotherissuesofeducationaltheoryandpractice. Educationcourses(except267)applytothesocial science and humanities or alternativevoices(selectedcourses)distributionareas. TheEducationalStudiesminor: A mini-mumof20creditsofdepartmentalofferingsandmust include courses taught by at leasttwo different members of the department. No more than four credits earned in off-campusprogramsor transfer creditsmaybe used tosatisfytheminorrequirements.CoursestakenP-D-Fmaynotbeusedtosatisfythecourseandcreditrequirementsfortheminor. StudentsinterestedinobtainingcertificationtoteachinpublicschoolsshouldrefertotheCombinedPlanssectioninthisCatalog.Certaincombined4-1certificationprogramsmayhavespecific requirements. Students interested inthose programs should meet with the Chair of theEducationDepartmentformoredetails.

201 Special Topics in Education1-�, 1-� This course focuses on selected topicswithineducation.Thesemay be taught through lectures,seminarsorgroupresearchprojects.

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21� School and Society�, x Kitchens ThecourseprovidesanintroductiontoeducationintheUnitedStatesthroughexplorationofeducationalhistory;problemsconfrontingeducationinanincreas-inglypluralisticsociety;andcontemporaryeducationalissues.Morespecifically,topicswillinclude:schoollawandstudent/teacherrights,standardizedtesting,school reforms, school financing, school choice,vouchers, societal functionsof schools, andprivatevs.publicschooling.

2�� Classroom Field Experiencesx, 2 Kitchens ManyMastersinTeachingandpost-baccalaureateteachingcertificationprogramsrequirestudentstohavestructuredandsupervisedexperiencesinclassroomsasaprerequisiteforacceptanceintotheirprograms.Thiscourseisdesignedtoprovidesuchanexperience.Studentswillspendaminimumofthreehoursaweekobservingandworkinginlocalclassrooms.Theywillkeepadirectedjournalthatwillbeturnedinatregularintervalsthroughthecourseoftheterm.Afinalpa-perwillalsoberequired.Thiscoursewillbegradedcredit/nocreditanddoesnotcounttowardsfulfillingtherequirementsfortheminor.Prerequisite: at least twoeducationcourses,whichmaybetakenconcur-rently.Instructorconsentrequired.Distributionarea:none.

2�� Strategies for Teaching Linguistically and Culturally Diverse Students

x, � Fenimore-Smith Thepurposeofthiscourseistoprovidestudentsthe appropriate knowledge and skills necessary foreffective instruction of second language learners.Thiswill include examination of current researchon second language acquisition and instructionalapproachesforteachingEnglishtospeakersofotherlanguages.Thecoursewilladdressstudentevaluation,evaluationofresources,andadaptationofpublishedand unpublishedmaterials for instruction. Specificattentionwillbepaidtoidentificationandapplicationof developmentally and linguistically appropriatestrategiesandmaterialstoeffectivelyengageEnglishlanguage learners of varying ages.The coursewillincludeafieldexperienceforapplicationoflearnedstrategies.Thiscourseisappropriateforstudentsaspir-ingtobebilingualteachersinpublicschoolsandthoseinterested in teachingEnglish abroad.Prerequisite: consentofinstructor.

301 Special Topics in Education1-�, 1-� This course focuses on selected topicswithineducation.Thesemay be taught through lectures,seminars,groupresearchprojects.

301A ST: Multimedia and Interdisciplinary Methods of Instruction

�, x Kitchens Thiscoursecombinesalternativeresearchmethodswith variousmodes of presentation and instructionincluding, but not limited to, videoproduction andperformance strategies. Beginningwith a consid-erationof qualitative research and interdisciplinarystudies, studentswill then engage in research andactivities using a rangeof tools such as visual andauditory media, reader’s and newspaper theater and othercreativedrama,photocollage,etc.Topicsthatwillbeconsidered:alternativemethodsofresearch,interdisciplinarystudies,medialiteracy,performancestudies,aesthetics,andethics.Studentswillcriticallyobserveandanalyzevariousoralhistories,documenta-riesandothermaterialsforunderlyingproblemsand/oradvantages.Studentswillalsotakeonafinalresearchprojectapplyingwhat theyhave learned.Thisclassisintendedtoprovideteachersofalllevelswiththemeanstocriticallyusemultimediaandinterdisciplin-arymethodsintheirclassroomsbutwillbeofintereststoanyoneconcernedwiththeintersectionsofresearch,multimedia,aesthetics,andeducation.

301B ST: Popular Culture and Pedagogy: Education in the Matrix

x, � Kitchens Sincethe1980spopularculturehasincreasinglybecomea topicofcritiqueamongacademics in thefieldofeducation.Theimages,messages,andeffectsofpopularculture,whetherintheformofadvertising,fashion,oripods,areubiquitous.Thisraisesimportantandarguablyimperativeconsiderationsforeducators.Thisclasswillinvestigatewayspopularcultureitselfbecomesa topicofeducation in the formofmedialiteracyandeffortstoproduceacriticalconsciousnessregardingstudents’consumptionofpopularculture.Literature related to critiques of popular culture aswellasvariedexamplesandformsofpopularculturewillserveasthebasesforclassdiscussions.

320 Intellectual and Cultural Foundations of Education

�, x Kitchens ThiscourseisanintroductiontothephilosophicalandhistoricalfoundationsofcontemporaryeducationintheUnitedStates.Topicsincludeanexaminationof various and competing educational philosophiesfromPlatotoJohnDeweyandhowtheyplayoutinthepolicies,structures,curriculum,andconceptionsofteachingandlearningfoundincontemporaryschools;the theoretical and cultural issues surrounding cur-riculumand instruction; andhow these intellectualfoundationshavehistoricallyshapedthedevelopmentofschoolsintheUnitedStates.

3�0 Child Language Development�; not offered 200�-0� Studentswillstudychildren’slanguagedevelop-mentusingseveralapproachesincludingBehaviorist,Structuralist, Psycholinguistic andSociolinguistic.

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The coursewill explore theories of acquisition,structural features, stages of development, culturalinfluences, language variations and stabilities, andsecondlanguageacquisition.Studentswillparticipateinongoinginvestigationsoftheprocessesofchildren’slanguagedevelopment throughfieldandclassproj-ects.

3�� Multicultural Education�, x Fenimore-Smith Thiscoursewillprovideabroadoverviewoftheissuessurroundingeducationofdiverselearnerswithinthe sociopolitical context of schooling.Discussionof issueswill begrounded in classic and emergingtheoreticalframeworksofmulticulturalism.PrimaryfocusofthecoursewillbecontemporaryconcernsandapproachestoeducationofNativeAmericanstudents.Thiscourseisdesignedtochallengestudentstocriti-callyanalyzetheinstitutionsandpracticesthatimpactthesuccessofdiverselearnersineducationalenviron-ments.Distributionarea:socialscienceoralternativevoices.

3�0 Educational Equalityx, � Kitchens Thiscourseexaminesseveralsociologicalmodelsof schooling and theways inwhich thesemodelsexplainthesocializingfunctionsplayedbyschools,especially as they relate to the school’s egalitarianmissioninademocracy.Topicsdiscussedwillincludethehiddencurriculum;trackingandtesting;teacherexpectation; class, culture, and curriculum; and theeffectsofschool funding.Specificattentionwillbepaid to theways studentswho differ by race andethnicity, ability, gender, or class, for example, areaffectedbythefunctionsandstructuresofschooling.MaybeelectedasSociology370.Distribution area: socialscienceoralternativevoices.

3�� Information Technology in Education: Risks and Promises

�; not offered 200�-0� ThiscoursewillexplorethepromisesandpossibledangersthatinformationtechnologiessuchastheIn-ternet and the World Wide Web bring to the enterprise ofpubliceducation.Topicswillinclude:thedilemmasofaccessandcredibility,thenatureofhypertextandhyper-reading,theparadoxofinfoglutversuscensor-ship,concernsofprivacyandcommercialization,andanexaminationofthefutureofcyber-education.

3�� Development and Exceptionalities�; not offered 200�-0� In this coursewewill examine the interactionsamong the cognitive, social, emotional, linguistic,and physical development of school-age children.Thecoursewillattendtosomeofthelargerquestionsaboutdevelopment,suchastherelationshipbetweennatureandnurture;theroleofdevelopmentaltheory;andthetensionbetweenthesearchfordevelopmentaluniversals and the reality of individual differences.Special attentionwill be given to the etiology and

characteristicsofexceptionalchildren.Thegoalistomakedevelopmental theoryvibrantandmeaningfulso as to better inform how one understands individual childrenandthepedagogicalimplicationsofindividualdifferences. Studentswill have the opportunity tocombinetheoryandpracticethroughparticipationinanethnographicstudyinanelementaryorsecondaryschoolsetting.

3�0 Curriculum, Instruction, and Assessmentx, � Fenimore-Smith Thiscoursewillexaminethevarietyofwaysinwhichlearning,teaching,andassessmentareorganizedinclassroomsettings.Itwillexaminetheclassroomas a dynamic cultural unit, embedded in larger so-cial institutions.Readingswill reflect theories andresearch related to substantive pedagogical issues,sanctionedknowledgeinschoolcurricula,thepoliticsofinstructionandcurriculardesign,andhowlearningis influencedbystandardizededucationalgoalsandmeasurementof studentachievement.Studentswillexaminetheirownbeliefsaboutlearningandteachingby considering the variousways inwhich teachingmethodologies,assessment,curriculumissues,andin-terpersonalrelationshipsinterfaceintheclassroom.

�0� Independent Study1-�, 1-� Staff Independent investigations of approved educa-tional problems, resulting in oral and written reports. Forteachereducationcandidates;opentootherswithconsentofinstructor.

�2� Seminar: Special Topics in Education1-�, 1-� Seminarsthatexaminespecialtopicsineducationnotregularlycoveredinothereducationcourses.

��0 Seminar: Essential Readings in Education

1-�; not offered 200�-0� Thiscoursewillexploreselectedtopicsofeduca-tionalpolicysuchaseducationalreformmovements,criticalperspectivesofeducation,andissuesofedu-cationalequality,throughthereadingofcontemporaryandhistoricalprimarytexts.

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EnglishRoberta Davidson, ChairSharonAlkerGauravMajumdarTheresaDiPasquale (on Sabbatical, (on Sabbatical, Fall 2007) Spring 2008) Jean Carwile MastellerScottElliottRichardN.MastellerIrvinHashimotoKatrinaRobertsNadineKnight(on Sabbatical, 2007-08)

Adjunct Faculty: MargoScribnerJenna Terry

ThecoursesinEnglishprovideopportunityfortheextensiveandintensivestudyoflitera-tureforitsaestheticinterestandvalueandforitshistoricalandgeneralculturalsignificance. The English major: A minimum of 36 creditsselectedtoincludethefollowing: English 290 Approaches to the Study of

Literature. FourperiodcoursesinEnglishandAmeri-

can literature fromEnglish 336, 337,338,339,340,341,347,348,349.Atleast two coursesmust be inEnglishliteraturewithoneofthemchosenfrom336,337,338;atleastonecoursemustbeinAmericanliterature.

OnecourseinamajorEnglishwriterfromEnglish 350, 351, 352, 357.

English 491 Seminars in English and Ameri-can Literature.

Two additional courses inEnglish above300, except 401, 402, and 498. (Oneof the electivesmay,with thewrittenapproval of the English department, be a literature course inWorldLiteraturenumbered300orhigheroracourseinliterature offered by the department of foreign languages and literatures num-beredabove306.)

TheEnglish department strongly recom-mends at least two years of a foreign language, especiallyforstudentsplanningtoattendgrad-uateschool. Courses takenP-D-Fmaynot be used tosatisfycourseandcreditrequirementsforthemajor.Nomore than12 transfercreditsmay

beusedtosatisfymajorrequirements.Coursesusedtosatisfyrequirementsinothermajorsorminorscannotalsobeusedtosatisfyrequire-ments in the English major or minor. TheEnglishminor:Aminimumof20cred-itsselectedsoastoincludethefollowing: Two period courses inEnglish literature

fromEnglish336,337,338,339,340,341.

Oneperiod course inAmerican literaturefromEnglish347,348,349.

OnecourseinamajorEnglishwriterfromEnglish 350, 351, 352, 357.

OneadditionalliteratureorwritingcourseinEnglishorWorldLiteraturenumberedabove 300.

Courses takenP-D-Fmaynot be used tosatisfycourseandcreditrequirementsfortheminor. CoursesinEnglish(except150,250,251,310,320,321,and322whichapplytofinearts)apply to the humanities distribution area and alternativevoicesasindicated.

110 Language and Writing�, � Fall: Hashimoto, Terry, Staff

Spring: Terry, Staff Acoursedesignedtoexaminethenatureandfunc-tionoflanguageandrhetoricandtoprovideextensivewritingexperienceforstudents.Thiscoursedoesnotapply towardEnglishmajor requirements ormajorgrade average. Open only to first-year students.

1�0 Introductory Creative Writing�, � Fall: Elliott, Staff

Spring: Staff Thewritingofpoetry,fiction,andcreativenon-fiction.Experiencenotnecessary,butstudentsshouldexpecttocompleteweeklyexercises,shareworkaloud,andwriteresponsesforpeers.Inaddition,extensivereadingandanalysisofpiecesbyestablishedwritersinavarietyofliteraryforms.Distributionarea:finearts.

1�� Introduction to Poetry�, x Staff Theforms,strategies,voices,andvisionsofBrit-ishandAmericanpoetryfromtheMiddleAgestothepresent day.

1�� Introduction to Fiction�, � Fall: Knight; Spring: Knight, Staff The principal aims and techniques of fictionthroughthestudyoftraditionalandexperimentalnov-els,shortstories,andnovellas.WorkbysuchauthorsasDickens,theBrontës,Conrad,Chekhov,Faulkner,

English

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selves,alternativespaces,communalharmony—ap-pearinthesedreams?Whatsortsofprotagonistsdreamthesedreams?Howspecifically“American”arethey?Whatcomplicatesthesedreams?Whatturnsthemintonightmares?Howdowritersshapethesedreamsandnightmaresintoliteraryart?Worksoffictiondominatethe course, butwe’ll also examine versions of thedreaminsomeplays,poems,essays,andmusic,andin that feat ofmid-century “imagineering” knownasDisneyland.Writersmay includeHoratioAlger,F. Scott Fitzgerald,NathanaelWest,ArthurMiller,EdwardAlbee,AllenGinsberg,AdrienneRich,GishJen,SandraCisneros,andToniCadeBambara.

1�2B American Travel Narrativesx, � Knight Whyaretravelnarrativessopopulartoday?Whatconstitutesatravelnarrative?Isitaboutthedestina-tion, or the journey?This coursewill examine thepopularity of theAmerican travel narrative in the19th and20th centuries, aswe look at accounts ofAmericans abroad—andAmericans exploring theirownbackyard.Inallaccounts,wewillfocusonhownationhoodisconstructed,andwhetherAmericansfeelmore,orless,American,dependingonwherethey’rewriting.AuthorsmayincludeMelville,Twain,Irving,Steinbeck,Morris,andHarris.

210 Expository Writing�, � Hashimoto, Scribner Awritingcourseforstudentswhohavemasteredtheskillsandinsightsbasictocompetentwritingbutwishtodeveloptheirskillsinexpositoryproseandin-creasetheirawarenessofthepossibilitiesoflanguage.Prerequisite: sophomore or above. First-year students byconsent.

2�0 Intermediate Creative Writing–Fiction�, x Elliott Anintermediateworkshopinfictionwritingoffer-ingstudentstheopportunitytoexpandtheirknowledgeof fundamental techniques and importantworks inthe genre.Studentswillwrite original short storiesandexperimentwithstrategiesandstructuresthroughexercisesmeanttoincreasetheirawarenessof,andpro-ficiencyin,theelementsoffiction.Extensiveanalysisofpeerworkandimportantestablishedmodelsinthegenre.Weeklyassignmentsinreadingandwritingtodevelopcriticalandcreativefaculties.Finalportfolioofcreativeandcriticalwork.Prerequisite: English 150 or220orconsentofinstructor.Distributionarea:finearts.

2�1 Intermediate Creative Writing–Poetry�, x Staff An intermediateworkshop in poetrywriting,intended to expand knowledge of fundamentaltechniques, and to familiarize studentswithmanyimportantwriters in the genre. Studentswill havethe opportunity to write and revise poems based on promptsaswellasontheirown.Therewillbeweeklyreadingandjournalexercises,andextensiveanalysis

English

Hemingway,Kafka,Crane,Malamud,Bellow,Gal-lagher,Paley,andBarthmaybeincluded.

1�� Introduction to Dramax, � Staff Thestudyoftheformsandtechniquesofdrama;thestudyofplaysasliterarytextsandasscriptsforproduction,includingplaysfromantiquitytothepres-ent.

1�1, 1�2 Introduction to Literature and the Humanities

�, � The studyof selectedworks inmajor formsofthoughtandexpressioninliteratureandthehumanities.Subjects for the sections change from semester tosemesterandyearbyyeardependingontheparticularinterests of the instructors.The current offeringsfollow.

1�1A Award-Winning Novels�, x J.C. Masteller From our early encounterwith the CaldecottandNewberryAwards, recognizing excellence inillustration andwriting of children’s books, to theannualfascinationwiththewinneroftheNobelPrizeforLiterature,wearesurroundedbyawardsforthe“best”invariousliterarycategories.Thiscoursewillexamineexceptionalnovelsrecognizedbyanarrayofawards, ranging from international awards (Nobel),American awards (Pulitzer,NationalBookAward,various regional andbook-of-theyearawards), andBritish andCommonwealth awards (Booker andWhitbread).Whatcriteriadistinguishwinningnovels?Whatqualities,bothliteraryandcultural,makesuchnovelsstandoutfromthecrowd?Howdoweevaluatethewinners?AuthorsmayincludeWilliamFaulkner,ScottMomaday,ToniMorrison,MargaretAtwood,NadineGordimer,MarilynneRobinson,AliceWalker,StevenMillhauser,EdwardJones,andKiranDesai.

1�1B African American Literature: “I Speak for you?”

�, x Knight ThiscoursewillexamineworksofAfricanAmeri-canliteraturefromtheantebellumslavenarrativetocontemporaryworksthatstrugglewithdeclarationsofpersonhood,thebattleforequality,and,perhapsmostofall, thecreationofanAfricanAmerican“voice.”Forwhom—andtowhom—dotheseauthorspresumetospeak?Gender,passing,education,andeveninvis-ibilitywillbethefocusoftheseconversationsaboutAfricanAmerican voice.Authors includeEquiano,Harper, Du Bois, Ellison, Hurston, and Baldwin. Distributionarea:humanitiesoralternativevoices.

1�2A American Dreams, American Nightmares

x, � R. Masteller Astudyoftextsexploringsomeofthediverseide-alsknowncollectivelyas“theAmericandream.”Whatfantasies—of success, newbeginnings, refashioned

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ofpeerworkandestablishedmodelstodevelopcriti-calandcreativefaculties.Finalportfolioofcreativeandcriticalwork.Prerequisite: English 150 or 220 or consentofinstructor.Distributionarea:finearts.

2�0 Approaches to the Study of Literature�, � Fall: J. C. Masteller, DiPasquale Spring: Alker, Majumdar A course in practical criticism designed tointroducestudentstosomeofthepossibleapproachesthat canbeused in literaryanalysis.This course isrequiredforthosegraduatinginEnglish.Not open to first-semesterfirst-yearstudents.

310 Advanced Compositionx, � Hashimoto Anadvancedexpositorywritingcourseforstudentsseriousaboutdevelopinganeffective,personalstyleandtheinsightsnecessarytoanalyzeandevaluateit.Prerequisite:consentofinstructor.

320 Advanced Creative Writing–Fictionx, � Elliott An intensive advanced workshop in fiction.Studentswill continue to develop their proficiencyinfictionwriting by reading deeply and analyzingestablishedmodels,completingexercises,producingdraftsoforiginalstoriesandrevisions,participatingindiscussionsofpeerwork,andgivingpresentationsbasedonclosereadings.Finalportfolioofcreativeandcriticalworkwhichmayincludesomeconsiderationofwherethestudent’sworkfitsintoafiction-writingtradition. Prerequisite: Consent of instructor andEnglish 250 or equivalent.Distribution area: finearts.

321 Advanced Creative Writing–Poetryx, � Staff Anintensiveadvancedworkshopinpoetry.Stu-dentswillhavetheopportunitytodevelopproficiencyinpoetrywritingbycompletingexercises,producingdrafts and revisions of poems for peer discussions,readingdeeplyandanalyzingestablishedmodels,andactivelyparticipatinginrigorousandconstructivelycritical discussions.Weekly poem assignments, aswellasreadingandjournalexercises.Finalportfolioofcreativeandcriticalwork.Prerequisite: Consent of instructorandEnglish251orequivalent.Distributionarea:finearts.

322 Advanced Creative Writing–Non-Fiction�; not offered 200�-0� An intensive advancedworkshop in “the fourthgenre,”creativenonfiction.Studentswillhavetheop-portunitytoexperimentwithform,toaddressarangeofsubjectsinweeklycreativenonfictionpieces,andtoreaddeeplyandanalyzeestablishedmodelsaswellaspeerworktodevelopimportantcriticalfaculties.Studentswill be expected to participate actively inrigorous,constructivelycriticaldiscussions.Weeklyexercises,aswellasreadingandjournalassignments.Finalportfolioofcreativeandcriticalwork.Prereq-

uisite:ConsentofinstructorandEnglish250,251,orequivalent.Distributionarea:finearts.

33�-3�1 Studies in British Literature�, � Courses designed to introduce students to theliteratureandcultureofEnglandineachofsixliteraryperiods:TheMiddleAges(English336),theRenais-sance(English337),theRestorationand18thCentury(English 338), theRomanticPeriod (English 339),theVictorianPeriod(English340)and1900-Present(English341).Thespecificfocusofeachcoursewillvaryfromyeartoyear.Topicsinaparticularliteraryperiodmaybetakenatotaloftwotimes,butonlyonemaycounttowardthefulfillmentoftheperiodcourserequirement.A second topic taken in a particularliteraryperiodmaycounttowardtheelectiverequire-ment.

33� ST: Medieval Literature: Death and Desire in Epic and Romance

�, x Davidson Centuries before Romeo and Juliet, the Middle Ages developed the literary genre of passionate, sexual love and tragic ending known asRomance.ThisliterarygenrewasreintroducedtoEnglandaftertheNormaninvasion,butAnglo-Saxonculturealreadyhaditsownliteratureofgloriousdeath—Epic.ThiscoursewilltracetheparalleldevelopmentsofAnglo-SaxonepicandBritishromance,andtheirconflictingandhybridnarrativecreations.WorksmayincludeThe Battle of Maldon, the Breton lais,ChrétiendeTroyes’Lancelot, the Mabinogion,andSirThomasMalory’sMorte Darthur.

33� ST: English Renaissance Literature: The Reign of Queen Elizabeth

�, x DiPasquale Astudyofmajorliteraryworkswrittenduringtheperiod1558-1603.Thecoursewillseektodefinetheterm“Elizabethan”andtoassesstheaccomplishmentsofElizabethanwritersinavarietyofgenresincludingeroticelegy,devotionallyric,pastoraleclogue,historyplay, sonnet sequence, epic romance, and epigram.AuthorswillincludeQueenElizabethI,PhilipSidney,Mary SidneyHerbert, Spenser, Shakespeare, andDonne.

33� ST: British Literature of the Romantic Period: Romantic Poetry

�, x Alker Theclasswillexplorethereconstructionofpoeticgenres by themajorRomantic poets (Wordsworth,Blake,Coleridge,Shelley,Keats,Byron)inresponseto literary, cultural, and political revolutions.Afteranalyzing theway their poetry and poetic theoriesinteractwith and resist theworks of their literarypredecessors,wewill contrast theirworkwith thepoetryofcontemporaries.Thismayincludeemergingworking-class poetry; regional poetry; thework ofwomenwriters; abolitionist poetry; and antiquarianandgothicpoetry.

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3�0 ST: English Literature of the Victorian Period: Order and Decadence

x, � Alker Astudyofliteratureexploringthetensionsbetweenconservatism and subversion that shapedBritishsociety during the rule ofQueenVictoria (1837-1901).Whilewe considerVictorian debates aboutrepresentation,aesthetics,andissuesofgenre,wewillalsostudyhowargumentsaboutindustrialization,theworkingclass,urbanpressures,gender,andsexualityshape literature.Writersmay includeCarlyle,Mill,Dickens,BarrettBrowning, theBrontës,Pater, andWilde.

3�1 ST: British Literature, 1�00 to the Present: British and Irish Modernism

x, � Majumdar Thiscoursewillstudyliteraturefromthe“HighModernist”period(1910–1930)andthedecadesim-mediatelyprecedingandfollowingit.Asweconsidermodernistliterature’sclaimstoaradicalbreakfromthepast,wewillexamineshiftsinliteraryattitudestoformalexperiment,themodernself,urbanlife,elitism,obscenity, and language itself.Writersmay includeConrad,Yeats,Joyce,Woolf,Eliot,Loy,Lewis,Auden,andBeckett.

3�� American Literature to 1����, x J. C. Masteller AstudyofmajorauthorsintheAmericanliterarytradition from the Colonial period to the Civil War, withemphasisonthewritersoftheAmericanRenais-sance.Topicsmayincludethedevelopmentofasenseof“American”literature,thegrowingemphasisontheindividual,theimportanceofnature,theindividual’srelation tosociety, ideasof freedomversusslavery,and changing notions of rights.Authors coveredmayincludeJohnWinthrop,WilliamBradford,AnneBradstreet, Mary Rowlandson, Jonathan Edwards, BenjaminFranklin,RalphWaldoEmerson,HenryDavidThoreau,MargaretFuller,FrederickDouglass,HarrietJacobs,NathanielHawthorne,HermanMel-ville, and Walt Whitman.

3�� American Literature, 1��� to 1�1�x, � J. C. Masteller AstudyofmajorauthorsintheAmericanliterarytraditionfromtheCivilWartoWorldWarI.Topicsmayincludethereactionto“romanticism”;thedevel-opmentof“realism”and“naturalism”;theproblemofusingsuchlabels;concernsabouttheeffectofsocialchangeontheindividual;andtheemergenceofdiverseregional,racial,ethnic,andgenderedvoices.AuthorscoveredmayincludeEmilyDickinson,MarkTwain,Henry James,WilliamDeanHowells, SarahOrneJewett,CharlesChesnutt, PaulDunbar,BookerT.Washington,W.E.B.DuBois,StephenCrane,Theo-doreDreiser,KateChopin,ZitkalaŠa,SuiSinFar,Abraham Cahan, E. A. Robinson, and Robert Frost.

3�� American Literature, 1�1� to the Presentx, � R. Masteller A study of themajor authors in theAmericanliterary tradition from World War I to the present. Topicsmayincludemodernism;postmodernism;theroleofthewriter inachangingsociety; tensionsofrace,class,andgender;andversionsofcommunityincontemporaryAmericanculture.AuthorsmayincludeT.S.Eliot,WilliamCarlosWilliams,EdnaSt.VincentMillay,WallaceStevens,ErnestHemingway,Langs-tonHughes,ZoraNealeHurston,WilliamFaulkner,AdrienneRich,RobertLowell,ThomasPynchon,andothercontemporarywriters.

3�0 Chaucerx, � Davidson Reading, discussion, and lectures onThe Can-terbury Tales, Troilus and Criseyde, and some of the minor poems. They will be read in the original Middle English. Offered in alternate years.

3�1, 3�2 Shakespeare�, � Fall: Staff; Spring: Davidson Fall semester: A study of the major plays written before about 1601. Plays to be read and discussedwill includeThe Comedy of Errors; Romeo and Juliet; A Midsummer Night’s Dream; Richard II; Henry IV, 1 and 2; The Merchant of Venice; Julius Caesar; Much Ado About Nothing;andTwelfth Night. Spring semester: A study of the sonnets and the major playswrittenafterabout1601.Playstobereadand discussedwill includeHamlet, Othello, King Lear, Macbeth, Coriolanus, A Winter’s Tale, and The Tempest.

3�� Milton�; not offered 200�-0� A studyof themajor poetry and selectedproseof John Milton. Paradise Lostwill receiveprimaryemphasis. Offered in alternate years.

3��-3�� Special Authors� AnintensivestudyofonesignificantauthorsuchasT.S.Eliot, James Joyce,GeorgeBernardShaw,Thomas Hardy, W. B. Yeats, Ben Jonson, Henry James, EmilyDickinson.

3��A Hawthorne and Melvillex, � J. C. Masteller Thiscoursewillfocusonthedevelopmentofthefiction(shortstories,tales,novellas,andnovels)ofNa-thanielHawthorneandHermanMelville,thecontextinwhichtheworkswerewritten,therelationoftheirworkstopopularfictionoftheperiod,andthechang-ingcriticalresponsetothesewriters.AsthesemajorAmericanwriters continue tobe reinterpreted, newquestionsaboutthedepictionofwomen,thenatureofmanhood,andthecritiqueofsocietypresentedinthedistinctiveformofeachwriter’sfictionreinforcethesignificanceof these twonineteenth-centuryfigures

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andrevealboththepoweroftheirfictionandthewayliterarystudyhaschanged.

3�1 Dramatic Literature: Medieval through Eighteenth Century�, x Simon and Staff A course in the history and development ofWestern drama from the Middle Ages through the eighteenth century.Dramatists to be studiedmayincludetheWakefieldMaster,Marlowe,Shakespeare,Jonson,LopedeVega,Molière,Racine,Congreve,Beaumarchais,andSheridan.MaybeelectedasWorldLiterature 371 orTheatre 371.Offered in alternate years.

3�2 Literature of the Modern Theatrex, � Simon and Staff Astudyofthedirectionsmoderndramahastakenfromthenineteenthcenturytothepresent.DramatiststobestudiedmayincludeBüchner,Ibsen,Strindberg,Chekhov, Shaw, Pirandello,O’Neill, Brecht, andPinter.May be elected asWorldLiterature 372 orTheatre 372. Offered in alternate years.

3�� Literary Theory�; not offered 200�-0� Thiscourseintroducesstudentstoargumentsabouttheshaping,theeffects,andtheinterpretationoflitera-ture.Themesforthecoursewillvary,butamongthequestionswewillconsistentlyexaminearethefollow-ing:Throughwhatkindsofassumptionsisliteratureread?Howdocharactersinliterarytextsthemselvesread?Howdothesetextsthemselvesinterpretwhattheyrepresent?Wewilldevoteapproximatelyequaltimetothestudyoftheoretical textsandtoreadingliteraryworksthroughtheoreticallenses.WritersmayincludePlato,Aristotle,Nietzsche,Pater, Foucault,Derrida, Said, andDeleuze.Offered in alternate years.

3�� Colonial and Anti-Colonial Literaturex, � Majumdar This course will examine texts from formercoloniesinSouthAsia,Africa,theMiddleEast,theCaribbean, and Australia. We will study how these worksnegotiate thepastandpresent,andhowtheyexploremultipleformsandconditionsofcolonialismandpostcolonialism.Discussions of primaryworkswillbesupplementedwithreadingsfromtheoreticalandcriticaltexts.WritersmayincludeKipling,Tagore,Conrad,Manto, Emecheta, Carey,Gordimer, andRushdie. Offered in alternate years. Distribution area: humanitiesoralternativevoices.

3��-3�� Special Studies�, � Studies of English orAmerican literature andlanguageorliterarycraftgenerallynotconsideredinothercoursesofferedbythedepartment.Thespecificmaterial will vary from semester to semester. The currentofferingsfollow.

3��A SS: EVIL�, x DiPasquale Wewill exploredefinitionsof and responses toevilinavarietyofworksfromacrosshistoricalpe-riods.TextsmayincludeRobertPinsky’stranslationof Dante’s Inferno, Milton’s Paradise Lost, Mary Shelley’sFrankenstein,Nietzsche’s Beyond Good and Evil, stories from Flannery O’Connor’s A Good Man is Hard To Find,C.S.Lewis’sThe Screwtape Letters, andDerekWalcott’spoetry.

3��B SS: American Protest Literature�, x Knight Thiscourseexaminestherichtraditionofprotestin theUnitedStates that beganwith theAmericanRevolutionandcontinuestobeanimportantpartofourculturetoday.Withafocusonprogressivesocialcritiqueandoutreach,wewill“read”textsthatincludenovels, speeches, photographs, poems, essays, andmusic—allmediawhichmotivatedpeopletoagitateforimprovedconditionsoftheunderrepresentedandunderprivileged.AuthorsincludeThomasPaine,Har-rietBeecherStowe,IdaB.Wells,JohnSteinbeck,TonyKushner,andAaronMcGruder.

3��A Special Studies in Craft: Extraordinary Visions

x, � Elliott Thiswriting-intensive coursewill focus on theworkofwriterswhosefictionsconjurenever-before-seenworlds,which,whiledepartingfromtheconven-tions of traditional realism, nevertheless deliver im-portantinformationabouttheworldinwhichwelive.Afterimmersingourselvesinthefictionalworldstheseauthorshavecreated,wewillwritefictionsinspiredbythisimmersion.AuthorsmayincludeFranzKafka,JorgeLuisBorges,ThomasPynchon,ItaloCalvino,KurtVonnegut,DonaldBarthelme,StevenMillhauser,AimeeBender,LydiaDavis,MarkLeyner,GeorgeSaunders,andBenMarcus.Prerequisite: Consent of instructorandEnglish250,251,orequivalent.

3��B SS: Slavery in the Literary Imaginationx, � Knight The institutionofslaverywascentral in thede-velopment of theseUnitedStates and continues tobeacontestedtopictoday,asthelegacyofslaveryisinvokedandquestionedindebatesaboutAffirmativeAction,CivilRights, and reparations.This coursewillnotdebatethosepolicyissues;wewill,however,examinethelegacyofslaveryinAmericanliterature.The slave narrative is perhaps one of the original, distinctlyAmericangenres.Inthe19thcentury,slavenarrativesbolsteredthecallforabolition;butwhyareslavenarrativesstillbeingwritteninthe20thcentury?Whathaschanged—orhasn’t?AuthorsincludeOlua-dahEquiano,FrederickDouglass,SolomonNorthup,Harriet Jacobs,HarrietBeecherStowe,GaylJones,OctaviaButler, Charles Johnson,ToniMorrison,Edward P. Jones.Distribution area: humanities oralternativevoices.

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3��C ST: Memory and Narrativex, � Tupper This course seeks to explore someof thewaysinwhichmemory and narrative are symbioticallyentwined.Studentswillfirstdeveloptheoreticalframe-worksforthinkingabouttypesofmemory,includingindividual,familial,collective,cultural,andhistoricalmemories.Wewill then examine poetry,memoir,biography,fiction,historiography,andphotography,todevelopanunderstandingofthecomplexandover-lappingconnectionsbetweenmemoryandnarrative.WritersmayincludeWoolf,Borges,Strand,Ricoeur,Proust,Kincaid,Gordimer,Levi,andFoucault.

�01, �02 Independent Study1-�, 1-� Staff Directedreadingandthepreparationofacriticalpaperorpapersontopicssuggestedbythestudent.Theprojectmustbeapprovedbythestaffofthedepart-ment.Thus,thestudentisexpectedtosubmitawrittenproposaltotheintendeddirectoroftheprojectpriorto registration for the study. The number of students acceptedfortheworkwilldependontheavailabilityofthestaff.IndependentStudymaynotcountasoneoftheelectivesfulfillingminimumrequirementsforthe major or minor without prior written approval of the English department. Prerequisite:consentoftheinstructor.

��1 Seminars in English and American Literature

�, x Seminarsrequireasubstantialamountofwriting,amajorwrittenprojectofatleastfifteenpagesinvolvingresearchinsecondarysources,andoralpresentations.Topicswillvaryfromsemestertosemester.Open to junior and senior English majors only. Prerequisite: English 290.

��1A A Complicated People: Canadian Fiction and its Discontents

�, x Alker Thiscoursewillexaminethewaylate-twentieth-centuryCanadianfictionwritersstruggletoarticulateadistinctandcohesiveCanadianidentity.Workingfromwithinamulticultural,bilingualnationmarked(andperhaps overshadowed) by its historical allegiancewithGreatBritainanditsgeographicalclosenesstotheUnitedStates,Canadianwriterswork to createdistinct literary responses to national concerns.Wewillconsiderworksthatengagewithsuchissuesasimmigration,ethnicity,gender,sexuality,trauma,war,andmythology.WritersmayincludeAtwood,Shields,Ondaatje, Munro, Findley, Wah, and Highway.

��1B Return of the King�, x Davidson Thisclasswillexploretherebirthandre-creationoftheMiddleAges.Thecoursewillbedividedintotwo parts.Wewill startwith authenticmedievaltexts,inparticularthosethatfocusonchivalry,king-

ship,religionandmagic,nostalgiaforthepast,andgender.Earlyauthorswill includeGildas,GeoffreyofMonmouth,ChrétiendeTroyes,thewritersoftheMabinogion, SirThomasMalory, andothers.ThenwewilllookatRomantictoContemporarymedieval-ism and the invention of new medieval worlds, both “authentic”andimaginary.LaterauthorswillincludeSirWalterScott,Tennyson,T.H.White,Tolkien,andothers,aswellaspre-Raphaeliteartandcontemporaryfilm.

��1C The Short Story Cycle�, x R. Masteller Thisseminarfocusesonarecurrentformoffiction:theshortstorycyclecreatedasacollectionofinter-linkednarrativesorpublishedasanovel.Theshortstorycyclederivesitspowerinpartfromthereverbera-tionsgeneratedamongitsseparateparts.Ideally,eachstoryshouldstandonitsownwhilecontributingtothevisionofthelargerwork.Wewillexaminetheformalaspectsofthesetextsandalsoraisequestionsaboutthe cultural significance of this hybrid form.Whatvisionsofcultureandsocietydothesetextsadvance?Howdodifferencesintimeperiod,orintheethnicityorgenderof theauthorsormajorcharacters,affecttheform,style,andsubjectmatterofthenarratives?TextsmayincludeSherwoodAnderson’sWinesburg, Ohio, Jean Toomer’s Cane,WilliamFaulkner’sGo Down, Moses,LouiseErdrich’s Love Medicine,SandraCisneros’ House on Mango Street, and John Barth’s Lost in the Funhouse.

��� Thesis�,� Staff Designedtofurtherindependentresearchprojectsleading to the preparation of an undergraduate thesis. Thecreativethesis,anoptionforastudentofexcep-tionalabilityincreativewriting,willbeasubstantial,accomplishedcollectionofworkinaparticulargenre.Limitedto,butnotrequiredof,seniorEnglishmajors.Prerequisite: approval of a proposal submitted to the English department prior to registration by a date designated by the department. For full details, see the EnglishDepartmentHandbook.

��� Honors Thesis�, � Staff Designedtofurtherindependentcriticalandcre-ativeresearchprojectsleadingtothepreparationofanundergraduatethesis.Thecreativethesis,anoptionforastudentofexceptionalabilityincreativewriting,willbeasubstantial,accomplishedcollectionofworkinaparticulargenre.RequiredofandlimitedtoseniorhonorscandidatesinEnglish.Thecandidatewillbeassigned to an appropriate thesis advisor, depending uponhisorherfieldofinterest.Prerequisite:admissiontohonorscandidacyandapprovalofaproposalsubmit-ted to the English department prior to registration by a date designated by the department. For full details, seetheEnglishDepartmentHandbook.

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Humanitiescourses:Takeaminimumof2ofthefollowing:ENVS247The Literature of Nature;ENVS340Environmental Radicals in Literature;ENVS347The Nature Essay;ENVS349Regional Literatures of Place: The West and the South;PHIL241Environmental Aesthetics;PHIL250Environmental Thinking; PHIL 255Environmental Ethics; PHIL 345Animals and Philosophy. Natural/Physical Science courses:Takeaminimumofthreeofthefollowingcoursesfrom three different departments, includingtwowithalaboratory:BIOL130Conservation Biology (orBIOL111and112);CHEM100Introduction to Environmental Chemistry(mostsciencemajorssubstituteCHEM125or126;or140);GEOL210Environmental Geology(orGEOL110or120);PHYS105Energy and the Environment(orPHYS155or156). SocialSciencecourses:Takeaminimumoftwoofthefollowingcoursesfromtwodif-ferent departments: ECON 109 Principles of Economics and the Environment (orECON107);POL124Introduction to Politics and the Environment(orPOL287,309or339);SOC309 Environmental Sociology(orSOC349or353).

Environmental Humanities

Thomas A. Davis, Associate Professor of Philosophy RebeccaHanrahan,Assistant Professor of PhilosophyDonaldSnow,Senior Lecturer in Environmental Humanities

Inquiry in EnvironmentalHumanities isguidedbytwoquestions:Whatistherelationbetweennatureandculture?Whatshouldthisrelation be?These questions have becomeevermore important in the face of growingenvironmental problems. The Environmental Humanities major uses the traditions of nature writing and environmental philosophy, most es-peciallytheongoingAmericanNatureWritingtradition,togivedirectionandfocustoinquiryintothevaluesandconceptsthatanappropriaterelationtonaturecallsfor.

Environmental Studies

Environmental StudiesPhilipD.Brick,Co-Director Robert J. Carson, Co-Director (on Sabbatical, Spring 2008)Amy Molitor, InternshipsKariNorgaardDonaldSnow

Environmental Studies courses dealwithawide range of contemporary problems as-sociatedwiththeinteractionsbetweenhumansandnature.Coursework is designed tomeetthe needs of two groups of students: those whochoosetomajorinenvironmentalstudiesand thosewhodesireknowledge in thisareaaspartof theirgeneraleducation.Aprimaryobjectiveoftheprogramistoaidthestudentin understanding that environmental problems aremulti-causal phenomena, and to developskills necessary for effective environmentalcitizenshipandleadership. TheEnvironmentalStudiesmajordevelopsacommoncoreofknowledgethroughextensiveinterdepartmentalcoursework,complementedbyaconcentrationinaspecificareaineithertheenvironmentalhumanities,sciences,orsocialsciences.Thestudentmayelectoneofeightareas of concentration—biology, chemistry,economics, geology, humanities, physics,politics,sociology,oranindividuallyplannedmajor—psychology,forexample—intheenvi-ronmental studies major. Courses takenP-D-F after themajor hasbeen declaredmay not be used to satisfyrequirements for theEnvironmental Studiesmajor. The following courses are requiredof allEnvironmentalStudiesmajors: EnvironmentalStudiescourses:Takethefollowing:ENVS120Introduction to Environ-mental Studies;ENVS220Internship;ENVS479 Environmental Citizenship and Leadership;ENVS486Senior Project Preparation;ENVS488Senior Projector498Honors Project. ThecreditsforENVS488or498willbeadjustedtomakethetotalcreditsforresearchcourses equal three to six, dependingon thediscipline,andwhetherornotthethesisisforhonors.

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The Environmental Humanities major is governedbyasubcommitteeoftheEnviron-mentalStudiesCommittee.Inordertoinsurean intellectually cohesive program, theEn-vironmentalHumanitiesSteeringCommitteewillreviewandapproveeachmajor’splanforcourseworkleadingtoaseniorthesis. The senior-year assessmentwill includea written comprehensive examination ad-ministered by the Environmental Humanities SteeringCommittee and an hour-long oralexaminationoftheseniorthesis. In addition to the courses required of allEnvironmentalStudiesmajors,thefollowingarerequiredfortheEnvironmentalHumanitiesmajor: A.Take two foundationcourses from thefollowinglist(coursessatisfyingthisrequire-mentcannotalsosatisfytheelectiverequire-ment):ENGL347American Literature to 1865;ENVS247The Literature of Nature;ENVS349Regional Literatures of Place: The West and the South;PHIL250Environmental Thinking;PHIL408AStudies in American Philosophy: Emerson; PHIL 408BStudies in American Philosophy: Thoreau. B.To fulfill thewriting requirement takeENVS347:The Nature Essay. C.To fulfill the critical thinking require-menttakeonecoursefrom:PHIL107Critical Reasoning;PHIL117Problems in Philosophy;PHIL119The Examined Life;PHIL127Eth-ics;PHIL128Social and Political Philosophy;PHIL210Epistemology;PHIL230History and Philosophy of Science; PHIL270Metaphys-ics. D.Takethreeelectivecourses,twoofwhichmustbe300orabove,from:ARTH/PHIL241Environmental Aesthetics;ARTH248Ways of Seeing: An Introduction to Japanese Art and Aesthetics; ENGL347 American Literature to 1865;ENVS247The Literature of Nature;PHIL250Environmental Thinking;PHIL255Environmental Ethics; ENVS349Regional Literatures of Place: The West and the South;ENVS 340Environmental Radicals in Lit-erature; PHIL345Animals and Philosophy;PHIL408AStudies in American Philosophy: Emerson; PHIL 408BStudies in American Philosophy: Thoreau.

Environmental Studies

Environmental Sciences

MarkBeck,Associate Professor of PhysicsRobert J. Carson, Professor of GeologyFrankDunnivant,Associate Professor of ChemistryDelbertHutchison,Associate Professor of Biology

Thenaturalandphysicalsciencesprovidefoundational theories for understanding envi-ronmental phenomena in the physicalworldand support environmental studies by gathering andanalyzingbaselinedata to informpolicydecisions. Issues ranging from the effects ofpollution,optimallandorwaterusepractices,protectionsofbiodiversity,andeffectiveenergyconsumptionallbenefitfrominsightsprovidedbythenaturalandphysicalsciences.Availablemajorsandrequiredcoursesappearbelow. These requirements are in addition tocoursesrequiredofallEnvironmentalStudiesmajors. Biology-EnvironmentalStudies:BIOL111Biological Principles;BIOL112The Biological World;BIOL205Genetics;BIOL215PlantEcologyorBIOL277Ecology;BIOL309 Cell Biology;BIOL310Physiology; BIOL350 Evolutionary Biology;BIOL488Research Preparation;BIOL489Senior Research;BIOL490 Senior Research or BIOL 498Honors Thesis;CHEM125,126,135,136, (or140),245;MATH125orhighercalculuscourse,orMATH128orhigherstatisticscourse.Coursesinphysicsarerecommended. Chemistry-EnvironmentalStudies:CHEM 125, 126 General Chemistry;CHEM135, 136 General Chemistry Lab I, II (Note:CHEM 140 is equivalent to CHEM 125,126,135and136);CHEM240Quantitative Analysis and Chemical Equilibrium; CHEM 245 Organic Chemistry I;CHEM246Organic Chemistry II; CHEM 250 Organic Laboratory Techniques; and CHEM 345Physical Chem-istry;CHEM388Environmental Chemistry or CHEM 320 Instrumental Methods of Analysis. AlsorequiredareMATH125,126,andPHYS155, 156. Geology-EnvironmentalStudies:GEOL210Environmental Geology(orGEOL

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110 The Physical Earth,orGEOL120Geologic History of the Pacific Northwest);GEOL220,History of the Earth;GEOL358Field Geology of theNorthwest;GEOL320Sedimentology and Stratigraphy; GEOL 345Mineralogy;GEOL346Igneous and Metamorphic Petrol-ogy;GEOL350Geomorphology;GEOL420Structural Geology;GEOL470Senior Seminar. AlsorequiredareCHEM125,126,135.Strong-ly recommendedarecourses inmeteorology,physics,calculus,andstatistics,andadditionalcoursesinbiologyandchemistry. Physics-EnvironmentalStudies: PHYS155,156General Physics I, II;PHYS245, 246 Twentieth-Century Physics; PHYS255, 256 Twentieth-Century Physics Labora-tory; PHYS335, 336Advanced Laboratory;PHYS357Thermal Physics.AlsorequiredareMATH 125, 126, 225, 235, 236, and 244.

Environmental Social Sciences

PhilipD.Brick,Professor of Politics JanP.Crouter,Associate Professor of EconomicsKariNorgaard,Assistant Professor of Sociology Human activities are at the root ofmostaspects of environmental degradation fromglobalclimatechangetotoxicwastetohabi-tat loss.Applyingsocialscience theoriesandmethods,EnvironmentalSocialSciencemajorsexplorehowhumansystemsaffectthenaturalenvironment,howdecisionstoutilizenaturalresourcesaremade,andhowvariouspoliticalstrategiesmight address environmental con-cerns.Availablemajors and required coursesappear below. These requirements are in addition tocoursesrequiredofallEnvironmentalStudiesmajors. Economics-EnvironmentalStudies:ECON 109 Principles of Economics and the Environment (or ECON 107Principles of Economics);ECON227Statistics for Econom-ics (orMATH128Elementary Statistics or MATH338Probability and Statistics); ECON

307 Intermediate Microeconomics; ECON308 Intermediate Macroeconomics; ECON477 Environmental and Natural Resource Economics; and two additional courses ineconomics,atleastoneofwhichisnumberedECON 310 through ECON 490. A minimum requirementof‘C’(2.0)isrequiredinECON307and308. Politics-EnvironmentalStudies:oneofthefollowing:POL124Introduction to Politics and the Environment;POL287Natural Resource Policy and Management;POL309Environment and Politics in the “New West”;andPOL339Nature, Culture, Politics; 490Senior Seminar; plus 20 additional creditsinpolitics,atleasteightofwhichmustbein100-and200-levelcourses,andatleasteightin300-and400-levelcourses.Nomorethanfourcreditsat the100/200or300/400levelscan be earned in off-campus programs ortransfercredits. Sociology-EnvironmentalStudies:SOC117Principles of Sociology;SOC207So-cial Research Methods;SOC309Environmen-talSociology;SOC367History of Sociological Theory;onecoursechosenfromeitherSOC307Human Communities,orSOC317Population, orSOC348Technology and Society,orSOC349 Environmental Social Movements,orSOC350 Sociology of Hazards and Disasters, or SOC353Environmental Justice;oneadditional4creditcourseinSociology;SOC490Current Issues in Sociology; andSOC492 Directed Research,orSOC498Honors Thesis. EnvironmentalStudiesmajorsareencour-aged to study for a semester or a year in a programwithstrongenvironmentalrelevance.ParticularlyappropriateareWhitmanCollege’sfieldprograminenvironmentalstudies,Semes-terintheWest;andtheSchoolforFieldStudies.SeeSpecialProgramssectioninthisCatalog.

120 Introduction to Environmental Studies �, � Fall: Carson Spring: Norgaard and Snow An introduction to interdisciplinary themes inenvironmental studies, including perspectives fromthe sciences, social sciences, and humanities.Em-phasisisplacedonunderstandinglocalandregionalenvironmental problems as well as issues of global environmental concern. Students enrolling in thiscoursewillalsoberequiredtoenrollinEnvironmentalStudiesExcursions(EnvS120).Theweeklyafternoon

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excursionscoverthelengthoftheWallaWalladrainagebasin, from the Umatilla National Forest to the Co-lumbiaRiver.Excursionsmayincludethewatershed,the water and wastewater treatment plants, energy producingfacilities,afarm,apapermill,differenteco-systems, and the Johnston Wilderness Campus. This courseisrequired of all environmental studies majors. AllenvironmentalstudiesmajorsmustpassthiscoursewithaminimumgradeofC(2.0).First-yearstudentsandsophomoresonly(orconsentofinstructor).

220 Internship 1, 1 Molitor Eitheraninternshipwithacollege,local,regional,national,orinternationalenvironmentalorganization,oranindependentprojectdevotedtoanappropriatetopic or problem, for example, developing a greenresidencehallatWhitman.Internsmustwriteafinalreport. Required of environmental studiesmajorsduring theirsophomoreor junioryear.Studentsareencouraged to pursue an internship or independentprojectfortheentireacademicyearandearntwocred-its.Mayberepeatedforamaximumoffourcredits.Prerequisite:consentofinstructor.

2�� The Literature of Nature�, x Snow Studentswill examine the tradition of nature-writing and literary natural history. Readings will be drawnfromclassicsinthefield(GilbertWhite,Darwin,EmersonandThoreau,BurroughsandMuir,Leopold,RachelCarson,LorenEiseley,MaryHunterAustin),andfromthebestcontemporarynature-writers(TerryTempest Williams, Ed Abbey, Annie Dillard, Ellen Meloy,WendellBerry,DavidQuammen).Lecturesanddiscussionswilltracehownature-writinghasmirroredtheevolutionofsocial,cultural,politicalandscientificperspectivesonnature.Distributionarea:humanities.

2�0 Regional Studies1-3 A studyof a specificgeographical regionusingamultidisciplinaryapproach.RegionscoveredmayincludeAlaska,westernCanada, the northwest orsouthwestU.S.,Hawaii,orLatinAmerica.Lectures,readings,anddiscussionsinvariousdisciplines,con-centratingmainlyinthenaturalandsocialsciences,willprecedeaone- to three-weekfield trip.Oneormoreexaminationsorpaperswillberequired.Mayberepeatedforcreditwithfocusonadifferentregion.Fee: variable. Prerequisite:consentofinstructor.Thecurrentofferingfollows.

2�0W Northwestern Wyoming x, 1 Carson A seminar on andfield trip to the greaterYel-lowstone ecosystem in northwesternWyoming andadjacentMontana. Focus on forests,wildlife, andthe geologic record fromPrecambrian through theCenozoic,includingglaciationandvolcanism.Fieldtrip in lateMay/early June.Co-requisite: Geology 158W.Fee.

3�0 Environmental Radicals in Literature�; not offered 200�-0� Muchcontemporaryenvironmentalthoughtpro-videsaradicalcritiqueofindustrialandpost-industrialsociety,butinearliertimesthefirsttrueenvironmentalthinkers challenged systems of agriculture,marketeconomics,landownership,andurbanism.Whatwasonceradicalmovedtowardthecenter.Inthiscourse,studentswillexaminetheradicaltraditionofenviron-mentalthoughtasithasbeenexpressedinliteraryandother texts.Bioregionalism, ecofeminism, agrariancommunalism,Luddism,DeepEcology,eco-centrism,andotherradicalenvironmentalexpressionswillbeexaminedcritically.WorksbyHawthorne,Thoreau,EdAbbey,KirkSale,GarySnyder, SusanGriffin,BarbaraKingsolver,PaulShepard,DavidAbramandothersmaybe included.Offered in alternate years. Distribution area: humanities

3�� The Nature Essayx, � Snow Theclasswillbeconductedasanon-fictionprosewritingworkshopinwhichstudentsreadandcommenton eachothers’writing.After examiningpublishedworkschosenasmodels, studentswillwriteessaysin thenature-writing tradition,selectingapproachesfromabroadmenu.Nature-writingincludesliterarynaturalhistory;“sciencetranslationwriting”;essaysoncurrentenvironmentalissues;personalessaysbasedonengagementwithland,water,wildlife,wilderness;travelorexcursionwritingwithafocusonnature;“theramble”; andother approaches. Studentswill learnhowcontemporarynature-writerscombineelementsoffiction,scientificdescriptions,personalexperience,reportingandexpositionintosatisfyingcompositions.Distributionarea:humanitiesorfinearts.Prerequisite: consentofinstructor.

3�� Regional Literatures of Place: The West and the South

�, x Snow TheliteraturesofboththeAmericanWestandtheAmericanSouthoftenreflectpoliticalstruggles.Issuesoffederalismandstatesrights,economicdependencyon the land, therapidandradical transformationofan indigenous economy and ecology, and the stainof history stand in the foreground. This seminar will examineliteraryregionalismbyfocusingonsouthernandwesternwriterswhoseworksemanatefromandreinforcetheethicandspiritofplace.Severalofthe“SouthernAgrarians”maybeincludedalongwithWil-liamFaulkner,EudoraWeltyandFlanneryO’Connor.WesternwritersmayincludeBernardDeVoto,WallaceStegner,MaryClearmanBlew,JohnNichols,LarryWatsonandWilliamKittredge.Inaddition,filmswillbeusedtoillustratethepeculiarburdenofthecon-temporary western writer. Offered in alternate years. Distribution area: humanities.

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3��, 3�� Special Topics1-�, 1-� An investigation of environmentally significantissues centered on a common theme.The coursemay include lectures by off-campus professionals,discussions,studentpresentations,andfieldtrips.

3��A ST: Introduction to Geographic Information Systems

3, 3 Molitor AnintroductorycoursetoprovidestudentswithanoverviewofthegeneralprinciplesofGISandpracticalexperienceswithenvironmentalapplications.Specifi-cally, thiscourseseeks toprovidestudentswith(1)anoverviewoftheusesofGISintheenvironmentalarena,(2)abasicunderstandingoftheconceptscen-tral toGIS, (3)knowledgeof thebasicsofArcGIS9 through hands-on experience, and (4) practicalexperienceindesignandimplementationofasimpleGISproject.StudentsarenotexpectedtohavepriorexperiencewithGIS, however anunderstandingofbasiccomputerapplicationsisrequired.Onelectureandonethree-hourmeetingperweek. Prerequisite: consentofinstructor.

3��B ST: People and Nature in Hells Canyon�, x Brick Thiscourseisanintensiveresearchandwritingseminar on human-nature relationships in the Hells CanyonregionofnortheasternOregon.Studentswillreviewethnographicinterviewdataoneightornineindividualswhohaveshownoutstandingcommitmentto, and understanding of, the natural history of the HellsCanyonregion.Wewillalsoconductbackgroundresearchonthegeology,flora,andfaunaoftheregion.ThecoursewillinvolveatleastonefieldtriptoHellsCanyon, and two intensivewritingworkshops.Thegoalofthecourseisforeachstudenttocompleteahighqualityessayonaspecificspeciesorelementofthe region’s natural history, as seen through the eyes of a person intimately familiar with it. In the writing workshops,studentswillalsohavetheopportunitytoworkcloselywithecologistDr.MaryO’Brien.Onemeetingperweek.Prerequisite:ConsentofInstructor.Distribution area: humanities.

3�� ST: Social Ecology: Agriculture, Climate, and Conservation

x, 3 Bader Soils provide nutrients,water and support forgrowing plants, host an amazing variety of organ-isms,andeveninfluenceglobalclimate.Thiscoursewill examine aspects of soil ecology relevant toenvironmental studies, especially focusing on soilsasfunctionalcomponentsofagriculturalecosystemsandontheroleofsoilsintheglobalbiogeochemicalcyclingoforganiccarbon.Wewillcombinelectures,discussions,fieldtrips,andreadingsfromtheprimaryliterature.

3�0 Independent Study1-�, 1-� Staff A series of readings or a program of individual re-searchofapprovedenvironmentaltopics.Prerequisite: consentofinstructor.

�01 Water Resources3; not offered 200�-0� Aseminaronwaterresources,includingsurfaceandgroundwater,fromtheperspectivesofhydrologyand environmental management. We will study the hydrologiccycle,waterrights,watertransfers,waterprojects (e.g., dams and reservoirs), groundwaterdepletion,andwaterpollution.Muchofourdiscus-sionwillfocusonwaterproblemsinwesternUnitedStates.Eachstudentwillwriteandpresentaresearchpaperonwateruseandconflictinaspecificpartoftheworld. Field trips. Prerequisite:consentofinstructor.Recommended prerequisite: Environmental Studies120.Distributionarea: science.Offered in alternate years.

��� Environmental Citizenship and Leadership 2, x Brick and Parker An intensive course in environmental problemsolving,withanemphasisondevelopingskillsnec-essary for effective environmental citizenship andleadership.Studentswillfirstengageinreadingsanddiscussions toenhance theirunderstandingofenvi-ronmentaldecision-makingprocessesandinstitutions.Thentheywillworkindividuallyandinteamstostudyactiveenvironmentaldisputes,withtheultimateaimof recommending formal solutions.This course isrequiredof,andopenonlyto,environmentalstudiesmajors in their senior year. Field trips and guest presen-tationsmaybeincluded.

��� Senior Project Preparation 1, x Staff This required course prepares environmentalstudiesmajors for their seniorproject.Studentsareexpectedtodevelopresearchproposalsandtopresenttheirwork to others for discussion and refinement.Mustbetakeninthefallofthesenioryear.

��� Senior Project1-3, 1-3 Staff The student will investigate an environmental issue ofhisorherownchoiceandprepareamajorpaper.Thetopicshallberelatedtothestudent’smajorfieldof study and must be approved by both major advisers. Requiredofallseniorenvironmentalstudiesmajors,with the exception of those completing an honorsproject.

��� Honors Project1-3, 1-3 Staff Anopportunityforqualifiedenvironmentalstudiesseniormajorstocompleteaseniorprojectofhonorsquality.Requires the student to follow applicationprocedures following the guidelines for honors in

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major study. Students enrolled in this coursemustalsoparticipate inandmeetall requirementsof theEnvironmentalStudies488course.

The followingareabbreviateddescriptionsof requiredand/or recommendedEnvironmental Studies courses. Seedetaileddescriptionsunderrelevantdepartmentalheadinginthis Catalog.

Biology 111 Biological Principles � Anexaminationofbiologyfromthemolecularandcel-lularperspective.Theaccompanyinglabwillillustratemajorfeaturesofbiologycommontoalllife.

Biology 112 The Biological World � Thesixbiologicalkingdoms:Archaebacteria,Eubacteria,Protista, Fungi, Plantae, andAnimalia.The evolutionaryhistoryof livingorganisms is traced from themost simpleprokaryotestothehighlycomplexplantsandanimals.Paralleltrendsandadaptationsarediscussedinadditiontotheuniquefeaturesofeachgroup.

Biology 122 Plant Biology 3 Apredominantlyfield-orientedcourseforthenon-majorthatcoversbasicsofplantbiology,ecologicaladaptationstodifferenthabitats,currentplantissues,andtheidentificationoflocalplantstofamily;aplantcollectionisrequired.

Biology 12� Genes and Genetic Engineering 3 An introduction to the principles of genetics, and tohowgenetics isapplied inmedicine,agriculture, forensics,andbiotechnology.Social, ethical, political, and economicissues related to genetics and genetic engineeringwill bediscussed.

Biology 12� Nutrition 3 Anintroductiontotherequirednutrientsandtheirfoodsources, theirmetabolismandeventual functionsand fatesin thebody.Principleswill thenbeapplied to specific lifestagesandcircumstances.Psychological,cultural,agricultural,economic,localandglobalissuessurroundingfoodwillbediscussed.

Biology 130 Conservation Biology � Designed for non-majors, this course introduces basicconceptsinecology,genetics,andevolutionandappliesthemto theconservationofdiversity.Wealso readanumberofclassicwritingsinconservationanddiscusstheethical,andlogisticalimplicationsofconservation.

Biology 21� Plant Ecology � Thediverseadaptationsofplantstotheirabioticandbioticenvironmentsfromecologicalandevolutionaryperspectives.Topicswillincludetheeffectsofclimaticfactors(water,light,temperature) and soils on plantmorphology, physiology,growth,andreproduction,andthecomplexrelationshipsofplants with other forms of life.

Biology 2�� Ecology � The interdependent relationships of organisms to one anotherandtotheirenvironment.Theconceptsandprinciplesof the following subjects are dealtwith in the course: theecosystem,energyintheecosystem,biogeochemicalcycles,abioticfactors,communities,biomes,populationdynamics,behavior,conservation,andpollution.

Biology 3�0 Ecology � This course addresses themechanisms andpatterns ofevolutiontogivestudentsanappreciationfortheapplicabilityofthefieldtocurrentissuesinvolvingbiology.

Chemistry 100 Introduction to Environmental Chemistry 3

Applicationofchemistrytotheunderstandingofradio-activity,airandwaterquality,drugsandtoxins,andenergyproductionanduse.Nochemistrybackgroundpresumed.

Chemistry 12� General Chemistry I 3 First semester of the year-long course in introductorychemistryforsciencemajors.Atomicandmolecularstructure,bonding, physical states ofmatter, stoichiometry, aqueouschemistryandintroductoryorganicandbiochemistry.

Chemistry 12� General Chemistry II 3 Secondsemesteroftheyear-longcourseinintroductorychemistry for sciencemajors.Thermodynamics, equilibria,kinetics, oxidation-reduction, elemental properties, nuclearchemistry.

Chemistry 13� General Chemistry Lab I 1 Qualitative, gravimetric and volumetric analyses,molecularstructure,synthesis,acidsandbases,andthermo-chemistry.

Chemistry 13� General Chemistry Lab II 1 Kinetics, synthesis, analysis, spectrophotometry anddiscovery-basedexperiments.

Chemistry 3�� Environmental Chemistry and Science �

This coursewill examine the reactions and transportof chemical species in aquatic, terrestrial and atmosphericenvironments.The laboratory portionwill concentrate onsamplingdesign,fieldsamplingmethods,anddataanalysis.

Economics 10� Principles of Economics � Anintroductorycourseprovidingbasictheoreticaltoolstoenablestudentstoanalyzecontemporaryeconomicssociety.Topicsincludeproduction,distributionandpricingofgoodsandservices;determinationofthelevelofnationalincome;monetary and fiscal policies; and international trade andfinance.

Economics 10� Principles of Economics and the Environment �

This introductoryeconomicscourseprovides thesamecoverage of topics asEconomics 107, butwith a specialemphasisonapplyingconceptstoenvironmentalandnaturalresourceissues.Topicsincludeproduction,distribution,andpricingofgoodsandservices;determinationofthelevelofnational income;governmentmonetary andfiscal policies;and international trade.

Economics 2�� Global Environmental and Resource Issues � The tools of economic analysis are applied to globalenvironmentalandnaturalresourceissuessuchasglobalpollu-tion, the relationship of trade and the environment, sustainable economicgrowthandresourcescarcity,economicgrowthandtheenvironment,andnaturalresourceconflicts.

Economics 3�� Transportation and the Environment �

Thetransportationsectorhasexperiencedextraordinarygrowthinthelastfiftyyears.Afterreviewingmeasuresandestimatesoftheenvironmentalandothercostsnotreflectedinthepricesoftransportservices,weconsidertheefficiencyofpoliciestocontainthesecostsandsomeimportantsideeffectsofthepolicies.

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Economics ��� Environmental and Natural Resource Economics � Acourseprovidingageneralframeworkforunderstandinghowmarket failure contributes to pollution and inefficientresourceuse,andhowpoliciesmightremedytheseproblems.Theframeworkisthenappliedtodomesticenvironmentalandnaturalresourceissues.

Geology 130 Weather and Climate 3 An introductory course inmeteorology that emphasizesinteractionsbetweenEarth’satmosphereandhumans.Subjectsinclude: global atmospheric circulation patterns, weatheranalysis and forecasting, origins of destructive weatherphenomena,world climates, and human alteration of theatmosphere.Threelecturesperweek.Fieldtriprequired.

Geology 1�0 Oceanography 3 Anintroductiontothegeological,physical,andchemicalcharacteristics of theworld ocean. Subjects include: platetectonics,bathymetry,seafloorsedimentation,oceancurrentsandweather,waves,tides,andcoastalprocesses.

Geology 210 Environmental Geology � Geologicaspectsoftheenvironment:man’seffectuponandinteractionwithsuchphenomenaaslandslides,erosionanddeposition of sediments, surfacewaters, groundwater,volcanism,earthquakes,andpermafrost.

Geology ��0 Late Cenozoic Geology and Climate Change 3

The geology of the last few million years of earth history, includingchangesinfloraandfauna.Whatarethecausesoficeagesandthealternatingglaciationsandinterglaciationswithinthem?Whataretherolesofnatureandhumansinthecurrentglobalclimatechange?

History 2�2 Environmental History of the U.S. � AcourseonlandandthewaysAmericanshaveinteractedwithitfromthecolonialerathroughthetwentiethcentury.Themes to be explored include attitudes toward naturalresourcesfromtreestominerals;theenvironmentalimpactsofsettlement,industrialization,urbangrowth,mining,agriculture,andwateruse;theemergenceofscientificandpublichealthprofessions dealingwith environmental issues; the role oflegal,political,andsocialstructuresinenvironmentalissues;andmovementstopreserve“natural”environmentsorcurtailtheexploitationofnaturalresources.

Philosophy 12� Ethics � Thiscourseconsistsofthecarefulreadinganddiscussionofseveralclassicaltextsofmoralphilosophy.Theaimistointroducestudentstomoralphilosophy,ratherthantosolvepracticalproblemsinethicsasimportantastheseare.Nonethe-less,thisphilosophicalstudyshould,asaby-product,enhancethestudents’abilitytodealintelligentlywithethicalissuesintheirpersonalandsociallives.

Philosophy 12� Social and Political Philosophy � An introductory examination of social and politicalproblemsfromaphilosophicalperspective.Thecoursedealswiththemessuchasthenatureandfoundationofthestate,law,justice,liberty,conscience,alienation,andrights.

Philosophy 2�1 Environmental Aesthetics � AnattempttoovercomethetraditionalWesternoppositionbetweennatureandculturebyexploringthequestion:Whatisagarden?SpecialattentionwillbegiventoJapanesegardenswithafinalprojectofdesigningyourowngarden.

Philosophy 2�0 Environmental Thinking � Thiscoursewillexploredifferentwaysofconceivingourrelationtonatureusingparadigmsfromancient,medieval,andmodernphilosophyaswellasreadingsfromcontemporarysources.

Philosophy 2�� Environmental Ethics � Are plants and animals or even the environment as a wholeworthyofourmoralconsideration?Iftheyareworthyofsuchconsideration,onwhatbasisaretheysodeserving?Inansweringthesequestions,wewillconsidertheworksofsuchauthorsasAldoLeopold,PeterSinger,andArneNaess.

Philosophy 3�� Animals and Philosophy � Exploration of themoral andmetaphysical status ofanimals.Are animalsmerelyorganicmachinesor are theyconsciousbeings?Cantheythinkorfeelpain?Dotheypos-sessbeliefs?Moreimportantly,doanimalshaverightsthatobligeustoprotectthemfromharm?

Physics 10� Energy and the Environment 3 Thiscourseexaminesthephysicalprinciplesthatgovernenergytransformations.Itwillfocusontheuseofenergyintheworld,specificallyitsproduction,transportation,consumption,andtheimplicationsthisusehasfortheenvironment.

Politics 11� Whitman in the Global Food System � Thiscommunity-basedcoursemovesbetweenthehistori-calandtheoreticalstudyoftheglobalfoodsystemandengagedresearchprojectsintheWallaWallaregion.Topicsrangefromdebates overU.S. farm subsidies to the gender, class, andecologicaldynamicsofexportagricultureintheThirdWorld;fromthecausesoffaminetothepoliticsofobesity.

Politics 12� Introduction to Politics and the Environment � Anintroductiontokeyconceptsinthestudyofpolitics,using environmental issues as illustrations. Designed for first-andsecond-yearstudents,thiscourseencouragescriticalthinking andwriting about keypolitical concepts, such aspower,equality,liberty,andcommunity.

Politics 1�� International Politics � An introduction to a variety of approaches useful inunderstandinginternationalpoliticsandinternationalpoliticalproblems,includingwar,globalenvironmentaldegradation,poverty,andethnicconflict.

Politics 2�� Natural Resource Policy and Management �

An introduction to basic problems in natural resourcepolicy-making in theAmericanWest.We focuson forests,publicrangelands,nationalparks,biodiversity,energy,water,and recreation.We also review a variety of conservationstrategies,includinglandtrusts,incentive-basedapproaches,andcollaborativeconservation.

Politics 300 The Politics of Development � The purpose of this course is to critically analyze thedominantconceptualizationsofthirdworlddevelopment,aswellasdevelopmentpolicy-making.

Politics 30� Environment and Politics in the “New West” �

ThisseminarexploresthechangingpoliticallandscapeoftheAmericanWest,withemphasisonchangingenvironmentalvaluesandonconflictsovernaturalresourcepolicy.Whatarethecausesoftheseconflicts,andwhatkindsofapproacheswillbenecessarytoaddressthem?Afieldtripisrequired.Onemeetingperweek.

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Politics 33� Nature, Culture, Politics � ThisseminarexploreschangingunderstandingsofnatureinAmericanculture,theroleofsocialpowerinconstructingtheseunderstandings,andtheimplicationstheseunderstand-ings have for the environmental movement.

Politics 3�3 Political Ecology of Latin America � This course examines the environmental politics ofLatinAmerica.Itfocusesonstrugglesoverdifferentnaturalresources-water, land,minerals, forests, andgeneticmate-rial-withaneyetowardunderstandingthecomplexrelationsbetweennatureandsociety.

Politics 3�� Environmental Politics � AseminarexploringtherelationbetweenpoliticsandtheenvironmentandthepoliticsoftheAmericanenvironmentalmovement.

Religion 22� Christian Ethics � This course explores the nature of Christian ethicaljudgement(ethicalnorms,thenatureofethicalreasoningandargument)andanumberofcontemporaryethicalissues,suchasmedicalethics(includingabortionandgeneticresearch),war,andpacifism.

Sociology 30� Human Communities � An investigation of the relationship between nature and communitybyraisingquestionssuchas:whichformsofcom-munitybestsupporttheresolutionofenvironmentalproblems?Thecoursedrawsfromsociologicaltheoriesofcommunityandthecity,casestudiestakenfromthedevelopedanddevelopingworlds,andcontactswithlocalcommunityorganizations.

Sociology 30� Environmental Sociology � Thiscoursewillreviewsociologicaltheoryonthecausesand consequences of ecological degradation and resourcescarcity. Topics will include: specific local and globalecological problems, theories on political economyof theenvironment, the treadmillofproduction,environmentandrisk, the sociologyof environmental science, globalizationand environmental movements.

Sociology 31� Population � Anintroductiontopopulationtheoriesandtosociologicalresearchonpopulationgrowth,distribution,andcompositionwithin aworld context. Problems of food production anddistribution,agriculturaldevelopment,andtheenvironmentalconsequencesofdifferentfarmingsystemswillbeanalyzedinrelationtopopulationchangesandthelargerprocessesofsocialchange.

Sociology 3�� Technology and Society � Acriticalapproach to thesocialcultureandhistoryoftechnology.Topicsvaryfromwarandmasscommunicationstechnologiestotheimpactsofbio-researchandpowergen-eration.Anumberofinterdisciplinarymaterialswillbeused,rangingfromtechnical,ethnographic,andhistoricalstudies,toliterature,sciencefiction,andphilosophy.

Sociology 3�� Environmental Social Movements � Whydosocialmovementshappen?Whydosomesocialmovementssucceedinproducingchangewhileothersfail?Howdodifferentexperiencesacrossgender,raceandclassinformtheemergence,goalsanddynamicsofenvironmentalsocialmovements?Thiscoursewillusemicroandmacroso-ciologicaltheorytostudysocialchange,reformandcollectivebehavior using environmental movements and environmental backlashmovementsascasestudies.

Environmental Studies, Foreign Languages and Literatures

Sociology 3�0 Sociology of Hazards & Disasters � This course analyzes the ways in which humancommunities prepare for, respond to, and bring aboutcalamitousenvironmentalchange.Topicsincludethesocial/naturalinterface,riskanalysis,environmentaljusticeissues,andmythsabouthumanbehaviorinemergencies.

Sociology 3�3 Environmental Justice � Local andworldwide ecologicaldegradation includingdeforestation,decliningsalmonruns,andglobalwarminghashumanconsequences:peoplelosejobs,facetoxicexposureandarecaughtinthemidstofconflictsoverscarceresources.Theconceptsofenvironmentalracismandenvironmentjusticerepresent the disproportionate exposure to environmentaldegradationfacedbythepoor,women,peopleofcolorandcitizensoftheSouth.

Foreign Languages and LiteraturesMary Anne O’Neil, Chair, Foreign Languages and Literatures

Please refer to the Chinese, French,German,Japanese,andSpanishsectionsofthisCatalog.

Placementinlanguagecourses:Studentswho have previously studied a foreign language in secondary school, college, or elsewheremusttakeaplacementtestbeforeenrollinginacourseinthesameforeignlanguageatWhitmanCollege.Each language area places studentsin the appropriate level of language study afterconsideringtheresultsoftheplacementexaminationsandtheindividualcircumstancesof the student. Studentswithnopreviouslanguageexpe-riencearenotrequiredtotaketheplacementexamination. Studentswhohavealreadytakenaforeignlanguage course at the college level cannotrepeatthesamelevelcourseandreceivebothtransferandWhitmancreditforit.Placementof studentswhowish to continue studyingthat language at Whitman will be based on placement test results.Repeat of equivalentcourseworkwillresultinWhitmancreditwiththeforfeitureofequivalenttransfercredit. Note: Courses taken P-D-F prior to thedeclarationofalanguagemajororminorwillsatisfycourseandcreditrequirementsforthemajororminor.CoursestakenP-D-Fafterthe

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majororminorhasbeendeclaredmaynotbeusedtosatisfycourseandcreditrequirementsfor the major or minor.

Distributionrequirements:

Humanities: Allcoursesinforeignlanguagesandliteratures Allworld literature courses taught bymembers

of the department of foreign languages and literatures

AlternativeVoices: AllcoursesinChineseandJapanese AllcoursesinFrench,German,andSpanishabove

206 Thesamecoursecannotfulfillboththehumanitiesandalternativevoicesdistributionareas.Withtheex-ceptionofChineseandJapanese391and392,coursesdesignatedIndependentStudywillnotsatisfyeitherthehumanitiesor thealternativevoicesdistributionrequirements.

101-10� Special Topics in Foreign Languages

2-�, 2-� Occasionalofferingofcoursesinforeignlanguagesnot regularly taught at Whitman. Distribution area: none.

101, 102 ST: Elementary Arabic�, � Morrison Thisisafirst-yearcoursethatassumesnopreviousknowledgeofArabic.Studentswillbegintoacquireanintegratedcommandofspeaking,reading,writing,andlisteningskillsinModernStandardArabic.Therewillbesomeexposure,inaddition,toEgyptianColloquialArabic.ClasssessionswillbeconductedprimarilyinArabic.Successfulcompletionof thefirstsemester,orpermissionof the instructor, isaprerequisite forenrollmentinthesecondhalf.Classmeetsfourdaysaweek.Distributionarea:alternativevoices.

FrenchMary Anne O’Neil, Chair, Foreign Languages and Literatures

French SarahHurlburtJohn IversonKatherineMaestrettiMary Anne O'NeilNicoleSimek(on Sabbatical, Spring 2008)ZahiZalloua(on Sabbatical, Spring 2008)

CoursesinFrencharedesignedtodevelopproficiencyinspeaking,writing,andreadingthelanguageandtoacquaintthestudentwithFrenchliteratureandculture. CoursesinWorldLiteratureintranslation(crosslistedasWLIT)andtaughtinEnglish,address special topics in French literature,history,culture,andfilmforbothstudentsofFrench and studentswith no knowledge ofFrenchlanguage. Placementinlanguagecourses:Studentswith previous foreign language experienceshouldconsultthestatementonplacementinlanguagecoursesintheForeignLanguagesandLiteraturessectionofthisCatalog. TheForeignLanguagesandLiteratures/French major:Thirty-six credits in Frenchlanguage and literature beyond the intermediate level(205/206orequivalent).These36creditsmayincludeupto12creditsatthe300-levelortheirequivalent;upto12creditstransferredfrom approved study abroad programs or other collegesoruniversities;anduptoeightcreditsfromcoursestaughtinEnglishanddealingwithFrenchorFrancophonematerial,chosenwiththeconsentoftheFrenchfaculty.Worldlitera-ture courseswill count as400-level courses,despite their300-levelnumbering.Advancedlanguage courses taken on study abroad ortransferredfromanothercollegeoruniversitywill countas300-levelcourses. Independentstudiesmaynot count toward the 36 creditsrequiredforthemajor. TheForeignLanguagesandLiteratures/Frenchminor:Aminimumof18creditsbe-yond the intermediate level (French205/206orequivalent).Those18creditsmustinclude

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French315(orequivalent)andatleastone400-level (orequivalent)literaturecoursetaughtinFrench. Note: Atleast12ofthe18creditsforthemi-normustbecompletedon-campusatWhitman.NoneofthecreditsmaybetakenP-D-Foncetheminor has been declared.Courses takenP-D-Fpriortothedeclarationofthelanguageminorwill satisfy course and credit require-ments for the minor. Independent studies may notbeusedtosatisfytheminor.APcreditsdonotcounttowardthefulfillmentofthemajororminorrequirementsinFrench.

10�, 10� Elementary French�, � Fall: Hurlburt, Maestretti; Spring: Staff Forstudentswhohavehadlittleornoformalcon-tactwiththelanguage.Theultimateaimisreasonablemasteryof the four skills: speaking,understanding,reading,andwriting.OnlyFrenchwillbespokeninclass.Grammar is taughtwithaviewtogeneratingfluencyratherthanasanendinitself.Fourclassroommeetingsarerequiredeachweek.StudentswhohavepreviousworkinFrencharerequiredtotakeadepart-mentalplacementexaminationforentrance.

20�, 20� Intermediate French�, � O’Neil, Iverson A year-long comprehensive review of spokenandwrittenFrench.OnlyFrenchwillbeusedintheclassroomindailydrillsanddiscussions.Shortcom-positionsarerequiredonceaweek.Fourclassroommeetingsarerequiredeachweek.Whilethiscoursestressesgrammar,itwillalsoincludeweeklyreadingsinFrenchliterature.Prerequisite:French106.StudentswhohavenottakenFrenchatWhitmanpreviouslyarerequiredtotakeadepartmentalplacementexaminationforentrance.

210 Intensive Intermediate French�, x Zalloua This accelerated coursewill allowmotivatedstudentswho place at the high intermediate levelto advance to the 300-level courses after only onesemester. It is offered as an alternative to the standard two-semestersecond-yearlanguagesequence(French205-206).Workwillfocusondevelopmentofthefourbasiclinguisticskills–speaking,listening,writingandreading–throughstructuredgrammarpractice,com-municativeactivities,andselectedreadings.Prereq-uisite:Placementexamorconsentoftheinstructor.

30�, 30� Advanced French�, � Simek, O’Neil Studentswill expand and perfect their abilityto function accurately and appropriately inwrittenand oral French.These courses develop advancedgrammar,composition,anddiscussionskillsaround

primarysources,includingliteraryandpopulartextsand electronicmedia.Theymay include frequentcompositions,advancedgrammaticalexercises,activediscussion, theatrical exercises and studentprojectsandpresentations.StronglyrecommendedforFrenchmajors. Prerequisites:French206orFrench210orplacementexam.Maybetakenoutofsequence.

31� Introduction to French Literature�, � Hurlburt, Iverson ThiscourseprovidesanintroductiontothemajorhistoricalperiodsandliteraryauthorsofFrenchcivili-zationfrommedievaltimesthroughthemid-twentiethcentury.Wewilldevelopthestudent'sabilitytoreadcloselyandanalyzetextsinFrenchthroughselectedexcerptsandshorterworksbyauthorssuchasVillon,Montaigne,Molière,Voltaire, Flaubert,Baudelaire,andothers.Afinalexam,shortpapers,oralpresenta-tionsandactiveparticipationarerequired.ThecoursewillbeconductedinFrench.French315isrequiredforaFrenchminorandcanbecountedfortheFrenchmajor. Prerequisites:French206orconsentofinstruc-tor.

31� Contemporary France and the Francophone Worldx, � O’Neil AnintroductiontothesocietyandcultureofFranceandtheFrancophoneworldfromtheearlytwentiethcenturytothepresent.TopicsdiscussedincludeFrenchyouth,theconditionofwomen,immigrationandrac-ism,theeconomyandwork,Paris,theprovincesandtheDOM-TOM,Francophonecountries,educationandpolitics.AssignmentsmayincludereadingsfromtheFrenchpressandmodernFrenchfiction,Frenchfilmscreeningsandradiobroadcasts.ConductedinFrench.Prerequisite:French206orconsentofinstructor.

�2� Survey of the Literature of the Middle Ages

�, x Zalloua Themedieval epic, theatre, lyricpoetry, andnar-rativefiction,includingcourtlyandbourgeoisliterature.Conducted inFrench.This coursemeets three timesaweek.Prerequisites: at least two300-levelFrenchclasses or consent of instructor. Offered in alternate yearswithFrench429.

�2� Survey of Renaissance Literature�; not offered 200�-0� TheFrench literaryRenaissance studiedprinci-pallythroughtheworksofRabelais,Montaigne,andthePleiadepoets.Threeperiodsperweek.ConductedinFrench.Prerequisites:atleasttwo300-levelFrenchclassesorconsentof instructor.Offered in alternate yearswithFrench430.

�2� Literature of the Seventeenth Centuryx, � Iverson TheclassicalageasitdevelopedoutoftheFrenchRenaissance.Studiesintheclassicaltheatre,poetry,

French

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andnovel against the backgroundof philosophicaland ethical thought expressed by such thinkers asDescartes, Pascal, LaRochefoucauld, and others.ConductedinFrench.Threeperiodsperweek.Pre-requisites: at least two300-levelFrench classes orconsentofinstructor.Offered in alternate years with French427.

�30 Eighteenth-Century Literature�; not offered 200�-0� TheAgeofEnlightenment.Studiesintheliterarygenresthatreflecttheevolutioninethicalandaestheticthought in suchwriters asVoltaire,Diderot,Rous-seau,andBeaumarchais.ConductedinFrench.Threeperiodsperweek.Prerequisites: at least two 300-level French classes or consent of instructor.Offered in alternateyearswithFrench428.

��� Nineteenth-Century Literature�; not offered 200�-0� Aselectionofnovels,poetry,andplaysreviewedin light ofmajor aesthetic trends (Romanticism,Realism,Naturalism,Symbolism)andsocio-politicalinfluences.Thiscoursewillexaminetheworkofsuchauthors asChateaubriand,Hugo,Balzac, Stendhal,Baudelaire,andZola.ConductedinFrench.Prerequi-sites:atleasttwo300-levelFrenchclassesorconsentofinstructor.

��� Introduction to French Cinemax, � Hurlburt Anintroductiontothemajorauthorsandmove-mentsofFrenchcinemafromthe1930stothepres-entday.WewillstudyworksbyfilmauthorssuchasRenoir,Carné,Tati,Godard,Truffaut,Varda,Kasso-vitzandSerreau.Inadditiontorequiredscreenings,studentswill readabroadselectionofcritical textsintroducingthetechnical,theoretical,cultural,politicalandeconomicforcesthathaveshapedtheFrenchfilmindustry from the advent of sound through to the pres-entday.MovieswillbeshowninFrenchwithEnglishsubtitles.Thiscoursewillbetaughtintwosections,oneinEnglish(RFS368B)andoneinFrench;thetwosectionswill be combined inEnglishonce aweek.Prerequisites: at least two300-levelFrenchclassesorconsentofinstructor.

��� Twentieth-Century French Literature�, x O’Neil Modernismand theAgeofSuspicion.Wewillexploretheaesthetic,philosophical,andpoliticalde-velopmentsofthetwentiethcenturyinFrancethroughworksbywriterssuchasValéry,Proust,Breton,Sartre,Beckett,Camus,Sarraute,andDuras.ConductedinFrench.Prerequisites:atleasttwo300-levelFrenchclassesorconsentofinstructor.

��0 Francophone Literatures�; not offered 200�-0� Readingandanalysisofselectednovels,poems,andplaysfromacrosstheFrancophoneliterarytradi-tion,withafocusontheliteraturesofNorthandWest

AfricaandtheCaribbean.Thiscourseexaminesthemajormovements, issues, and critical approachesmarkingFrancophoneliteratures,includingNégritude, nationalism,postcolonialism,Créolité, and feminism. ConductedinFrench.Prerequisites: at least two 300-levelFrenchclassesorconsentofinstructor.

���, ��� Special Topics in World Literature�, � Thiscoursefocusesononeormoreauthors,move-ments,historicalperiods,orgenresinFrenchliterature.ConductedinFrenchorEnglish.Mayberepeatedforcreditiftopicsdiffer.Prerequisite: none, if taught in English. If taught inFrench, two300-levelFrenchcoursesorconsentofinstructor

��� The Pursuit of Happiness and the French Enlightenment

�, x Iverson Eighteenth-centurywritersplacednewemphasison the desires and wellbeing of human individuals, evenastheystruggledtoarticulaterevolutionaryso-cialandgovernmentalstructuresthatwouldpromotecollectiveharmony.ThiscoursewillanalyzehowtheauthorsoftheFrenchEnlightenmentbrokewiththetraditionsoftheOldRegimetodefinearadicallynewvisionofhappiness,grounded insecularprinciples.Readingswillincludeliterary,philosophicalandpoliti-caltexts,byauthorsincludingBeaumarchais,Diderot,DuChâtelet,Graffigny,Montesquieu,Rousseau,SadeandVoltaire.Shortessays,classpresentationsandamulti-mediaproject.TaughtinEnglish.MaybeelectedasWLIT389.

��� From Realism to Naturalism: The Second Empire in France (1��2-1��0)

x, � Hurlburt 1853:Haussmanbeginsworkon thegreatbou-levardsofParis,demolishingtheoldneighborhoods.1857:FlaubertandBaudelairearebroughttotrialonchargesofobscenityforMadame Bovary and Flowers of Evil.1863:the“Salondesrefusés”displayspaint-ings byMonet,Manet&Pissaro to a disbelievingpublic.Infact,muchofwhatwetodayconsidertobequintessentiallyFrenchdatestothisturbulentperiodinFrenchhistoryandculture.InthiscoursewewillstudytherealistandnaturalistmovementsinFrance,thebirthofimpressionismandthemarriageofscienceandliteratureinthestudyofsocietythroughauthorssuchasFlaubert,Baudelaire,Nerval,DaudetandZola.InEnglish.MaybeelectedasWLIT390.

��1, ��2 Independent Study1-3, 1-3 Staff Directedreadingsoftopicsorworksselectedtocomplement,butnotsubstitutefor,theregularperiodofferings of theFrench program.The proposal forindependent study must be approved by the tenure-trackstaff.Thenumberofstudentsacceptedforthecoursewill depend on the availability of the staff.Prerequisite: consentofinstructor.

French

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��� Honors Thesis�, � Staff Designedtofurtherindependentresearchprojectsleading to the preparation of an undergraduate thesis oraprojectreport.RequiredofandlimitedtoseniorhonorscandidatesinFrench.Prerequisite: admission tohonorscandidacy.

Gender StudiesMelissaM.Wilcox,Director Robert Tobin (Chair, Division II)Andrea Dobson (Chair, Division III)SuzanneMorrissey(Fall 2007)ElyseSemerdjian(Fall 2007)JacquelineWoodfork(Spring 2008)ZahiZalloua(Fall 2007)

GenderStudiescoursesfocusupongenderidentity and gendered representation as centralcategoriesofanalysis.GenderStudiesusestheconceptofgendertoanalyzeawiderangeofdisciplines.Althoughmany linesofargumentation in gender studies are inspired by feminism, a broad variety of theoreticalapproaches are used to study the categoriesofgender.GenderStudies includeswomen’sstudies, men’s studies, and gay, lesbian, bisexual,andtransgenderstudies. The Gender Studies major: All Gender StudiesmajorsmusttakeIntroduction to Gen-der Studies (GndS100),Senior Seminar and Thesis Preparation (GndS 490), andThesis (GndS 497 or 498).Gender Studiesmajorsmustcompleteatleast28additionalcredits;atleasttwelveoftheseadditionalcreditsmustbeatthe300-400level.Studentswillworkcloselywithanadvisertoselectcourses,whichmeetthefollowingtwocriteria: Atleastonecoursemustbetakenineachofthefollowingfourareas:theory(e.g.,Pol157,Pol328,Phil235),history(e.g.,Hist300,Hist325,Clas140),socialsciences(e.g.,Anth358,Pol357,Psyc239,Soc258),humanities(e.g.,ArtH329,Rel358,RFS240).SeethelistofcoursesofferedinGenderStudiestodeterminetheareaintowhichacoursefalls. At least three courses at or above the200 levelmust be closely related in topicormethodology.This concentration can be

achieved by taking three courses from onedepartment (e.g., history) or by taking threecourses with the same focus (e.g., LatinAmerica) fromdifferent departments. In allcourses, the student’swork should focus onissues of gender, even if the course itself isnot as aGenderStudies course.Before pre-registration for the senior year the major adviser must agree that the student has proposed an acceptablemeansofmeetingtheconcentrationrequirement. Acourseinbiology(e.g.,Biol120or125)isrecommended.Studentsconsideringgraduateprogramsare stronglyadvised tocompleteaminorinarelateddiscipline(e.g.,anthropologyhistory,politics,psychology,sociology). Inthefinalsemesterthestudentmustpassaseniorassessmentconsistingofaseniorthesisand an approximately one-and-a-half-houroralexamination,whichwillincludequestionsconcerningthethesisandcourseworktakenforthe major. Nomorethan12creditsearnedinoff-cam-pus programs and transfer credit, normorethan four credits in independent study,maybe used to satisfy theGenderStudiesmajorrequirements.Courses completed inGenderStudiesapplytothehumanities,socialsciences,alternativevoices,andfineartsdistributionar-eas.StudentswhoenterWhitmanwithnopriorcollege-level coursework inGender Studieswouldneedtocomplete38creditstofulfilltherequirementsfortheGenderStudiesmajor. TheGenderStudiesminor: A minimum of twentycreditstoincludeGenderStudies100andatleastfourhoursofcourseworkatthe100or 200 levels and at least eight hours at the 300 or400levels.Thestudent,inconsultationwitha gender studies adviser, will plan a program whichwillmeetrequirementsofspecialinterestand intellectual coherence, andwill includecoursesinthesocialsciences,humanitiesand,whenpossible,thesciences.

The followingcourses are available for agender studiesmajor orminor.Th (theory),Hi (history), SS (social sciences), or Hu (humanities)indicatestheclusterareawithinthemajortowhichacoursemaybeapplied. Anthropology 358 (SS), Sex and Gender in

French, Gender Studies

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Anthropological Perspective (Not offered2007-08)

ArtHistory329(Hu),Gender in Contemporary Visual Culture (Notoffered2007-08)

Classics 140 (Hi),Women in Antiquity (Fall2007)

Education 360/Sociology 370 (SS), Issues of Educational Equality (Spring2008)

History259(Hi),ST: The Social History of Stuff (Spring2008)

History 300 (Hi),Gender in Chinese History (Spring2008)

History325(Hi),Women in Islam (Notoffered2007-08)

History 370 (Hi), Interrogating Sisterhood: Women and Gender in the United States (Fall2007)

History377(Hi),Masculine/Feminine: Gendered Europe (Notoffered2007-08)

History383(Hi), Women in Latin America (Notoffered2007-08)

History393(Hi), Constructions of Gender in the Middle Ages(Notoffered2007-08)

Music354(Hu), Women as Composers (Notof-fered2007-08)

Philosophy235 (Th),Philosophy of Feminism (Notoffered2007-08)

Philosophy332(Hu),Reproduction(Fall2007) Philosophy410(Hu),The Hermeneutics of the

Subject: The Late Foucault (Not offered2007-08)

Physics 101,Women in Physical Science (Fall2007)

Politics 157 (Th),Foundations of Feminist Political Thought (Notoffered2007-08)

Politics307(Th),The Severed Hand: Political Theory and the Body Politic (Not offered2007-08)

Politics328(Th),Contemporary Feminist The-ories (Notoffered2007-08)

Politics 359 (SS), Gender and International Hierarchy (Notoffered2007-08)

Psychology239(SS), Psychology of Women and Gender (Spring2008)

Religion 287 (Hu),Queer Religiosities (Notoffered2007-08)

Religion 358 (Hu),Feminist and Liberation Theologies (Notoffered2007-08)

Religion359(Hu),Gender, Body, and Religion (Spring2008)

RhetoricandFilmStudies240(Hu),Rhetorical Explorations: Race, Class and Gender (Notoffered2007-08)

RhetoricandFilmStudies380A(Hu),ST: Gender in Popular Music and Dance(Fall2007)

RhetoricandFilmStudies380C(Hu),ST: Body,

Gender Studies

Gender, Culture(Spring2008) Sociology258 (SS),Gender and Society (Fall

2007) Sociology 287 (SS), Sociology of the Body

(Spring2008) Spanish 441 (Hu),The Theatre and Poetry of

Federico García Lorca (Fall2007) Spanish 442 (Hu)Pedro Almodóvar’s Spain

(Spring2008) Spanish443(Hu)ST: Maricones, Travestis, Tor-

tas, and Other Raros: Subjectivities in Queer Latin American Cinema (Fall2007)

Spanish 468 (Hu)ST: Latin Lovers: The Dis-course of Love in Twentieth-Century Latin American Fiction and Poetry(Spring2008)

WorldLiterature387(Hu),The German Discov-ery of Sex (Fall2007)

World Literature 388 (Hu), Introduction to Contemporary Literary Theory (Notoffered2007-08)

PleasechecktheGenderStudiesWebpageforupdates to this list and for information about Gender Studiescoursesofferedinalternateyears:http://www.whitman.edu/gender studies. Note:Acoursecannotbeusedtosatisfybothmajorandminorrequirements,e.g.,History370cannotbeusedtoapplytowardthethirty-eightcreditrequirementfortheGenderStudiesmajorandhistoryminororviceversa.

100 Introduction to Gender Studies�, � Fall: Staff; Spring: Wilcox This interdisciplinary course is designed tointroduce students, particularly those intending tocomplete aGender Studiesminor, to questions inwhich gender is a significant category of analysis.Topics will include the construction of genderidentityandsexualityandtherelationshipofgenderto past and present social and cultural institutions,gendered representations in the arts and literature, and feministandrelatedtheoreticalapproachestovariousdisciplines.Open tofirst and second-year students;others by consent of instructor.Distribution area:alternativevoices.

220 Women’s Writing and Women’s Activism in South Asia

�, x Wickramagamage The coursemapswomen’s activism for socialjusticeinSouthAsiathroughtextualformulationsofactivisthistoriesandventures.Itwillbringinforcon-templationandanalysisboth“literary”textsandotherformsofresistantarticulationssuchasfilms,dramapieces,andoraltestimonies.Thisinclusiveline-upoftextsintroducesstudentstothediversityinfociandprofileofactivistswhoinhabitthesocio-economicandpoliticallandscapesofSouthAsia.Theselectedtexts

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offerbothabroadsurveyofissuesofimportanceandnuancedreadingsoftheseissuesastheyfindexpres-sioninparticulartexts.One-timeofferingonly.MaybeelectedasAsnS220.

2�1, 2�2 Independent Study1-�, 1-� Staff Discussion and directed reading on a topic ofinteresttotheindividualstudent.Theprojectmustbeapproved by the staff. Prerequisite:consentofinstruc-tor.

3�0 Special Topics� The course explores selected topics in genderstudies.

3�0 ST: Sexuality and Human Rightsx, � Tobin After an introductory analysis of the categoriesof “sexuality”and“human rights” inhistorical andcross-culturalperspective,thiscoursewilluseliterary,legal,theoretical,andscholarlytextsfromavarietyoffieldstoexaminethevaryingclaimsofsexualityandhumanrightsinavarietyofareas,includinganti-discriminationefforts,therighttoprivacy,consentandageofconsent,sado-masochism,sodomylawsandgaymarriage. Distribution area: humanities or alternative voices.

��0 Senior Seminar�, x Wilcox TaughtbyaGenderStudiesfacultymemberwithguestparticipationbyothers,thisseminarisintendedto engage seniormajors in sustained discussion ofcontemporarygenderissues.Readings,discussion,andpapers,includingaproposalforthethesis.Required ofandlimitedtoseniorGenderStudiesmajors.(Falldegreecandidatesshouldplantotakethisseminaratthelatestpossibleopportunity).

��1, ��2 Independent Study1-�, 1-� Staff Directedstudyandresearchonatopicofinteresttotheindividualstudent.Theprojectmustbeapprovedby the staff. Prerequisite:consentofinstructor.

��� Thesisx, 2 Staff Completion of a thesis based on the previous semester’s plan.

��� Honors Thesisx, 2 Staff Completion of an honors thesis. Required of and limitedtoseniorhonorscandidatesinGenderStudies.Prerequisite:admissiontohonorscandidacy.

GeologyKevinR.Pogue,ChairNicholasBaderRobert J. Carson (on Sabbatical, Spring 2008)KirstenNicolaysenPatrickK.Spencer

Geologydealswiththephysical,chemical,and biological study of the earth from itsconception to thepresentday.Abackgroundinearthsciencenotonlyincreasesthegeneralstudent’sappreciationoftheworld,butitalsoincreasesthedepthofunderstandingofasci-encestudent’sownfield.Seriousstudentsofge-ologyfindopportunitiesintheenvironmental,petroleum,mining,teaching,engineering,andgeophysicsfields,andinhydrology,spacesci-ence,andoceanography. A student who enters Whitman without any priorcollege-levelpreparationingeologywillhavetocomplete50credits(36ingeology)tofulfilltherequirementsforthegeologymajor.Courses completed in the geologymajorapplytothescienceandquantitativeanalysis(selectedcourses)distributionareas. The Geology major: A minimum of 36 creditstoincludeeitherGeology110,120,or210,and220,320,345,346,350,360,420,470;aminimumofonecreditofGeology358,andaminimumof threecreditsofGeology480;Chemistry 125, 126, 135;Mathematics 125;Physics155. It is strongly recommended that geologymajorscompleteEnglish210Expository Writ-ing,andRhetoric110Fundamentals of Public Address, no later than their junior year. For those planning to pursue graduate programs in theearthsciences,Mathematics126andPhys-ics156,andcoursesinGeographicInformationSystems (GIS), computer science, statistics,physical chemistry, andbiology are stronglyrecommended.Seniorscompletingageologyorgeologycombinedmajorshalltakeacompre-hensiveseniorassessmentconsistingofafour-hourwrittenexamconstructedbythegeologyfaculty.Inaddition,Geologymajorsshalltakeanoralexam,whichmaybeconductedinthefield.

Gender Studies, Geology

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TheGeologyminor: Either Geology 110, 120,or210,andaminimumofonecreditin358, plus additionalwork in geology for aminimumof16credits. TheAstronomy-Geologycombinedma-jor:Astronomy177,178,179,twocreditsof490, one of the following: 310, 320, 330, 340, 350,380,andatleasttwoadditionalcreditsincourses numbered 310-392; eitherGeology110, 120 or 210, and 220, 345, 350, 470, and a minimumofonecreditin358,twocreditsof490,andtwoofthefollowing:310,346,or420;Physics155,156,Mathematics125,126,andChemistry125,135arealso required.Math-ematics 167, 225, 235, 236, 244,Chemistry126,136,andPhysics245,246,255,256arestrongly recommended. In thefinal semesterthe student must pass a senior assessment consistingofatwo-partcomprehensivewrittenexamination and an approximately one-houroralexamconductedjointlybyastronomyandgeologyfaculty. The astronomy-geology combinedmajorrequires coursework in astronomy, geology,chemistry,physics,andmathematics.AstudentwhoentersWhitmanwithnopriorcollege-levelworkinanyoftheseareaswouldneedtocom-plete20creditsinastronomy,23to24creditsin geology, four credits in chemistry, eightcreditsinphysics,andsixcreditsinmathemat-ics.Coursescompletedinthismajorapplytothe scienceandquantitativeanalysis(selectedcourses)distributionareas. The Biology-Geology combined major: Biology111,112,205;215or277;310(note:Biology309isrecommendedpriorto310),488,andatleastfouradditionalcreditsinbiologyand/orBBMBcoursesnumbered200orabove;either Geology 110, 120, or 210, and 320, 345, 346, 350, 360, 470, and a minimum of one creditin358;eitherthreecreditsofGeology480,490or498orthreecreditsofBiology489and490(or498);Chemistry125,126,135,136,or,Chemistry140;245;Mathematics125,126.Twosemestersofphysicsandfieldexperiencearestronglyrecommended.Coursescompletedinthismajorapplytothescienceandquanti-tativeanalysis (selectedcourses)distributionareas. The Chemistry-Geology combined ma-jor:EitherChemistry125,126,135,136(or

140),240;Chemistry346;eitherGeology110,120, or 210, and 220, 345, 346, 350, 460, 470, aminimumofonecreditin358;Mathematics125,126;Physics155,156.Coursescompletedinthismajorapplytothescienceandquanti-tativeanalysis (selectedcourses)distributionareas. The Geology-Physics combined major: Physics155,156,245,246,255,256,either325or347,andthreecreditsfromphysicscoursesnumberedfrom300-480,orfromBBMB324andBBMB334;eitherGeology110,120,or210, and 220, 310, 345, 346, 350, 420, 470 and aminimumofonecreditin358;Mathematics225,235,236,and244;Chemistry125.Coursescompleted in thismajorapply to thescienceand quantitative analysis (selected courses)distribution areas. The Geology-Environmental Studiescombinedmajor:TherequirementsarefullydescribedintheEnvironmentalStudieslistingoftheCatalog.Coursescompletedinthismajorapplytothescienceandquantitativeanalysis(selectedcourses)distributionareas. Afterageologyorgeologycombinedmajorisdeclared,nogeologycoursemaybe takenP-D-F.

110 The Physical Earth�, � Fall: Bader; Spring: Pogue Physical geology including earthmaterials, theprocessesresponsibleforupliftanderosion,landforms,platetectonicsandtheearth’sinterior.Thelaboratorywill emphasizemineral and rock identification andthe studyof topographic andgeologicmaps.Threelecturesandonethree-hourlaboratoryperweek;fieldtrips. Openonlytofirst-yearstudentsandsophomores;othersbyconsent.StudentswhohavereceivedcreditforGeology120or 210maynot receive credit forGeology 110.

120 Geologic History of the Pacific Northwest�, x Spencer An examination of the geologic history of thePacificNorthwest, includingWashington, Idaho,Oregon, northern California, and southern British Columbia.FundamentalgeologicprocessesthathaveshapedthePacificNorthwestwillbeexaminedthroughdetailedstudyofdifferentlocalesintheregion.Labwillemphasizerocksandminerals,andtopographicandgeologicmapsrepresentingtheareasexaminedinlecture.Threelecturesandonethree-hourlabperweek,optionalandrequiredfieldtrips.Prerequisites: none. Opentofirstandsecondyearstudents,othersbyconsent.Offered fallofodd-numberedyears.Students

Geology

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whohavetakenGeology110or210forcreditmaynotreceivecreditforGeology120.

130 Weather and Climate3, x Pogue Anintroductorycourseinmeteorologydesignedfornon-sciencemajorswithanemphasisontheweatherpatternsandclimateofthePacificNorthwest.Topicscovered includeEarth’s heat budget, atmosphericstability, airmasses,midlatitude cyclones, globalcirculationpatternsandclimates,andtheoriginsofviolent weather phenomenon.

1�� Regional Geology1-3, 1-3 Staff The geology of part of the United States orelsewhere, with emphasis on geologic history,including petrology, stratigraphy, tectonics, andgeomorphology.Lectures on thegeology andotheraspectsoftheareawillprecedefieldtrips,whichwilltakeplaceduringvacations andon longweekends.Geologicmappingmaybeinvolved.Mayberepeatedforcreditfordifferentareas.Prerequisite:consentofinstructor.Fee:variable.Gradedcredit/nocredit.

1��W Regional Geology: Northwestern Wyoming

x, 1 Carson A seminar on andfield trip to theYellowstonecalderaandvicinity.WewillexamineArcheanplutonicandmetamorphic rocks, Paleozoic andMesozoicsedimentary rocks, andCenozoic volcanic rocks.Emphasisonglacial,volcanic,fluvial,andperiglaciallandforms.FieldtripinlateMay/earlyJune.Co-req-uisite:EnvironmentalStudies260W.Fee.

1�0 Oceanography3; not offered 200�-0� An introduction to thegeological,physical,andchemicalcharacteristicsoftheworldocean.Subjectsinclude: plate tectonics, bathymetry, sea floorsedimentation, ocean currents andweather,waves,tides,andcoastalprocesses.Threelecturesperweek.Fieldtriprequired.Not open to seniors.

210 Environmental Geologyx, � Nicolaysen Geologic aspects of the environment: humaneffects upon and interactionwith such phenomenaas landslides, erosion and deposition of sediments, surfacewaters,groundwater,volcanism,earthquakes,andpermafrost.Environmental effects of landuse,waste disposal, and mineral and petroleum usage as theyrelatetogeologicprocessesandmaterials.Threelecturesandonethree-hourlabperweek;fieldtrips.StudentswhohavereceivedcreditforGeology110or120maynotreceivecreditforGeology210.Opentofirst-andsecond-yearstudents;othersbyconsent.

220 History of the Earthx, � Bader The physical and biological events during thegeologic past. Special consideration given to platetectonics and fossils in the lectures, and to fossilsandgeologicmapsinthelaboratories.Threelecturesandonethree-hourlaboratoryperweek;requiredandoptionalfieldtrips.Prerequisite: Geology 110, 120, or210orconsentofinstructor.

2�0 Volcanoes3; not offered 200�-0� Aninvestigationofvolcanoesincludingmorphol-ogyandcomposition,aswellaseruptionprocesses,periodicityandhazards.ThiscourseemphasizestheplatetectoniccontextforvolcanismandfocusesonregionssuchastheCascades,theAleutians,Hawaii,mid-oceanridges,LatinAmerica,orAfrica.Researchpaperandfield trip required.Prerequisite: Geology 110,120or210orconsentofinstructor.Fee:foreignfieldtripsonly.Offeredinalternateyears.

310 Geophysics3; not offered 200�-0� Thephysical principles and instrumentation in-volvedinstudyingtheearth.Specialattentionwillbegiventoseismic,magnetic,gravitationalandthermalpropertiesandmethods.Termpaperandclasspresenta-tions. Prerequisites:Geology110,120,or210;Physics155,156;orconsentofinstructor.Offered in alternate years.

320 Sedimentology and Stratigraphyx, � Spencer Sedimentary and volcaniclastic rocks and theprocesses bywhich theywere formed: description,classification,origin,andinterpretationofsediments.Theinterpretationofrockstrataintermsofenviron-mentandgeologichistory.Text,professionalarticles,discussions,researchpaper,fieldtrip.Threelecturesandonethree-hourlaboratoryperweek.Prerequisite: Geology220orconsentofinstructor.

3�� Mineralogy�, x Nicolaysen Thisintermediate-levelcoursepromotesmineralidentification skills and anunderstandingof condi-tions formineralgrowthandweathering.Activitiesemphasize elementary crystallography, descriptivemorphology, chemistry, hand sample identification,andgenesisofmineralscommonlyfoundatEarth’ssurface.Labswillincludephaseexperiments,opticalmicroscopy, andX-ray techniques.Two three-hourclassesperweek.Prerequisites: Geology 110, 120, or 210;Chemistry125or140.Openonlytojuniorsandseniors;othersbypermissionofinstructor.

3�� Igneous and Metamorphic Petrologyx, � Nicolaysen Identification,classificationandinterpretationofigneousandmetamorphicrocks.Developmentofthe

Geology

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�10 Problems in Earth Science1-� Specificproblemsinthegeologicalscienceswillbeconsidered.Textbookand/orprofessionalarticles,discussions,paper,possiblefieldtrips.Mayberepeatedforcreditwithdifferenttopics.Prerequisite:consentofinstructor.

�10A Introduction to Geographic Information Systems3, x Bader Concepts andmethods of the geographic infor-mation systems (GIS) approach tomanaging andanalyzing spatial information.GIShas become theprimarywayinwhichspatialinformationismanagedandanalyzedinawiderangeoffieldsincludingthephysicalsciences,socialsciences,business,andgov-ernment.Lectures,readings,andhands-onexercisesexploredifferentapproachesusedandthewidearrayof applicationsofGIS.Guest speakerswill discussprofessional experienceswithGIS.Thefinal thirdofthecourseisdedicatedtoindividualprojects.Onelecture and one three-hour labmeeting perweek.Prerequisites: Geology220orconsentofinstructor.

�20 Structural Geology�, x Pogue Thedescriptionandanalysisof intermediate- tolarge-scalerockstructures.Topicsincludetheanalysisand graphical representation of stress and strain inrocks,deformationmechanismsandfabricdevelop-ment, the geometry andmechanics of folding andfaulting, and structures related to intrusive bodies.Geologicmap interpretation and cross-section con-structionareusedtoanalyzethestructuralgeologyofselectedregions.Threelecturesandonethree-hourlabperweek;field trip(s).Prerequisite: either Geology 220, 320, or 350.

�30 Cordilleran Tectonicsx, 3 Pogue An in-depth study of the tectonic events thatshapedthewesternUnitedStates.Areviewofplatetectonic theory emphasizing plate interactions andorogenesisandthetectonicevolutionofthewesternU.S.beginningwiththeamalgamationofPrecambrianbasementandendingwiththedevelopmentoftheSanAndreastransformandCascadiasubductionsystems.Eachweektwoclassperiodsaredevotedtolectures,discussionsandstudentpresentations.Thethirdclassperiodisreservedforpracticalexercises,particularlygeologicmap interpretation.There is one requiredweekend field trip.Prerequisite: Geology 420 or consentofinstructor.Offered in alternate years.

��0 Late Cenozoic Geology and Climate Change

3; not offered 200�-0� The geology of the last few million years of earth history,includingglaciology,Pleistocenestratigraphy,glacialandperiglacialgeomorphology,andchangesin

Geology

chemicalandphysicalbackgroundnecessarytostudyrocksaschemicalsystemsatequilibrium.Emphasison using observed features, chemistry, and experi-mentalresultstointerpretrockoriginandevolution.Laboratorieswillbedevotedtotheidentificationandinterpretation of rock hand specimens affected byhigh-temperatureenvironmentsandprocesses.Threelectures and one three-hour laboratory perweek.Prerequisite: Geology 345.

3�0 Geomorphology�, x Carson Description,origin,development,andclassifica-tion of landforms.Relationships of soils, surficialmaterials,andlandformstorocks,structures,climate,processes, and time.Maps and aerial photographsof landscapes produced in tectonic, volcanic, flu-vial, glacial, periglacial, coastal, karst, and eolianenvironments.Exercisesonphoto-geology.Lectures,discussions,laboratories,andfieldtrips.Prerequisite: consentof instructor.Distributionarea:scienceandquantitativeanalysis.

3�� Field Geology of the Northwest1, 1 Staff ThegeologyofpartofthePacificNorthwest,withemphasis on geologic history including petrology,stratigraphy, tectonics, andmineralogy.Geologicmapping, paleontology, and mineralogy may also beinvolved.Mostfieldtripswilltakeplaceonlongweekends.Each studentwill be required towrite areport.Mayberepeatedforcreditfordifferentareas.Required of all geology and geology combined minors. Prerequisite:consentofinstructor.Fee: variable.

3�0 Paleontology3; not offered 200�-0� Aseminarcoursefocusedondiscussionofvarioustopics of current interest in paleontology and theirapplications.Contentwillvaryfromyear-to-year,butwillincludesuchtopicsasPacificNorthwestbiostra-tigraphy;analysisofsignificantextinctioneventsinearthhistory;controversiesinpaleontology;analysisofthesignificanceofimportantfossillocalitiessuchas the Burgess Shale. Required readingswill begatheredfromprofessionaljournals,scholarlybooks,andrelevantWebsites.Laboratorieswilldemonstratepracticalapplicationsoftopicsdiscussed.Student-leddiscussions,shortwritingassignments,fieldtrips,andamajorresearchpaper.Prerequisite: Geology 220 or consentofinstructor.

3�0 Independent Study1-3, 1-3 Staff A reading or research project in an area of theearthsciencesnotcoveredinregularcoursesandofparticularinteresttoastudent.Maximumofsixcredits.Prerequisite:consentofinstructor.

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German StudiesMary Anne O’Neil, Chair, Foreign Languages and Literatures German SusanBabilon RobertD.TobinAmy Blau

Affiliated FacultyRobertBode LynnSharpDennisCrockett KarlStorchmannThomas Davis Walter WymanPatrickFrierson

CoursesinGermanStudiesaredesignedtodevelopproficiencyinspeaking,writing,andreadingthelanguageandtoacquaintthestudentwithGermanliteratureandculture. Thecoursesinforeignliteraturesintrans-lation(listedintheWorldLiteraturesection),by examining the interrelationships of vari-ous national literatures, are designed to give studentsabroadknowledgeof the traditionsforforeignliteraturesfromancienttomoderntimes. Placementinlanguagecourses:Studentswith previous foreign language experienceshouldconsultthestatementonplacementinlanguagecoursesintheForeignLanguagesandLiteraturessectionofthisCatalog. ThemajorinGermanStudieswillconsistof36credits,including:fourcreditsinseniorthesis;16credits(fourcourses)inGermanatthe300levelorabove.EitherGerman205/206(eight credits) or four additional credits inGerman at or above the 300 level. Eight-12 additional creditsmaybe taken either in theGerman program at the 300 level or above or inapprovedcoursesinGermanStudiesatthe200levelorabove.Ofthe16creditsinGermanabove300,atleastfourcreditsmustbeaboveGerman306,excludingindependentstudy,andtaught at Whitman College. Regularly approved coursesinGermanStudiesareavailableinhis-tory,music,philosophy,religion,arthistoryandvisualculture,andworldliterature(seebelow).Other courses, including those takenabroad,may be accepted as German Studies withconsentofthetenure-trackfacultyinGermanStudies.

Geology, German Studies

floraandfauna.Whatarethecausesoficeagesandthealternatingglaciationsandinterglaciationswithinthem?Whataretherolesofnatureandhumansinthecurrent global climate change?Research paper andfield trip.Prerequisites:Geology350or consent ofinstructor.Offered in alternate years.

��0 Geochemistry3; not offered 200�-0� A broad spectrum of problems that describeearthsystemsandprocesses.Usewillbemadeoftheprinciplesofequilibrium,thermodynamics,kinetics,oxidation-reduction,andsolutionchemistrytoassesstheoriginoftheearthandthevariouschemicalsys-temsthatoperateatthesurfaceandatdepth.Amongthe processes studiedwill beweathering and soils,mineraldeposits,waterchemistry,environmentalgeo-chemistry,andvariouschemicalcycles.Prerequisites: Geology 110, 120, or 210, Chemistry 126 or 140, and consentofinstructor.Offered in alternate years.

��0 Senior Seminarx, 1 Pogue Seminaronvarious topics in theearthsciences.Topicstobechosenbytheinstructors,butarelikelyto include discussions of the history of geology,controversialprinciplesofgeology(suchasuniformi-tarianism),andtheethicsoftheprofessionofgeology.Studentsareexpectedtocompleteassignedreadingsandmakeanoralpresentation.Required of all senior geology majors and combined majors.

��0 Field Mapping1-�; not offered 200�-0� Anadvancedcourseingeologicalfieldmethods.Inatypicalcoursestudentsmakemapsinstratifiedandcrystallineterranes,withrocksinvaryingdegreesofdeformation.Maximumofninecredits.Prerequisites: Geology320,345,346,420,andconsentofdepart-ment. Note: Geology480isnotregularlyofferedbyWhitmanCollege.Studentswishingtocompletemajorrequirementswithafieldexperienceshouldplan tocomplete an approved summerfield course offeredbyanothercollegiateinstitution.

��0 Senior Research1-3, 1-3 Staff Aprojectinvolvingfieldandlaboratoryresearchin thegeological sciences.Written andoral reportsarerequiredduringthesenioryear.Maximumofsixcredits.Prerequisite:consentofinstructor.

��� Honors Thesis3, 3 Staff Designedtofurtherindependentresearchorproj-ects leading to thepreparationof anundergraduatethesis. Required ofandlimitedtoseniorhonorscan-didates in geology. Prerequisite: admission to honors candidacy.

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Typically, the student enteringWhitmanwithlittleornoGermanwouldincludeinhisorhermajor:second-yearGerman,third-yearGerman, twoGerman literature courses, twoadditionalcourses,eitherinGermanliteratureorinGermanStudies,andaseniorthesis. Thestudentwhowasabletotakethird-yearGermanasafirst-yearstudentwouldhavemoreflexibilityandwouldtypicallytake:third-yearGerman, three additional German literature courses, three additional courses either inGermanliteratureorinGermanStudies,plusa thesis. The thesis is written in English, but students mustworkwithtextsintheoriginalGerman.Because these theses are so interdisciplinaryinnature,werequireanoutsidereaderwhosearea of academic specialization can enhancethe development and assessment of the thesis. Theoutsidereaderisnotnecessarilyfromtheaffiliatedfaculty,butratherthepersonontheWhitmanfacultywhohas themostexpertiseinthestudent’ssubjectmatterandiswillingtoserve. TheFinalComprehensiveExerciseconsistsof theoraldefenseof the thesis.Prior to thedefenseofthethesis,studentswillbeaskedtopreparepresentationson a significant text inGermanliteratureandanimportantscholarlyanalysisofGermanculture,chosenbythefac-ulty.Duringthisoralexamination,studentswillalsobeaskedtodiscussthesetextsaswellastheirownthesis.Inthecourseoftheexamina-tion, students will need to demonstrate a broad knowledgeofGermanliterature,history,andculture. TheminorinGermanStudieswillcon-sist of:12creditsinGermanatthe300levelorabove.Atleastfourcreditsmustbefromacourse numbered higher than 306 and takenatWhitmanCollege; eight additional creditsin German at the 200 level or above or in an approvedcourseinGermanStudiesatthe200levelorabove;noindependentstudiescounttowardtheminor.Coursesthatcountforothermajors may be used for the minor. Note: Courses taken P-D-F prior to thedeclarationofalanguagemajororminorwillsatisfycourseandcreditrequirementsforthemajororminor.CoursestakenP-D-Fmaynot

be used to satisfy course and credit require-ments for the major or minor after the major orminorhasbeendeclared. StudentswhomajorinGermanStudiesmay

choose among the following coursesfortheirrequiredareacoursesandelec-tives:

ArtH 355, German Visual Culture: 1871-1937

Hist278, Twentieth-Century Europe Hist 339, Modern Germany Mus398, Music History: Eighteenth Century Mus 399, Music History: Nineteenth Century Mus 400, Music History and Literature of

the Twentieth Century Phil304, Kant and the Nineteenth Century Phil309, Heidegger Phil322, Kant’s Moral Philosophy Rel228, Modern Western Religious Thought

I: Crisis and Renewal Rel 229, Modern Western Religious Thought

II: The 20th Century WLit279, German Film Therearealsofrequentlyofferedspecialtop-

icscoursesinGermanStudies.Thisyear,forinstance,thefollowingcoursescounttowardtheGermanStudiesmajor:

WLit381, Modern German Theatre WLit387,German Discovery of Sex WLit388, Faust and the Faustian WLit388, The Holocaust: Documentation

and Representations WLit390Yiddish Literature: Love, Death,

and Afterlives

10�, 10� Elementary German�, � Babilon DesignedtoacquaintthestudentwiththesoundandthestructureoftheGermanidiom,toenablethestudenttoreadsimpleliterarymaterialsandtocarryonasimpleconversation.Fourperiodsperweek.StudentswhohavepreviousworkinGermanarerequiredtotakeadepartmentalplacementexaminationforentrance.

20�, 20� Reading and Speaking�, � Blau Designed for students who wish to improve their readingandspeakingknowledgeofGerman.Ofprimeimportanceisacquisitionofanextensivevocabularyandfamiliaritywithidiomaticusage.Germanisusedextensivelyinclassroominstruction.Fourperiodsper

German Studies

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3�� ST: Faust and the Faustianx, � Tobin JohannesFaust, a shadowyhistoricalfigure ac-cusedofperformingactsofnecromancyinsixteenth-centuryGermany, quickly captured the attentionoftheliteraryandculturalworld,comingtostandinformodernity,technology,progressandallthedealswiththedevilthatthosedevelopmentsentail.Inthiscourse,wewillstudythethreemostfamousliterarytextsonFaust, by Marlowe, Goethe, and Thomas Mann, as well asculturaldocumentssuchastheearlychapbooksonFaust,Gounod’sopera,andPabst’sfilm.StudentswhoreadGoethe’sFaustinGermanandcompletewrittenassignmentsinGermanmayelecttotakethiscourseforcreditinGerman.Otherwise,allreadings,discus-sionandassignmentsinEnglish.MaybeelectedasWLit388.

3�1, 3�2 Independent Study 1-3, 1-3 Staff Directedreadingandpreparationofacriticalpaperor papers on a topic suggestedby the student.Theprojectmustbe approvedby the staff.Thenumberof students accepted for the coursewill dependonthe availability of the staff. Prerequisite:consentofinstructor.

��2 Senior Thesis�, � Staff In-depth research concluding in the preparationofanundergraduateseniorthesisonaspecifictopicin German literature or German studies. Required of German studies and German literature majors.

��� Honors Thesis�, � Staff Designedtofurtherindependentresearchorprojectleading to the preparation of an undergraduate thesis oraprojectreport.Required of and limited to senior honorscandidatesinGerman.Prerequisite: admission tohonorscandidacy.

Greek(see Classics)

German Studies

week.Prerequisite:German106.StudentswhohavenottakenGermanatWhitmanpreviouslyarerequiredto take a departmental placement examination forentrance.

30�, 30� Composition and Conversation�, � Babilon Emphasizes speaking andwriting. Short oralreports,writtencompositionsandreviewofgrammarasnecessary.Threeperiodsperweek.Prerequisite: German206.Studentswhohavenot takenGermanatWhitmanpreviouslyarerequiredtotakeadepart-mentalplacementexaminationforentrance.

3�0 Advanced Topics in German Studies� Intensive study of a particular topic, theme, orauthor in German.

3�0 ST: Germany and its Others�, x Tobin ThiscoursewillexaminethewaysinwhichGer-manculturehasconstructeditselfanditsothers.Wewillstudysuchtopicsas:theemergenceofamodernGerman identity in the Sturm und Drang period of the eighteenthcentury,Germanorientalism,colonialism,German-Jewishrelations,Zionism,German-Turkishrelations,andthequestionofEuropeanidentity.SomeoftheauthorswereadmayincludeLessing,Goethe,Novalis,Hölderlin,May,Herzl,andThomasMann,aswell ashistoricaldocuments suchas journalisticaccountsofthecolonialera.

3��, 3�� Special Studies� Designed to permit close studyof oneormoreauthors, a movement, or a genre in German literature. ConductedinGermanorEnglish,atthediscretionoftheinstructor.Prerequisite:consentofinstructor.Thecurrentofferingsfollow.

3�� ST: Modern German Theatrex, � Babilon ThiscourseexaminesGerman,SwissandAustriantheatrefromthemid-19th-centuryonwithanemphasisonmodernismsinceBüchner and20th-centuryandcontemporaryavant-gardestyles.Throughthereadingofplaysandtheoreticaltextswewillinvestigatethehistorical, socialandartisticconditionsofGerman-language theatre.Wewill also examine influencesbyinnovativedirectorsduringtheWeimarRepublic,thoseinexileorinvolvedinNazicollaborationandpost-WWII reconstruction, theatre experiments ofthe 1960s and 1970s, as well as in East German and post-reunificationtheatre.StudentswhoreadtextsinGermanandcompletewrittenassignmentsinGermanmayelect to take this course for credit inGerman.Otherwise,allreadings,discussionandassignmentsinEnglish.MaybeelectedasTheatre382BorWLit381.

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HistoryNinaE.Lerman,Chair JulieA.Charlip ElyseSemerdjianJohn Cotts (on Sabbatical,Brian R. Dott Spring 2008) (on Sabbatical, LynnSharp Fall 2007) (on Sabbatical,KennethJones Fall 2007)DavidF.Schmitz JacquelineWoodfork History is themostcomprehensiveof theliberal arts, embracing, potentially at least,whatever women and men have done or endured. The study of history develops your understandingofthehumanconditionthroughthe ages. A student who enters Whitman without any priorcollege-levelpreparationinhistorywillhavetocomplete36creditstofulfilltherequire-mentsforthehistorymajor.Coursescompletedinthehistorymajorapplytothesocialscienceandwhenindicated,alternativevoices(selectedcourses)distributionareas. The History major: A minimum of 36 creditsinhistory,includingHistory201,History401,a“comparisonsandencounters”courseatthe200or300level;anda400-levelseminar.Nomorethansixcreditsatthe100levelwillcounttowardthemajor.Thedepartmentofferscourses in seven geographical areas:Africa,AncientMediterranean,Asia,Europe,IslamicWorld,LatinAmerica,andtheUnitedStates.The major program must be planned by the studentandadvisertoincludeatleastonecourseatthe200or300levelineachofthreeoftheseareas,atleastonecourseatanyleveltreatingaperiodbefore1500CE,andtworelatedcoursesatthe200or300levelwithinonegeographicfield.AminimumgradeofC(2.0)isrequiredinHistory201.Nomorethaneightcreditsearnedinoff-campusprograms(e.g.,I.E.S.,theKyotoProgram,ManchesterUniversity,St.Andrew’sUniversity, theWashington andPhiladelphiaUrban semesters) and transfer creditmaybeusedtosatisfyhistorymajorrequirements.Inthefinalsemesterofthesenioryear,allhistorymajorsmustpassaseniorassessmentconsistingofawrittenbookexam,awrittenfieldexam,andacomparativeoralexamination.

History

Note:CoursestakenP-D-Fpriortothedec-larationofahistorymajorwillsatisfycourseandcreditrequirementsforthemajor.CoursestakenP-D-Fmaynotbeusedtosatisfycourseandcreditrequirementsforthemajorafterthemajorhasbeendeclared. The History minor: A minimum of 19 creditsinhistoryfromatleasttwogeographicalareas;16ofthesecreditsmustbechosenfromamongcoursesabovethe100level.History201and401arerecommendedbutnotrequired.Nomore than four credits earned in off-campusprograms (e.g., I.E.S., theKyoto Program,ManchesterUniversity, St.Andrew’sUni-versity,theWashingtonandUrbansemesters)andtransfercreditmaybeusedtosatisfyhistoryminorrequirements. Advanced Placement:Advanced place-mentcredit for theCollegeBoardAdvancedPlacementTestsinhistoryisgrantedasfollows:studentswith a grade of 5 on theAmericanHistoryTestwillbeconsideredtohavecom-pletedtheequivalentofHistory105and106andreceivesixhistorycredits.Studentswithagrade of 5 on the European History Test will be consideredtohavecompletedtheequivalentofHistory183andreceivethreecreditsinhistory.Studentswithagradeof5ontheAPWorldHis-toryTestwillbegrantedthreecredits,buttheywill not be considered the equivalent of anycourse.AstudenthastheoptionofrepeatingacourseforwhichAPcredithasbeengranted,butwithacommensuratereductionintheadvancedplacementcredit. All three- and four-credit history coursesarescheduledtomeettheequivalentofthree periodsperweek.

10� Development of the United States (1�0�-1���)3, x Lerman Thepurposeof this class is to study thedevel-opment ofAmerican society from the beginningof the colonial period through theCivilWar andReconstruction.While the coursewill follow thechronologicaldevelopmentandchangesinAmericansociety,itwillalsoconsiderinsomedepththemajorinstitutions, ideas, and socialmovements that gaveshape to the nation through the use of both primary andinterpretivereadings.Someofthetopicswhichwill be covered are Puritanism,mercantilism andcapitalism, revolutionary era, federalism, the twopartysystem,nationalismandsectionalism,slavery,manifestdestiny,theCivilWar,andReconstruction.

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10� Development of the United States (1���-present)3; not offered 200�-0� Thepurposeofthisclassistostudythedevelop-ment ofAmerican society from the end ofRecon-structiontothepresent.Emphasiswillbeplacedonthe institutions, ideas, andmovementswhich haveshapedmodernAmericansociety.Usingbothprimaryand secondarymaterial, the coursewill not onlydiscuss thechronologicaldevelopmentandchangesinAmericansociety,butwillalsodiscusssuchtopicsas industrialization,urbanization, consumption, andpopularculture,riseofmasssocietyandmasspolitics,Americaasaworldpower,civilrightsandwomen’smovements, Vietnam and Watergate.

10� East Asian History to 1�003; not offered 200�-0� ThiscourseprovidesanopportunitytostudythedevelopmentofChinese,Japanese,andKoreancivi-lizationsfromtheearliesttimesto1600.Itisdesignedprimarilyforfirst-yearstudentsandsophomoreswithnobackgroundinEastAsianhistory.Distributionarea:alternativevoices.

110 East Asian History 1�00 to the Present3; not offered in 200�-0� This course provides the opportunity to studyChinese, Japanese,Korean, and SoutheastAsiancivilizations from the beginningof themodern erato the present. It is designed primarily for freshmen andsophomoreswithlittleornobackgroundinEastAsianhistory.ItisdesirablethatthestudentfirsthavecompletedHistory109,butnotanecessity.Distribu-tionarea:alternativevoices.

112 Modern Africax, 3 Woodfork This coursewill survey the history ofAfricain its modern period. We will study the advent and establishment of European imperial systems on thecontinent, the impactsofcolonial ruleandhowAfricans responded to it, and complicate our ideasaboutcomplicityandresistance.Inthemovetowardsindependence,wewilllookattheimpactoftheWorldWars and the role of “nationalistmovements.”ForindependentAfrica,wewillexamineissuesofnationbuilding,development,andsocialissues.Distributionarea:alternativevoices.

12� Islamic Civilization I: The Early and Medieval Islamic World

3, x Semerdjian This coursewill examine the riseof Islamas areligionandasapoliticalandculturalsystem,fromthe timeofMuhammad (sixthcentury) to theearlyOttomans(fifteenthcentury).AttentionwillbegiventoIslamicdynastiesandstatesfromCentralAsiatoSpain,andtothespreadofIslamicreligionandcul-ture toSouthAsiaandAfrica.Themeswill includethe interaction of nomad and sedentary societies,dissenting groups and minorities, relations between

MuslimsandEuropeans,slaveryandsocialorganiza-tion,anddevelopmentsinscienceandliterature.Theformatwillincludelectureanddiscussion.Readingswillincludeprimaryandsecondarysources.Writtenworkwill include several response papers, a finalexam,andparticipationinane-mailclassdiscussionlist. Distributionarea:alternativevoices.

12� Islamic Civilization II: The Modern Islamic World: The Ottomans to Arafat

x, 3 Staff This coursewill examine the history of the Is-lamicWorldfromthefifteenthcenturytothepresent.Attention will be given to the rise and spread of the Ottomanstate,theSafaviddynastyandformationofIran,European interactionswith Islamic countriesfromSoutheastAsiatoWestAfrica,nineteenth-centuryimperialismandreforms,andtheemergenceofnationstatesinthetwentiethcentury.Themeswillincludetheparadigmofdecline,Orientalism,fundamentalismandpoliticalIslam,theideaofthecaliphate,secularismandnationalism, minorities and women, and developments inartandliterature.Theformatwillincludelecturesanddiscussions.Primaryandsecondarysources,filmand slides will be used. There will be several response papers,afinalexam,andane-mailclassdiscussionlist. Distributionarea:alternativevoices.

1�0 Cities and Empires: An Introduction to the Ancient World

3; not offered 200�-0� This course provides an introduction to ancientsocietiesoftheNearEastandMediterranean.Look-ingfirsttothedevelopmentofearlycivilizationsinMesopotamiaandEgypt,theclassexaminesthefor-mationofurbancentersandtheevolutionofempiresas the lateBronzeAgeworld emerged to form aninterconnectedworld of trade, diplomacy, and cul-turalexchange.Withthemysteriouscollapseofthisworld,newsocietiescame to the fore,allowingforthecreationofthevastempireofthePersiansandtheemergenceofGreekcivilization.Thecoursefocusesonquestionsofcontinuityandchange,aswellascontactand influence, as this new configuration of easternMediterraneanculturesdevelopedandwasultimatelydominatedbythesuccessorsofAlexandertheGreat.Finally,theclasslookstothewesternMediterranean,exploringthedevelopmentofRomeasitwasshapedbytheculturesitconquered.Thecourserequiresshortanalytical papers, exams, andhistorical analysis ofprimarysources.

1�1 Europe Transformed: From Rome to the Renaissance

3, x Cotts This course examines the creation of “Europe”starting with Rome’s slow disintegration in the third century and endingwith the formation of a newmedieval synthesis by the middle of the fourteenth century.Itexplorescontinuingtensionsbetweenlocalandcentralinterestsinreligion,politics,andculture,including thedevelopmentof feudal social andpo-

History

10� /

liticalstructures,thetransformationoffreepeasantsintoserfs,thegrowthofchurchauthority,andtherapidexpansionoftownsandtrade.Medievalpeoplereactedtothesechangesinmanyways,includingwideningthescopeofintellectualexploration,reassessingsocialstatus, and engaging in warfare and in the Crusades. Thecourse requires short analyticalpapers, exams,andhistoricalanalysisofprimarysources.

1�2 Expansion and Enlightenment: The Rise of Modern Europe

3; not offered 200�-0� ThiscourseintroducesstudentstoEarlyModernEurope,aperiodthatbeganwiththeRenaissanceinthefourteenthcentury,wastornbytheReformationandwarinthesixteenthcentury,secularizedbytheriseofthemodernstate,andchallengedbytheeighteenth-centuryEnlightenment.TopicsdiscussedincludethebeginningsofEuropeaneconomicandpoliticalexpan-sion,thedevelopmentofmoderndiplomacyandthestate system, and the foundations of modern western society.Thecourseemphasizesreadingandavarietyofhistoricalanalysis;assignmentsincludeshortpapersandexams.

1�3 Revolution and the Impact of Mass Culture: Modern Europe

3, x Staff TheFrenchRevolution introduced concepts ofliberty and equality that helped shapemuchof thenineteenthandtwentiethcenturiesaspeoplestruggledtoachievethem—ortorejectthem.ThiscoursestudiesEuropefrom1789totheendoftheColdWarandthefallofCommunismin1991,exploringtheincreasingimportanceof“thepeople”inshapingmodernEuro-peanpolitics,culture,andsociety.Industrializationandsocialismrestedontheworkingpeople;newcitiesandmasspopularcultureontheexpansionofliteracyandpopulation.ThegrowthofcapitalismandthespreadofnationalismcontributedtoEuropeanimperialismandtheoverwhelmingdestructionthatcharacterizedWorldWarI,Nazism,andWorldWarII.Thecourseemphasizesreadingandhistoricalanalysisofprimarysourcesincludingliteratureandpopularculturewith-outneglecting ideologies andpolitics.Assignmentsincludeshortpapersandexams.

1�� Modern Latin America3, x Charlip LatinAmericaoftenexistsintheNorthAmericanpopular imagination as a series of colorful stereo-types—suaveLatin lovers, peasants sleepingundersombreros, wild-eyed revolutionaries in banana repub-lics.ThisclasswillreplacethosemythswithaviewoftheLatinAmericansaspeople,notstereotypes.Wewilllookatsharedsocial,political,andeconomicproblemswhilealsoappreciatingthediversityoftheregionbyexaminingthespecificcasesofvariousnations.Theclass,whichcoversthenineteenthandtwentiethcen-turies,beginningwithindependencefromSpain,willbeconductedbylectureanddiscussion.Distribution area:alternativevoices.

201 Historical Methodologies3, 3 Fall: Charlip; Spring: Lerman Anintroductiontothemethods,techniques,andconceptsusedbyhistorians.Themainemphasiswillbe onmethods of historical research and analysis,includingspecificproblemsconfrontinghistoriansindealingwithevidence,interpretation,andtheoryindif-feringchronologicalandgeographicsettings.Readingassignments,discussion,andamajorresearchpaperusingprimarysourcesarerequired.Requiredofthehistorymajor.Priorcompletionofatleastonecourseat or above the 200 level strongly recommended. Prerequisite:consentofinstructor.

202 European Intellectual History, 3��-1300�; not offered 200�-0� During the nine centuries that passed betweenAugustine'sconversionexperienceandDante'svisionof heaven,western thoughtwas cut loose from itsclassicalmooringsandbranchedoutindirectionstheancientscouldnothaveanticipated.Newinstitutionalsettingspassedinandoutofprominence—themonas-teries,thetowns,thecathedralschools,theuniversi-ties—andintellectualsdrewonadivergentrangeoftraditions.Rejectingthenotionofasingle“medievalMind”thiscoursewilllookatthediversityofintel-lectualproductioninEuropefromlateantiquitytotheHighMiddleAges,exploringnotonly“highculture”(philosophy,theology,courtpoetry)butalsothedevel-opmentofvernacularandoraltraditions,andgeneralissuessuchasthegrowthofliteracyandthefounda-tionofuniversities.Wewill focusonclose readingofprimarysources,includingwritingsbyAugustine,Abelard and Heloise, Hildegard of Bingen, Thomas Aquinas andDante, aswell as vernacular romanceandfables.Thereisnoprerequisite,butstudentswillbeencouragedtodrawontheirknowledgeofotherperiods in thewestern intellectual tradition,whichtheyhavegainedfromtheAntiquityandModernityprogram.

20� European Intellectual History, 1300-1��0: The Age of Humanism and Reform

x, � Cotts ThiscoursetracesthedevelopmentofEuropeanthoughtandculturefromthetimeofDantetothebe-ginningsoftheScientificRevolution.Wewillexplorenotonlysuchhighculturalelementsasphilosophyandsciencebutalsothedevelopmentofpopularliterature,the impact of print, and the reception of religiousideasbyordinaryEuropeans.AmongthetopicstobeconsideredaretheItalianandnorthern“renaissances,”the development of Reformation thought, the use of vernacularlanguages,andthetheoryandpracticeofscience.ThinkerstobestudiedincludeChristinedePisan,ThomasMore,NiccolòMachiavelli,MartinLuther,MicheldeMontaigneandRenéDescartes.

210 Topics in African History�, � Staff AcoursewhichexaminesspecialtopicsinAfricanhistory. Distributionarea:socialscienceoralternativevoices.

History

/ 10�

catastrophicepisode.Throughoutthecourse,studentswillbeintroducedtothearchaeologicaldiscoveriessocriticaltoourreconstructionofsocietiesandevents.

23� The Making of England: From Roman Britain to the Wars of the Roses

�; not offered 200�-0� ThiscourseexploresEnglishcultureandsocietyfromJuliusCaesar’sinvasionofBritainthroughcivilwarsofthefifteenthcentury.Readingsincludeprimarysourcedocuments,contemporarychronicles,aswellasscholarlyinterpretationsofsuchphenomenaasthedevelopmentofapre-capitalisteconomy,thegrowthof English law, and medieval origins of the modern nationstate.Wewillalsoconsiderthedevelopmentof Christianity from the earliest missions through the English reformation, patterns of migration and popula-tion,theimpactoftheBlackDeath,andtheformationof English traditions in literature and the arts.

2�1 Early Japanese Historyx, � Dott Thisclasswilltracetheimportantsocio-economic,political and cultural developments in Japan fromprehistoryupto1600.Wewillalsoexamineevolv-inggenderroles,thedevelopmentofvariousschoolsofBuddhism,andtheirinteractionswithindigenousShint religion.WewilldiscussavarietyofsourcestobecomefamiliarwithearlyJapaneseviewsoftheirsocietyandwithmodernscholars'interpretationsofJapan'sculturalandhistoricaldevelopment.Offered in alternateyears.Distributionarea:alternativevoices.

2�� Early Chinese History�; not offered 200�-0� ThiscourseexaminesthehistoryofChinafromancienttimesupto1600.WewillexploreChineseso-ciety,cultureandreligionthroughavarietyofsourcesandmedia.Thecourseisstructuredtomoveawayfromthetraditionalhistoriographywhichfocusedpredomi-nantlyonemperorsanddynasties.WhilethesepoliticalaspectsofChinesehistorywillstillbeaddressed,wewillalsolookatgroupsandindividualsoutsideofthecentralpowerstructure,andatlongersocio-economictrendswhichtranscendeddynasticchanges.Offeredinalternateyears.Distributionarea:alternativevoices.

2�� Topics in Asian History2-� AcoursewhichexaminestopicsinAsianhistory.Distributionarea:alternativevoices.

2�0 Colonies to Nation: North America, 1�00-1�00

�; not offered 200�-0� ThiscoursewillexploreBritain’sNorthAmericancolonies,thedecisionofsomeofthesettlerstoseekindependent national status, and the nature of the new Republictheycreated.Anextendedexplorationoflatecolonialcultureandsociety,BritishinteractionswithNativeAmericansandotherEuropeanneighbors,andtheeconomicandlaborsystemsofthecolonieswillprovidebackgroundfordiscussionof theAmericanRevolutionandearlydevelopments inU.S.govern-

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21� Special Topics in Ancient History2-�, 2-� Acoursewhichexaminesspecialtopicsinthehis-toryoftheancientMediterraneanworld.DistributionArea: social sciences. Some topicsmay also fulfillalternativevoices.

21� Africa to 1����, x Woodfork This coursewill study the history ofAfrica to1885.ThecoursewilldemonstratethatAfricawasnota hermetically sealed continent before contactwithEurope;tothecontraryitwasapartofaworldwidetradesystemandexchangeofgoods,knowledge,andcultures.ChangesinAfricahavecomeasmuchfrominternalasexternalstimuli,althoughthelaterproducedmoregraveconsequencesforthecontinent.WewillstudytheeventsandtrendsonthecontinentpayingspecialattentiontothewaysinwhichAfricahasbeenrepresented in the international arena as well as the sourcesofrecreatingAfricanhistory.Distributionarea:alternativevoices.

223 Topics in Middle East History2-� AcoursewhichexaminesspecialtopicsinMiddleEasthistory.Distributionarea:alternativevoices.

223A ST: Gunpowder Empires: Ottoman, Safavids, and Mughals

3, x Aslanian ThiscourseisanintroductiontothehistoryoftheIslamicempiresoftheearlymodernperiod:theOt-tomans,Safavids,andMughals.BeginningwiththeemergenceofIslamintheseventhcenturyC.E.andthespectacularconquestsoftheTurko-Mongolsteppepeoplesinthethirteenthcentury,thecoursegoesontoexaminetheformationofIslamicstatesandsocietiesintheyears1400through1900.Topicstobestudiedinclude: frontierwarriors (ghazi) and theTurkicmilitarypatronagesystem;thecreationofSunniandShi’iIslamicempires;ethnicandreligiouscommuni-ties;womenandgender; the roleofmerchants, theeconomy,andlongdistancetrade;andurbanhistoryinallthreeempires.Particularattentionwillbepaidtothewaysinwhichearlymodernempiressoughttocreatecentralizedstatesandhowtheynegotiatedethnicandreligiousdifferenceswhilerulingoverheteroge-neous populations before the transformations of the nineteenthcenturyandtheriseofnationstates.Theformatofthecoursewillbelectureanddiscussion.

22� The Ancient Near East: Age of Empires�, x Jones This course examines the systemof kingdomsand empires that evolved in the lateBronzeAgeworld of the Near East and Eastern Mediterranean. Givingparticularattentiontothedynamicsoftrade,diplomacy,conflictandculturalinteractionbetweenNewKingdomEgypt,theHittiteEmpire,Mesopota-mia,andtheAegean,theclasswillseektodeterminewhatledtothedramaticcollapseofthisworld,thenassess the reconfigurationof theAncientNearEastand the new empires that emerged in light of this

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ment.Thiscoursewillmakeuseofprimaryandsec-ondarysources,andwillemphasizereading,writing,anddiscussion.

2�� Special Topics in U.S. History2-� Acoursewhichexaminesspecial topics inU.S.history.

2�� ST: The Social History of Stuff: Power, Technology, and Meaning in the U.S. from the Cotton Gin to the Internet

x, � Lerman TheU.S.isknownasanationofconsumers,ofpeoplewhofilltheirliveswithlotsof“stuff,”andwhorely on an extensive technological infrastructure increatingwhattheythinkofasanormallifestyle.Butthe particularmaterial configurationswe aggregateunder terms like “stuff” and “infrastructure” haveparticular uses, users, costs, origins, and histories;theycarryparticularmeaningsandembedparticularhumanrelationships.Thinkingcriticallyaboutthingsdemands thinkingsimultaneouslyabout their socialandculturalcontext,andaboutthewayspeoplemake(andconstrain)choicesaboutthematerialdimensionsoftheirexperience.Throughaseriesofcasestudies,thiscoursewillexploretherelationsandtechniquesofproductionandconsumption;thewaysmaterialgoodsandsocialcategorieslikegender,race,andclassarein-tertwinedbothmateriallyandsymbolically;changingideasaboutdisposability,convenience,waste,work,andenergy.Distributionarea:alternativevoices.

2�1 America in Vietnam�, x Schmitz This course will trace the path ofAmericaninvolvement in Vietnam from the World War II era downtothefallofSaigonin1975anditsaftermath.AmericanpolicywillbeexaminedinthecontextoftheUnitedStates’overallpost-1945foreignpolicy,look-ingspecificallyathowtheUnitedStatesrespondedtothedecolonizingThirdWorldandtheperceiveddangerof communist expansion and control in SoutheastAsia. Attention will be given to the various pressures and influences onAmerican policymakers aswellasdifferinginterpretationsof theUnitedStates’ac-tion.InadditiontostudyingAmericanpolicymaking,thiscoursewillinvestigatetheimpactofthewaronAmericanpoliticsandsociety.Teachingmaterialswillincludebothprimaryandsecondary readingsalongwithfilms.

2�2 Environmental History of the United States

�; not offered 200�-0� ThiscoursewillfocusonthelandandthewaysAmericans(primarilybutnotexclusivelyEuropean-Americans)haveinteractedwithitfromthecolonialera through the twentieth century.Themes to beexplored include attitudes towardnatural resourcesfrom trees tominerals; the environmental impactsof settlement, industrialization, urbangrowth,min-ing, agriculture, andwater use; the emergence ofscientificandpublichealthprofessionsdealingwith

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environmentalissues;theroleoflegal,political,andsocialstructuresinenvironmentalissues;andmove-ments topreserve“natural”environmentsorcurtailtheexploitationofnaturalresources.Thiscoursewillmakeuseofprimaryandsecondarysources,andwillemphasizereading,writing,anddiscussionaswellaslecture.

2�� History of American Immigration and Ethnic Minorities

x, � Lerman Concentrating on the nineteenth and twentiethcenturies, this coursewill provide a comparativeexaminationofthequestionsofraceandethnicityinAmericanhistory.Thesemesterwillbeginwiththeso-called“CenturyofImmigration”fromEurope,takingnoteofthevariedexperiencesofdifferentethnicandreligious groups, and the paradigm of assimilation that surroundsthescholarshipofthatexperience.Theclasswillcriticallyexaminetheassumptionsofassimilationandseekanunderstandingofdifferentgroups’histori-calexperiences,Europeanandnon-European,ontheirownterms.ParticularemphasiswillbegivenheretostudyingtheexperiencesofAfricanAmericans,AsianAmericans,andLatinos.Thecoursewillconcludebyinvestigatingcurrentquestionsand issuesconfront-ing theUnitedStates involving race and ethnicityagainstthehistoricalcomparisonsdevelopedduringthe semester. Prerequisites:previouscourseinUnitedStateshistoryorconsentoftheinstructor. 2�2 Islam in African History�; not offered 200�-0� Shortly after the birth of Islam, in the seventhcenturyA.D.,Muslimmerchants, armies, andholymen traveled to variousAfrican destinations.Overthe proceeding centuries, through conversion andconquest,Muslims formedmajorities inmost partsofNorthAfrica,inpartsofsub-SaharanWestAfrica,andtheSwahilicoastofEastAfrica.Thepointofthiscourseistoexaminethismassiveprocessofreligiousconversion.DidpatternsofIslamizationdifferbetweenregionsandfromEasttoWestAfrica?Istheresuchathingasan“AfricanIslam”?Inotherwords,towhatextentcanonesaythatIslamhasbeen“Africanized”?HowdidIslaminfluencethecreationandoperationofsocial,politicalandeconomicinstitutions?HowdidIslamaffectthestatusofAfricanwomenacrossdiversecultures?WhatdidbeingMuslimmeaninthecontextof the trans-Saharanandirons-Atlanticslavetrades?Thesearesomeofthegeneralquestionsthatwewillexplore.Distributionarea:alternativevoices.

2�� Heretics and Reformers: Protestant and Catholic Reformations, 10�0-1�00

�; not offered 200�-0� ThefamiliarReformationsofthesixteenthcenturyweretheculminationofanongoingprocessofChurchreform.Thiscoursewillplacethesixteenth-centuryReformation—Lutheran,Catholic, Reformed, anddissidentmovements—intoawiderhistoricalcontext,bothsecularandreligious.Topicscoveredwillincludethe Investiture Controversy and the beginnings of the Western separation of church and state, the ethical

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renewalofthetwelfthcentury,heresy,reformandgen-der,theinstitutionalreformoftheChurch,theattemptstolimitpapalauthority,andthedoctrinalreformsofthesixteenthcentury,aswellasthedevelopmentandinteractionofthemorefamiliarLutheran/Calvinist,Catholic, and dissidentReformations.This coursewill emphasize reading,writing, anddiscussion aswellaslecture.Courseworkincludesshortanalyticalpapers,exams,andthehistoricalanalysisofprimarysources.

2�� Nineteenth-Century Europe, 1�1�-1�1�x, � Sharp The nineteenth century sawmassive political,social,andtechnologicalchange:frommonarchiestodemocracies,fromhorsetorailtoautomobile;fromaworldofmuchilliteracytooneofdailynewspapersandeventelephones.Overthecourseofthecenturymuch ofwhat is familiar in theworld todaywasconstructed.Thiscourseexploreseventsanddevel-opments inEurope from theFrenchRevolution tothe endof the century, including industrialization,democracyandsocialism,religiouschangeandtheriseoffeminism, theexpansionofEurope throughimperialismandtheriseofracismandrightistnation-alismattheendofthecenturythathelpedpushnationsintoWorldWarI.We’llexplorethesedevelopmentsintermsoftheirimpactatthetimeandmovetowardanunderstandingofwhatlegacytheyleftfortheworldtoday.

2�� Twentieth-Century Europe�; not offered 200�-0� Asocial,cultural,andpoliticalhistoryofEuropefrom World War I through the Fall of Communism in1989.Thiscourselooksatthe“DarkCentury”ofEurope:its(self)destructionintheFirstandSecondWorldWarsandtheHolocaust;itsexperimentswithfascism,Nazism,andcommunism,anditsattemptstoovercome thepastafter1945.Thecourse looksatwhyEuropeanswereseducedbyviolenceinthepre-1945 era and at how the post-1945 welfare state tried toanswerearlier tensions.Significant time isspentontheearlySovietUnionandNaziGermany,butwewillalsolookatsocialandculturalchangeinthepost-1945era,includingdecolonizationandtheriseofimmigrationtoEurope.TheclassendswithabriefexplorationoftheRevolutionsof1989.

2�� Special Topics in European History2-� A course which examines special topics in European history.

2�3 Special Topics in Latin American History

2-� A course which examines special topics inLatinAmericanhistory.Distributionarea:alternativevoices.

2�� Colonial Latin America�; not offered 200�-0� Thequincentenaryof theconquestof the“NewWorld”hasfocusednewinterestonSpainandBrazil’sactionsinwhatisnowLatinAmerica.Thefocusofthisclasswillbetoputtheconquestinperspectiveandtoplacetheindigenouspeoplewithinthishistory,notmerelyasvictims,butasactorsina300-yearprocessofcross-culturationthatcreatedanewsociety,forgedin the language, culture, and structures of both theconqueror and conquered.The coursewill includeprimary and secondary readings.Distribution area: alternativevoices.

2�0 The History and Sociology of Rock ’n’ Rollx, � Schmitz and Farrington This coursewill examine the development andsignificanceofthemusicalgenretypicallyknownas“rock’n’roll,”fromitsoriginsinthe1940sand1950sto the present. In order to understand this important phenomenon, the coursewill explore the rural andurbanrootsofblues,jazz,andfolkmusicfromwhichmuchofrock’n’rollisultimatelyderived;thedevel-opment of theColdWar culture in the post-WorldWarIIyears;thesocialandpoliticalupheavalsofthe1960s;andtheculturalandpoliticalfragmentationofAmericansocietyinthepastthreedecades.Particularattention will be paid both to the development of a distinctyouth/alternativecultureinresponseto(andsupportiveof)thedevelopmentofrock’n’roll,aswellastothegradualacceptanceandintegrationofvariousformsofrockmusicintoconventionaleconomicandculturalsystems.Thecoursewillfocusuponthedis-tinctivehistoricaleventsandtrendsintheUnitedStatesthathaveshapedandbeenassociatedwiththistypeofmusicthroughtheyears,andsubjecttheseeventsand trends to theoretical analysis fromavariety ofsociologicalperspectives.MaybeelectedasSociology290.Thisclasswillcombinelectureswithdiscussion,andtherewillbeout-of-classlisteningassignments,aswellaspapersandexamsorquizzes.

2�� Building a Nation: The United States, 1�00-1��0

�; not offered 200�-0� ThenineteenthcenturywasatimeofgreatchangeintheUnitedStates.Fromthesuccessfultransferofpower to Thomas Jefferson at the beginning of the century throughdeveloping sectionalism, civilwar,reconstruction, and the consolidationof nation andempireattheendofthecentury,Americanswrestlednot only with the nature of their government but also with the transformations of expansion, industrialcapitalism,urbanization,immigration,racerelations,theroleofthehousehold,definitionsofcitizenship,religionandsecularism.Thiscoursewillmakeuseofprimaryandsecondarysources,andwillemphasizereading,writing,anddiscussionaswellaslecture.

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300 Gender in Chinese Historyx, � Dott In this seminarwewill exploreChinesegenderrolesintheoryandpracticeoverthepastmillennium,focusingontheSong,lateimperialandmodernperiods(960-present).Our readingswill include scholarlymonographs and essays, memoirs, biographies, and fictionalwritingsbymenandwomen.Paintingsandfilms,bothdocumentaryandfeature,willalsoprovideimportantsourcesasweexaminethechangingvisualimages women and men throughout this period. As-signmentsincludeavarietyofshortwritingexercises,presentationsandalongerresearchpaper.Offered in alternateyears.Distributionarea:alternativevoices.

301 East Asian Popular Religion�; not offered 200�-0� InthisseminarwewillexaminevariousEastAsianpopularreligiouspracticesintheirreligious,political,economicandhistoricalcontexts.Wewillbeginwithsometheoreticalworksonpilgrimage,sacredspace,ritualandintroductionstovarioustraditions,includingConfucianism,Daoism,Buddhism andShinto. Formost of this coursewewill discuss both primaryand secondarymaterials about specificEastAsianpilgrimages,sacredsites,ritualsandmyths.Wewillcompare andcontrastpopularpracticesboth acrosstimeandacrossEastAsianspace.Thiscoursewillpri-marilybediscussionbased,butwillbesupplementedwithdocumentaryfilmsandoccasionallectures.As-signmentsincludeavarietyofshortwritingexercises,presentationsandalongerresearchpaper.Offered in alternateyears.Distributionarea:alternativevoices.

30� Popular Culture in Europe, 11�0-1��0x, � Cotts Thelatemedievalandearlymoderncenturiessawprofounddevelopmentsintheculturalexperienceofnon-elitesinEurope.Thedevelopmentofvernacularliteratures, new technologies and newmediums ofcommunicationcreatednewpossibilitiesforculturalexpression.Thiscoursewillconsideradiverserangeof sources such as letters, diaries, socio-economicdata,art,andsatirestoexplorehowurbanandruralEuropeansexperiencedsocietalchange.Among thetopicsincludedwillbethedistinctionbetweenpeas-antry,bourgeoisieandnobility,theimpactofprinting,thehistoryofmanners,theinventionofprivacy,thesocialcohesionprovidedbycommunityritualandtheimpactofelitecultureonpopularculture.Becausethisareaofhistoryhasbeenthesubjectofagreatdealofhistoriographicalscrutinyinthelastfiftyyears,specialattentionwillbepaid tosecondary literature in thiscourse.

310 Topics in African History� AcoursewhichexaminesspecialtopicsinAfricanhistory. Distributionarea:socialscienceoralternativevoices.

310A ST: African Culture and History Through Film

x, � Woodfork Thiscoursewillexplorehistoricaltopicsthroughfilmswritten anddirected byAfricans.The themesaddressedbythesefilmsincludetheimpactofcolonialrule,negotiating“traditional”Africaandmodernity,culturalissues,andgenderissuesandrelations.Filmsarethecenterpieceofthecourseandstudentswillalsohave readings in the areas of history, theory, anthro-pology,andsociology.Afinalresearchpaperwillbeassigned.

310B ST: The Colonial Moment in Africax, � Woodfork Africa’shistoryisoftendefinedbycolonization,butthiswasonlyanepisodeinthecontinent’shistory,albeitaveryimportantone.Colonialsystemsrequiredtheparticipationofthecolonizerandthecolonized;theterrainwasrichlytexturedandconstantlyshifting.Thiscoursewilllookatcolonizationasaprocessofinteractions that occurred betweenpeople onmanylevels–cultural,economic,religious,intellectual,andsocial.Thisfocuswillallowustoseethecomplexi-tiesoftheimperialproject,fromthemotivationsandmethodsofthecolonizerstothewaysthatAfricansnegotiated and affected these systems.Readings inprimary and secondary sources, discussion, lecture,papers.

31� Special Topics in Ancient History2-�, 2-� A coursewhich examines special topics in thehistoryoftheancientMediterraneanworld.Distribu-tionarea:socialscience.Sometopicsmayalsofulfillalternativevoices.

31� The Julio-Claudian Emperors: Rome �� B.C.-A.D. ��x, � Jones Thiscoursewillofferanindepthlookatthefirstfive Roman Emperors: Augustus, Tiberius, Gaius (Caligula),ClaudiusandNero.Theprimaryfocusoftheclasswillbetoreadthetwomainsourcesfortheperiod:thehistorianTacitusandthebiographerSue-tonius;thoughotherauthors,aswellasinscriptions,coins,andimageswillfillout thepicturepresentedbythetwoprimaryauthors.Inadditiontolookingatthehistoricalproblemsofeachreign,anoverarchingconcernwillbethedevelopmentoftheimperialofficeoverthecourseoftheJulio-Claudiancentury.Weshallalso survey the literature of the Augustan and Neronian agestodiscovertheextenttowhichitwasattheserviceoftheemperororevenatoddswiththeimperialidea;works to be read in this connection includeVirgil,Horace,Ovid,Petronius,Lucan,Martial,SenecatheYounger.

320 Alexander the Great and the Hellenistic Kingdoms

�; not offered 200�-0� By the age of 33,Alexander had conquered anempirethatextendedovermostoftheeasternMedi-terranean world, but he would not live to rule it. At his

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death,hisempirefractured,re-emergingovertwentyyearslaterasthefourgreatkingdomsoftheHellenisticAge.FromthemeteoriccareerofAlexander,throughthebitterpowerstrugglesofhissuccessors,culminat-inginthedramaticlaststandofCleopatra,thiscoursewillexaminethewayinwhichthisGraeco-Macedo-nianexpansionreshapedtheMediterraneanworldevenastheconquerorsthemselveswerealteredbytheverypeoplestheyhadsubjugated.Particularattentionwillbepaidtotherelationshipbetweenforeignconquerorand subject culture, thecreationof royaldynasties,thedevelopmentof ruler-worship, and thequestionof“Hellenization.”

322 History of the Palestinian-Israeli Conflict�, x Semerdjian WhataretheoriginsoftheconflictbetweenthePalestiniansand theIsraelis?Thiscoursewillpres-ent several perspectives on the Palestinian-Israeliconflict.Itwillexaminetheoriginsoftheconflictinnineteenth-centuryZionism,theconditionsofthelateOttomanPalestine,andWorldWarIdiplomacy.ThecreationofthestateofIsraelin1948resultedinthefirstArab-IsraeliWarandseveralotherwarsfollowedsuchastheSuezWar(1956),theSix-DayWar(1967),andtheYomKippurWar(1973).Inadditiontothesewars,thecoursewillexaminethepeaceprocess,risingPalestinianresistancetoIsraelioccupationduringtheIntifada,andIsraelipeacemovements.Thecoursewillfinishwiththecurrentstatusoftheconflict.Studentassignmentswillincludemediaanalysisoftheconflict,documentanalysis,afinalresearchpaperandparticipa-tioninapeaceconferencetobeheldduringthefinalexaminationperiodofthecourse.ItisrecommendedthatstudentstakeatleastonecourseinMiddleEasternhistorypriortotakingthiscourse.Distributionarea:alternativevoices.

323 Topics in Middle East History2-� AcoursewhichexaminesspecialtopicsinMiddleEasthistory.Distributionarea:alternativevoices.

32� Women and Gender in Islamic Societies

�; not offered 200�-0� What rights dowomenhave in Islam? Is theresuchathingasgenderequalityinIslam?Thiscoursewillexaminewomen’slivesinIslamicsocietiesfromtheseventhcenturytothepresentintheMiddleEast.Topicswill include lives of powerful and notablewomen;women’spositioninIslamiclaw;Westernim-agesofMuslimwomen;Muslimwomen’smovementsin relation to radical Islam, secularism,nationalismandsocialism;recentcontroversiesoverveiling.Thecoursecontainsoverarchingdiscussionsofsexualityandgenderastheyrelatedtoprescribedgenderroles,theroleoftransgenderandsamesexcouples,andillicitsexuality.Thecoursewillalsolookattheimpactofimperialism and Orientalism on our understanding of genderintheIslamicWorld.Theformatwillbelectureanddiscussion.Materialsforthecoursewillincludenovels,primarysourcedocuments,articles,andfilms.Distributionarea:alternativevoices.

32� The Roman Empire �, x Jones BythemiddleofthefirstcenturyA.D.,Rome’sempire reached fromBritain toEgypt.Roman le-gions guarded the frontiers and Roman roads brought everything, fromwild animals to exotic gods, intothelargestcitytheancientworldhadeverseen.Evento those who witnessed it, Rome was a marvel, both intermsofitssuccessanditslongevity.ThiscoursewillexplorethetransformationofthissmalltownontheTiber,itsevolutionfromcity-stateandrepublictocapitalofanempireruledbyCaesars.WewillgiveparticularattentiontoRomanmethodsforunitingun-deritsrulethedisparateculturesoftheMediterranean,andassesstheimpactthesesubjugatedcultureshadonthedevelopmentofRomansocietyandtheempireat large.

32� History of Ancient Greecex, � Jones Thiscoursewillfocusonsomeoftheproblemsandquestionswhich emerge froma close studyofGreekhistory.HowdoestheMycenaeanperiodfitintotherestoftheGreekexperience?WasthereaTrojanWar?Whatwerethecausesandconsequencesoftheintellectual, social, and political revolutionswhichcharacterizetheArchaicperiod?HowmuchweretheGreeks influencedby themoreancientcivilizationsoftheNearEast?InwhatwaysareAthensandSpartasimilar?Inwhatwaysdifferent?WhatwerethecausesandconsequencesofAthenianimperialism?WhydotheGreeksseemto“runoutofenergy’’attheendofthefifthcentury?HowhavesubsequentculturesbeeninfluencedbytheGreeks?Offered in alternate years.

32� Rights, Revolution, and Empire: France 1���-1�1�

x, � Sharp ThiscourselooksattheRevolutionof1789asapolitical, social, and cultural experiment in politicsandperfection.Beginningwiththestill-hotargumentovercauses,weexploretheFrenchRevolutionfromitsinceptiontoitsexpansionthroughoutEuropeandits(former)colonies;weendbyexploringtheEmpireandaskingthequestionwhetherNapoleoncontinuedthe revolutionorwas thefirstmoderndictator.TheFrenchRevolutionwasakeymomentinthedevelop-mentofmodernthoughtonpoliticsandrights.Fromthe discourse of rights that encouraged the earlyrevolutionaries to the attempt to create the perfectcitizenunderRobespierre–andtoguillotinethosewhobetrayedthatideal–Frenchmenandwomenstruggledwith and for freedom. Understanding those debates and strugglesiskeytounderstandingmodernity.Readingofprimaryandsecondarytexts,papersanddiscussionrequired.

333 France since 1����; not offered 200�-0� TheFrenchRevolution shattered theEuropeofmonarchiesandprivilege;neitherFrancenorEuropewouldeverbethesameagain.Yetittookuntil1945(atleast)for(mostof)theidealsoftheFrenchRevolutiontobeachievedinFranceitself.Thiscourseexplores

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FrancefromtheviolentbirthofitsdemocracyintheFrenchRevolutiontoitsattemptstofullyinstateaver-sionofthatdemocracyinthepost-1945welfarestate.MajorthemeswillbethepoliticsofRepublicanismandsocialism,thecontinuingimportanceofthelandand the peasantry, and theways political strugglesplayedoutfromNapoleontoVichyduringWWII,tothe1968student revolts.We’llexplore thecolonialpast of France and the heritage of colonialism forcontemporaryFrance.Wewillalsolookatwaysthatcultureandpoliticshave intersectedand influencedoneanotherthroughoutmodernFrenchhistory.

33� Modern Britain�; not offered 200�-0� This course considers the breakdown of royalauthorityunder theearlyStuarts, theCivilWarandGlorious Revolution, the development of religious tol-eration, and the growth of parliamentary government. TheIndustrialRevolution,theVictorianera,Britishimperialism,thewelfarestate,andtheeffectsoftwoworldwarsarealsoconsidered.Textssupplementedbypaperbackreadingsfocusoncertainareasindepth.Writtenworkandoralclassparticipationisrequired.Thecourseisconductedbymeansoflectureandclassdiscussion.Notrecommendedforfirst-yearstudents.

33� Modern Germany: Imagining a Nation?�; not offered 200�-0� More than any other Western European nation, Germans have struggled to identify what it means to beacitizenofanation.ThecoursebeginswithalookatcentralEuropepriorto1848,when“Germany”wasacollectionofminorstatesfoughtoverbyPrussiaandAustria.We’lllookatliberalnationalismasaunifyingforceandexplorethewayBismarckcreatedanationwhile bypassing that same nationalism, then move to explore the nation thatGermany became. Fromstrugglesoversocialisminthelatenineteenthcentury,through World War I, revolution, and struggles over cultureandfascismintheearlytwentiethcentury,Ger-man people and government often saw themselves as strivingtomaintainand/orcreateapowerfulnation.ThelastsegmentofthecourseexploresbothEastandWest Germany after World War II, as the East turned to Communism and the West surged to the forefront of the European Union during the Cold War. We end withaglanceatreunitedGermanyasitemergedin1990. Not recommended forfirst-yearstudents.

3�1 Russia from Tsarism to Communism and Beyond

�; not offered 200�-0� A social, political, and cultural exploration ofRussian andSoviet history from the period of theGreat Reforms (mid-nineteenth century) throughMarxist-Leninistrevolution,SovietCommunism,anditsfall.Thecourseusesprimarydocuments,literature,andscholarlyworkstoexploreRussia’suniquehis-tory. Three main themes predominate: power and the relationshipbetween rulers and ruled, especially inrevolution;ordinarypeople’sexperience;andeliteandpopularwaysofcreatingmeaningandinterpretingthe

world through literature, religion, and ideas. Not open tofirst-yearstudents.

3�� Modern Chinese History�; not offered 200�-0� Asocial,cultural,politicalandeconomichistoryof China from 1600 to the present. While a portion of the coursewill focus on important political andsocialchangessuchasthedevelopmentoftheManchuQingempire,therootsofviolentclasheswithWesternpowersinthenineteenthcentury,disintegrationoftheimperial system,civilwarbetween theNationalistsandtheCommunists,andmasscampaignsundertheCommunists,wewillalsoexaminechangingculturalandreligiouspractices.Classmeetingswillcombinelectures,studentdiscussions,audio-visualsandstudentpresentations.Distributionarea:alternativevoices.

3�� Modern Japanese History�; not offered 200�-0� The history of Japan from 1600 to the present withemphasison the factorswhichaided the rapidindustrialization in thenineteenthcentury,Japaneseimperialisminthefirsthalfofthetwentiethcentury,andpostwar Japan.Designedprimarilyasa lecturecourse,butsometimewillbesetasideforclassdis-cussions.NoprerequisitebutsomeknowledgeofEastAsianhistoryand/orhistoryofWesternimperialismwould be useful. Three short papers, a midterm and a final.Distributionarea:alternativevoices.

3�� Topics in Asian History2-� AcoursewhichexaminesspecialtopicsinAsianhistory.Distributionarea:alternativevoices.

3�� Industrialization in the United States�; not offered 200�-0� Thiscoursewillexploretechnological,economic,social,andculturaldimensionsoftheindustrialtrans-formation of theUnited States from the primarilyagrarianAmericaof theearlynineteenthcentury totherecognizablyindustrialnationoftheearlytwenti-ethcentury.WewillexaminethechoicesAmericansmadeaboutthemakingsoftheirmaterialworld,andtheimplications,seenandunseen,ofthedevelopmentofindustrialcapitalism.Thiscoursewillmakeuseofprimaryandsecondarysources,andwillemphasizereading,writing, anddiscussion.Prerequisite: 200-levelUnitedStatescourseorconsentofinstructor.

3�� The United States in the World�; not offered 200�-0� Thiscourse,surveyingAmerica’srelationshiptothe rest of the world in the late nineteenth and twentieth centuries,willemphasizetheideologicalassumptionsand economicmotivations that shapedAmerica’sdevelopment as a major power. Consideration will alsobegiven tovarious interpretationsofU.S. for-eignpolicyfromtheSpanishAmericanWartoIraq.Classdiscussionsofavarietyofreadingswillformasignificantpartofthecourse.Not recommended for first-yearstudents.

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3�� Emergence of Modern America (1��3-1���)�, x Schmitz Thiscoursewillexaminethesocial,cultural,andpolitical changes accompanyingAmerica’s revo-lution into amodern society.Topicswill includethe ProgressiveMovement, the development of acorporateeconomy,theresponsetothecrisisoftheGreatDepression,howtheUnitedStatesrespondedto twoworldwars, and the impact thosewars haduponAmericansociety,theriseofmasscultureandconsumerism,changesinworkandleisure,questionsofraceandgender,andthepoliticsanddiplomacyofthe period.

3�� The United States Since the Second World War (1��� to Present)

x, � Schmitz Emphasizingthepolitical,economic,diplomatic,andsocialaspectsofAmericansocietyfrom1945topresent,thiscoursewillinvestigatetheoriginsoftheColdWar,McCarthyism,theincreasingpowerofthepresidency,theUnitedStates’responsetothirdworldnationalism,thecivilrightsmovement,thewomen’smovement,studentrevolts,socialthought,Vietnam,Watergate, and the rise of the New Right. Biographies, monographs,documents,andfilmsratherthantextsareemphasizedinanattempttopresentawidevarietyofhistoricalmaterialsandinterpretations.Itisanticipatedthatthiscoursewillhelpstudentsdeveloptheabilityto appreciate the historical process.The classwillemphasizereadinganddiscussion.Not recommended forfirst-yearstudents.

3�0 Interrogating Sisterhood: Women and Gender in the United States

�, x Lerman Towhatdegreehas the category“womanhood”beenameaningfuloneinamulticulturalnation?Inwhatwayshaveotherkindsofsocialandgeographicboundaries—forexamplerace,class,region,ethnic-ity,sexuality,etc.—shapedgenderedexperience,andwhen?Gender analysis andwomen’s history haveraised new historical questions and demanded re-analysisofhistorical sources.Rewriting thehistoryofpeoplecalled“women”hasledtoaninterrogationofgendercategoriesandtheongoingconstructionandreconstructionofmasculinitiesandfemininities—andalsoofotherwaysofdefiningdifference.Thisclassex-ploresthewaysgenderdifferencehasworkedlegally,socially,economically,andculturallyintheU.S.,andthewayswomenhavechosentolivetheirlives,fromaround1800tothelatetwentiethcentury.Readingsincludeprimary and secondary sources; papers anddiscussion required.Distribution area: alternativevoices.

3�1 African American History�; not offered 200�-0� FromtheforcedmigrationsoftheAtlanticslavetrade, through the negotiations and survival strategies ofchattelslavery,tothestrategiesoflivingasfreeciti-zensinanationwhosecommitmentto“freedom”hasoftenbeenraciallycontingent,thehistoryofAfricans

andAfricanAmericansinNorthAmericaiscentraltothehistoryoftheUnitedStates.Thiscourseexploresconstructionsofracialcategoriesandtheexperience,agency,resistance,andstrugglesforequalityofpeopleidentifyingthemselvesas–variously–colored,Negro,black,Afro-American,andAfricanAmerican.Wewillbegin around the time of the protection of slaveryintheUSConstitutionandendwithaninquiryintotheworkingsofraceintheUSaftertheCivilRightsoverhaulofthe1960s.Readingsincludeprimaryandsecondary sources; papers anddiscussion required.Distributionarea:alternativevoices.

3�� Masculine/Feminine: Gendered Europe�; not offered 200�-0� This course takes seriously the concept of gen-der roles/ideas as affecting history and vice versa.Wewill focuson fourkey“ruptures”whengendercametotheforeinModernEuropeanhistory.Theseinclude:1780-1820,whenpoliticsandthedomesticspherewereredefinedbytheFrenchRevolutionandindustrializationinEngland;1905-1930,whensexualidentities became a topic of open contestation andwomencamefullyintothepublicsphere;the1950s,when rebuilding after World War II meant trying to rebuildtraditionalfamilies;andlastlythe1970sandthe rise of feminism and gay rights movements. We’ll explorehow,duringeachoftheseperiods,political,socialandeconomiceventswerecloselyintertwinedwithgenderandwithsexualityandsexualorientation.Wewilluseprimaryandsecondaryhistoricaltextstohearthevoicesofthepast.Distributionarea:socialscienceoralternativevoices.

3�� Topics in United States History2-� AcoursewhichexaminesspecialtopicsinUnitedStateshistory.

3�� Topics in European History2-� A course which examines special topics in European history.

3�0 Topics in Comparative History2-� Acoursewhichexaminesselectedtopicsappliedacross geographical boundaries or chronological periods.

3�0 ST: The Black Atlantic�, x Woodfork SinceAfricathe1400s,Africa,theAmericasandEuropehavebeenconnectedby theAtlanticOceanthroughtrade(“legitimate”andnot),migrations(forcedandvoluntary),andideas.ThecoursewillbeginwithEurope’scontactswithAfricaandtheAmericasinthe15thcentury,andmovestotheslavetradeengenderedby thisexpansion,colonization, the intellectualandartisticproductionbornofthesecontacts,aswellas20thcenturyissueswithimmigrationandassimilation.Readingsinprimaryandsecondarysources,discus-sion, lecture, papers.Distribution area: alternativevoices.

History

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3�0B ST: The Indian Ocean in World History�, x Aslanian ThepurposeofthiscourseistointroducestudentstotherapidlygrowingfieldofIndianOceanstudies.OurapproachwillbetostudytheIndianOceanasoneoftheoldestmaritimehighwaysconnectingdiversere-gions,culturesand“civilizations.”ThetimeperiodforthecoursewillroughlycoincidewiththeemergenceofIslamintheseventhcenturyC.E.totheintrusionof various European powers into the region and the subsequent emergence of the global economy andcolonialisminthenineteenthcentury.InstudyingtheIndianOcean“world”withintheframeworkofglobalhistory,particularattentionwillbepaidtotheroleofportcitiesandtheirnetworksandespeciallytoavarietyofsea-bornelongdistancemerchantcommunitiesthatfacilitatedthecirculationofcommodities,cultures,andideas and in doing so helped to give shape to the Indian Oceanasa“unified”aquaticspaceinworldhistory.Wewillrelyonavarietyoftextsincludingprimarysourcessuchastravelliterature,scholarlystudiesoftheeconomichistoryofmerchantcommunities,aswellasAmitavGosh’sextraordinarynovelofmedievallifeintheIndianOcean,In an Antique Land. The format ofthecoursewillbelectureanddiscussion.

3�1 History of Central America�; not offered 200�-0� Thesixcountries(Guatemala,ElSalvador,Hon-duras,Nicaragua,CostaRica,andPanama)ofCentralAmericahaveoftenbeenconsideredsmall,peripheralareasofLatinAmerica.Yet,sincethemid-nineteenthcentury,theregionhasfrequentlydominatedUnitedStatesforeignpolicy,mostrecentlyduringthewarsofthe1970sand’80s.Thisclasswillexplorethepatternssharedbytheregionaswellaseachcountry’snationaldistinctiveness,fromIndependencetothelatetwen-tiethcentury.Courseworkwillincludelecturesanddiscussion,useofprimaryandsecondarydocuments.Requirementsincludepapersandexams.Offered in alternate years.

3�2 United States-Latin American Relationsx, � Charlip and Schmitz FromtheMonroeDoctrinetotheReaganDoctrine,LatinAmerica has been a significant focus ofU.S.foreignpolicy,forgeopoliticalandeconomicreasons.UneasyLatinAmericanneighborshaveattimessoughtU.S.aidandatothersvilifiedU.S.domination,buttheyhaveneverbeenabletoignorethecolossusofthenorth.Thisclasswillexplorethehistoryofthisoftenconflictiverelationshipinthenineteenthandtwentiethcenturies. Courseworkwill include lectures anddiscussion,useofprimaryandsecondarymaterials.Requirementsincludepapersandessayexams.

3�3 Women in Latin America�; not offered 200�-0� ThestereotypeofwomeninLatinAmericaisthattheyare trapped inacultureofmachismo, limiting themtotherolesofthetwoMarias—MaryMagdaleneandtheVirginMary.Thisclasswillexaminethemythsandrealitiesofwomen’slives,lookingateconomic,political, social and cultural issues.Wewill alsoexaminethewaysthatwomen’srolesintersectwith

issuesofclass,race,andethnicity.Courseworkwillinclude lecturesanddiscussion,useofprimaryandsecondarydocuments.Requirements includepapersandexams.Thiscoursewillbeconductedprimarilybydiscussion.Offered in alternate years.

3�� Cuba and Nicaragua�, x Charlip The Cuban and Nicaraguan revolutions arearguably the two most important post-World War II events/processesinLatinAmerica.Cuba’s1959revo-lutionbecameamodelfortheLeftinLatinAmerica,arationale for repression on the Right, and an obsession fortheUnitedStates.In1979,theSandinistasbroughtadifferentkindofrevolutiontoNicaragua,reflectingdomesticrealitiesaswellaschangesintheinterna-tionalcommunity.Nonetheless,ittoowasamodelfortheLeft,arationalefortheRight,andanobsessionfortheUnitedStates.Usingprimaryandsecondarydocu-ments,combiningdiscussionsandlectures,thisclasswillfocusonthecausesandresultsoftherevolutionsandexplorewhattheymeanforthespecificcountries,theregion,andtheU.S. Offered in alternate years.

3��, 3�� Independent Study1-3, 1-3 Staff Directedstudyandresearchinselectedareasofhistory. The problems are designed by the student with thehelpandconsentofaninstructorinthedepartment.The problems can grow out of prior courseworkandreadingormaybedesignedtoexploreareasnotcoveredinthecurriculum.Studentsareexpectedtofollowtheagreedcourseofstudy.Problemsmaybedonewithanyconsentinginstructorinthedepartmentbut are coordinated by the chairman.Prerequisite: consentofinstructor.

3�� Topics in Latin American History2-� A course which examines special topics inLatinAmericanhistory.Distributionarea:alternativevoices.

3�� History of Mexico�; not offered 200�-0� This course explores the panoramaofMexicanhistory,frompre-colonialempiretotoday’seconomicdevelopmentpolicies.Thebulkoftheclasswillfocusonthepost-colonialperiod,from1821tothepresent,examiningthestrugglefornationhoodandmoderniza-tion,warwiththeU.S.,revolutionanddependency.Thecoursewilluseprimaryandsecondaryreadings,aswellasfiction,andwillbeconductedprimarilybydiscussion.

3�3 Constructions of Gender in the Middle Ages�; not offered 200�-0� Medievalreligiousthoughtandpracticepresentsuswithastringofparadoxesrelatingtothepositionofwomenandtheproblemofgenderdifference,forinstance:Onewoman(Eve)wasthesourceoforiginalsinwhileanother(theVirginMary)broughttheSaviorinto theworld;God could be described awrathfulfatheroranurturingmother;theRomanChurchwas

History

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ics,class,andgender.Wewillcriticallyassessvariousinterpretationsofthistimeperiod,includingtheimpactofsuchfactorsasnationalismandidealizationuponhistorians’ interpretations.

��2 Seminar in European History� SelectedfieldsofEuropeanhistory.

��2 Seminar: Renaissance, Reformation and the Problem of Modernity

�, x Cotts Betweenthefourteenthandseventeenthcenturies,Europeansocietytransformeditselfthroughaseriesofculturalandintellectualdevelopmentsthathavebeentraditionally referred to as theRenaissance and theReformation.Thiscoursewillconsiderthesedevelop-mentsandtheirroleincreatingadistinctivelymoderncivilization,andwillposefundamentalquestionsabouthowhistoryisconstructedandrubricated.Amongthetopicstobediscussedaretherelationbetweenmaterialconditionsandculturalproduction,thechanginginsti-tutionalframeworkofreligiousandintellectuallife,aswellasthethoughtofleadingfiguresoftheperiodincludingLuther,Machiavelli,andMontaigne.

��3 Seminar in American History� Criticalexaminationofatheme,period,ortrendinAmericanhistory.Prerequisite:consentofinstructor.Thecurrentofferingfollows.

��3 Seminar: Labor Question, Race Question, Woman Question: Work and Citizenship,1��0-1�20

�, x Lerman BythetimeoftheCivilWar,whitemaleworkersinthenorthhadsuccessfullyclaimedarangeofbenefitsfrom voting rights to the family wage under the banner “freelabor”–definingthemselvesincontrasttobothunfree slaves and dependent females. After the war, theselinksbetweenworkandcitizenshipwerecom-plicatedbychangesrangingfromblackcitizenshiptoswellingimmigration,andfromincreasingemployercontrolovertheindustrialworkertoneweducationalandwageworkopportunitiesforwomen.Late-19th-centuryAmericans–especiallywhite,male,US-bornones – often referred to these new boundary negotia-tionsas“Questions,”andusuallyseparatequestions.This seminarwill examine gender, race, and classboundariesthroughthelensofideasaboutworkandcitizenshipfromReconstructionintotheProgressiveperiod,withattentiontotheirintersectionsandtheirregional variations. Prerequisite:U.S.historycourseabove100levelorconsentofinstructor.

��� Seminar in Middle East History� A seminar in a selected topic ofMiddle Easthistory.

��� Seminar in Latin American History� AseminarinaselectedtopicofLatinAmericanhistory.

History

a loving mother to its proponents and the Whore of Babylon to its critics.This coursewill attempt tosortouttheseparadoxesandexploretheproblemofgenderbydiscussingthreemajorissues:thestatusofwomeninsocietyandthedeterminationofsexroles;theintellectualproductionofmajorfemalereligiousfigures;andthereligioussymbolismrelatingtogenderin theMiddleAges.Assignedreadingswill includeprimaryandsecondarysources(atafairlyadvancedlevel),andstudentswillbeexpectedtocarryoutsomeindependentresearch.Thecourseformatwillcenterarounddiscussion.

�01 Topics in Comparative History3, x Woodfork and Schmitz Limitedtoandrequired of senior history majors, this coursewill explore a number of broad themescommontoavarietyofcivilizations,comparingandanalyzingthesethemesastheydeveloporareplayedout in chronological and geographical perspective.Examplesofsuchthemesincludeslavery,imperialism,industrialization,thepatternsofpoliticalreform,theroleofwomeninsociety,andtheimpactoftechno-logicalchangeonsociety.Readings,discussions,andseveralshortpaperswillberequired.One75-minutemeetingperweek.

��0 Internship3, x Semerdjian Internships are designed to provide an opportunity forstudentstogainfirsthandexperienceworkingasanhistorianwithprimarymaterialsinanoff-campusorganization.Departmentapprovalinadvanceisre-quired.Studentsacceptedinthedepartment’ssummerhistoricalinternshipprogramarerequiredtotakethisclassthefollowingfall.

��� Seminar in African History� AseminarinaselectedtopicofAfricanhistory.

��� Seminar in Ancient Mediterranean History

� AseminarinaselectedtopicinthehistoryoftheAncientMediterranean.Prerequisite:A course inAncienthistoryabovethe100-levelorconsentoftheinstructor.

��0 Seminar in Asian History� AseminarinselectedtopicsofAsianhistory.

��0 Seminar: Eighteenth-Century Chinax, � Dott The long18th century inChina (c. 1680-1820)isoftenseenasahighpointofChinesecivilization,particularly incomparison towhatmanyseeas theincessantdeclineofthe19thcentury.The18thcenturywasatimeofeconomicandmilitaryexpansion,aswellasaperiodofmajorculturalchange.Thisperiodhasrecentlybeenthefocusofmanycutting-edgestudiesinChinesestudies.Intheseminarwewillexploreavarietyofissues,includingimperialexpansion,ethnicidentities and tensions, popular religion, demograph-

11� /

�00 ST: Global Challenges of Public Health1, x Jacquette This course explores the challenges of publichealthinaneraofintenseglobalization.Topicsmayincludethefollowing:infectiousdiseaseandimmigra-tion,bioterrorism,“viraltraffic,”culturalcompetence,andthepoliticsofinternationalanddomesticpublichealth.

��0 Senior Project1-�, 1-� Staff Interdisciplinary project, reading or researchundertaken as part of an approved independentlydesignedmajororcombinedmajor.Prerequisite: ap-proved independentlydesignedmajor,or combinedmajor.Distributionrequirementarea:none.

��� Honors Thesis1-�, 1-� Staff Designedtofurtherindependentresearchprojectsleading to the preparation of an undergraduate thesis or aprojectreportinanapprovedindependentlydesignedmajororcombinedmajor.Distributionrequirementsarea: none. Required of and limited to senior honors candidates.

JapaneseMary Anne O’Neil, Chair, Foreign Languages and Literatures JapaneseHitomiK.JohnsonAkiraR.Takemoto

Courses in Japanese are designed to develop proficiencyinspeaking,writing,andreadingthelanguageandtoacquaintthestudentwithJapaneseliteratureandculture.ThecoursesinJapaneseliteratureintranslation(listedintheWorldLiteraturesection)willofferstudentsanintroductiontoclassicalandmodernJapaneseliterature.Studentscanalsochoosetogainanintroduction to traditional Japanese art andaesthetics (ArtH248), and studio art classesin calligraphy and tea ceremony (Art 301),or take a course on traditional andmodernJapanesehistory.IntheFallSemester2007,aspecialstudiescoursecalled“ThePoetMonkinJapaneseLiterature”willbeoffered. Placementinlanguagecourses:Studentswith previous Japanese language experiencemustcompleteaplacementtestwithProfessorTakemotobeforeenrollinginJapanese205or305.

History, Interdisciplinary Studies, Japanese

��� Testimonio: Voices of the Powerless in Recent Latin American History

x, � Charlip Anewformofliterature/autobiographyemergedinthe1980sinLatinAmerica,knownastestimonio.Mostfrequentlypracticedbypoorwomen,testimonio,liter-ally testimony, involves traditionally disempowered peopletellingthestoryoftheirlivesandbyimplicationthelivesofmanypeopleintheircountries.Thegenrewashailedasgiving“voicetothevoiceless.”Thestoryis usually told to an interviewer, who translates and editstheaccount,raisingquestionsabouttheroleoftheintermediary.Theseaccountsoftenhavehighlypoliti-cizedcontentandadebatehasarisenabouttheirverac-ity,crystalizedbytheattackbyanthropologistDavidStollonthefamoustestimonybyGuatemalanNobelpeaceprizewinnerRigobertaMenchu.ThisclasswilllookattheStoll-Menchucontroversy,examinevarioustestimonios,andconsiderthewaysinwhichtestimoniocanbeusedbyhistorianstounderstandLatinAmerica. Prerequisite: LatinAmericanhistorycourseabovethe100levelorconsentofinstructor.

��� Honors Thesis3, 3 Staff Designed to further independent research orprojectsleadingtoanundergraduatethesisorprojectreport.The thesismaybedoneunder the directionof any consenting instructor in the department, butprojects are coordinatedby the chairman.Required ofandlimitedtoseniorhonorscandidatesinhistory.Prerequisite:admissiontohonorscandidacy.

Interdisciplinary Studies The followingcoursesare for thestudentcompletinganindividuallyplannedmajor(forinformation on the independently designed majorsee“MajorStudyRequirements”intheAcademicsectionofthisCatalog).

�00 O’Donnell Endowment: Special Topics in Applied International Studies

1, 1 Staff The Ashton and Virginia O’Donnell Endowment existstobringtocampusindividualswhoareexpertpractitionersininternationalaffairs.O’DonnellVis-itingEducatorswill have expertise in internationalbusiness,diplomacy,socialmovements,environmentalregulation,immigration,engineering,medicine,devel-opment, the arts or other areas involving international study. Offerings under this designation will be one to twoweekseminarsforselectedgroupsofstudentsontopics that are approvedby theO’DonnellVisitingEducator.Thesecourseswillbegradedonacredit/nocreditbasis,andcannotbeusedtosatisfydistributionrequirementsinanyarea.Astudentmayrepeatthiscoursefornomorethanfourtotalcredits.

/ 11�

TheForeignLanguagesandLiteratures/Japaneseminor: The minor in Japanese will consistofJapanese205and206(ortheequiva-lentoftwoyearsofcollegelevelJapanese)plusaminimumof12creditsinJapaneselanguage,literature,history,or art fromcourseshigherthan 200. Courses on Japan offered under AsianStudies,WorldLiterature,ArtHistory,ArtStudio,andHistorymaybeusedtosatisfytherequirementsforthisminor. Note: Courses taken P-D-F prior to thedeclarationofalanguagemajororminorwillsatisfycourseandcreditrequirementsforthemajororminor.CoursestakenP-D-Fmaynotbe used to satisfy course and credit require-ments for the major or minor after the major orminorhasbeendeclared.

10�, 10� Elementary Japanese�, � Takemoto Thegrammaticalbasis for readingmodern Jap-aneseliteratureandforconductingconversationsongeneraltopics.Fiveperiodsperweek.

20�, 20� Intermediate Japanese�, � Takemoto Thiscoursecontinuestointroducenewgrammarpatterns and kanji, while providing the student with theopportunitytopracticeconversationalskillsandto read cultural and literarymaterials.Fiveperiodsperweek.Prerequisites:Japanese106orconsentofinstructor.

30�, 30� Third Year Japanese�, � Johnson Acomprehensivegrammarreviewpluscontinuedinstruction and practice in Japanese conversation,grammar,andcomposition.Focusondevelopmentofstrongreadingandtranslationskillsinordertoexploreways to recognize and communicate interculturaldifferences.Studentsmustknowhowtouseakanji dictionary.Prerequisites:Japanese206orconsentofinstructor.StudentswhohavenottakenJapaneseatWhitmanpreviouslyarerequiredtotakeanoralandwrittenplacementexaminationforentrance.

3�1, 3�2 Independent Study1-�, 1-� Staff This course is designed for studentswho havecompleted twoyears of college level Japanese andwho desire to pursue further studies in Japanese language, literature, or religion.The instructorwillselect readings in Japanese on topics inwhich thestudent shows interest. Training in the use of a kanji (character)dictionarywillbeanimportantcomponentof thecourse.Students taking theclassfor threeormorecreditswillberequiredtopreparetranslationsof selected readingswith a critical introductory

essay. Prerequisites: Japanese 206 and consent ofinstructor.

The program in Japanese also includescoursesinWorldLiterature.Theseclassesarelisted below and in theWorldLiteraturesectionofthecatalog.

WLIT 32� Masterworks of Classical Japanese Literature�; not offered 200�-0� Japanese prose and poetry from the eighth through the nineteenth centuries.Works includeThe Many-oshu, Japan’searliestpoeticanthology;The Tale of Genji,thefirstnovelintheworldtobewrittenbyawoman;The Tale of the Heike,describingtheriseofthesamuraiethic;thepoemsofSaigyoandRyokan;and the haiku of Basho and Buson.

WLIT 32� Modern Japanese Literature�; not offered 200�-0� Selected novels, short stories, film scripts, andpoems representative of styles and themeswhichcharacterize twentieth-century Japanese literature.Filmscriptsdiscussedinconjunctionwithaviewingofthefilmsthemselves.

WLIT 3�� Special Studies: The Poet Monk in Japanese Literature

�, x Takemoto The focus of this coursewill be to explore thenexusbetweenMahayanaBuddhistideasandclassicalJapaneseliterature.Wewillattempttodiscoverhowmonks and poets used the vocabulary of JapaneseBuddhismnot only to createworks of fiction andpoetry,butalsotoarticulateanddevelopavocabularyofJapaneseliteraryaesthetics.Inparticular,wewillreadpoemsandshortnarrativesbyBuddhistrecluses,includingSaigyo,Ippen,Ikkyu,Basho,andRyokan.Studentswillbeaskedtowriteshortpapers,giveoralpresentations,submitalongertermpaper,andpartici-pateinafinaloralexamination.AllreadingswillbeinEnglish,butabackgroundinJapaneselanguagewouldbeextremelyhelpful.Notopentofirstyearstudents.Distributionarea:humanitiesoralternativevoices.

Latin(See Classics)

Japanese

11� /

Latin American and Caribbean Literature The LatinAmerican and CaribbeanLiteratureminor:Twentycreditsfromamongthefollowingcourses: English387-389whenthetopicisLatin

AmericanorCaribbeanliterature; French439,440; Spanish305,306,335,336,467; WLIT381-390,whenthetopicisLatin

American or Caribbean cinema orliterature.

Noneofthesecoursesmaybeduplicatedasmajorrequirementcredit.Aminimumofeightcreditstransferredfromotherinstitutionsmaybe applied to thisminor.No creditsmaybetakenP-D-Forasindependentstudyordirectedreading.

Latin American StudiesJasonPribilsky,Anthropology, Director, Fall 2007 (on Sabbatical, Spring 2008)AaronBobrow-Strain,Politics, Director, Spring 2008Julie A. Charlip, HistoryMarie Clifford, Art History AndrésLema-Hincapié,Spanish The LatinAmerican Studies major: Thirty-fourcredits;atleast12creditsmustbeat the 300 level or above. Requiredcourses: Eight credits from among the following

courses:Spanish305/306,325,335/336,or any 400 level courses taught inSpanishonaLatinAmericantopic.

Three credits fromHistory 188,Modern Latin America.

Requiredareas: FourcreditsfromonecourseinLatinAmeri-

canHistoryatthe200levelorabove. FourcreditsfromonecourseinPoliticsat

the 200 level or above. FourcreditsfromonecourseinAnthropol-

ogy at the 200 level or above.

Twocredits fromLatinAmericanStudies495, Senior Thesis Workshop.

Twocredits fromLatinAmericanStudies496, Senior Thesis.

Electives:Aminimumofsevencredits.

Studentswhomajor in LatinAmericanstudiesmaychooseamongthefollowingcoursesfor theirrequiredareacoursesandelectives:

Anth 231 Archaeology of South America Anth238 The Archaeology of Mesoamerica Anth 259 Andean Culture and Society since

the Inca ArtH208 Art of the Americas Hist283Topics in Latin American History Hist287Colonial Latin America Hist381History of Central America Hist382United States-Latin American Relations Hist383Women in Latin America Hist384Cuba and Nicaragua Hist387Topics in Latin American History Hist389History of Mexico Hist 495 Seminar in Latin American History Pol242The Politics of Development in Latin

America Pol335Globalization and the Cultural Poli-

tics of Development in Latin America Pol373 Political Ecology of Latin America Span335,336Hispanic Culture, History,

and Introduction to Hispanic Literature (whennottakenasarequiredcourse)

Span440-449Topics in Spanish and Span-ish-American Theatre and/or Cinema (WhenthetopicisLatinAmerican)

WLit 381-390/RFS368World Literature and World Cinema (when the topic isLatinAmerica)

Othercourseswithrelevantcontentasap-provedby theLatinAmericanStudiesfacultyadvisers.

Atleast23ofthe34creditsrequiredfortheLatinAmericanStudiesmajormustbecom-pletedon-campusatWhitmanandnonemaybetakenforP-D-Forasindependentstudy.

Latin American and Caribbean Literature, Latin American Studies

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Nomajorcomprehensiveexamisrequired,rather the oral defense of the thesis before a Committee consisting of professors from atleastthreeoftherequiredcourseareas. The LatinAmerican Studies minor:

Twentycreditsasfollows: TwoLatinAmericanhistorycourses(history

majorscannotcountthesecoursestowardtheirhistorymajorrequirements.)

Eight credits from among the followingcourses:Spanish205/206,305/306,325,335/336,orany400-levelcoursestaughtinSpanishonaLatinAmericantopic.

Four credits from among the followingsupportingcourses:Anthropology259;History283,287,381,382,383,384,387,389,495;Politics242,334,335,373;Spanish335,336,431,432,433,434,plus440-449,467,468;andWLit381-390/RFS 368,when the topic isSpanishAmericancinemaorliterature,and other courses by consent of theadviser(s)inLatinAmericanstudies.

AminimumofeightcreditsinLatinAmer-icanhistoryandinSpanishforthisminormustbecompletedatWhitman,andnoneofthesecreditsmaybetakenP-D-Forasindependentstudyordirectedreading. The LatinAmerican Studies minor forSpanishmajors:Twentycreditsasfollows: ThreeLatinAmericanhistorycourses. Eight credits from among the following

supporting courses:Anthropology 259;History283,287,381,382,383,384,387,389, 495;Politics 242, 334, 335, 373;Spanish431, 432, 433, 434, plus 440-449,467,468;andWLit381-390/RFS368,whenthetopicisSpanishAmericancinemaorliterature(nottobeduplicatedinmajor requirement credit), and othercourses by consent of the adviser(s) inLatinAmericanstudies.

A minimum of eight credits in LatinAmerican history for this minormust becompleted atWhitman, and none of thesecreditsmaybetakenP-D-Forasindependentstudyordirectedreading.

��� Latin American Studies Senior Thesis Workshop

2, x Bobrow-Strain RequiredofandlimitedtoseniormajorsinLatinAmericanStudies.Thepreparationofaseniorthesis

paperfromitsconceptiontoacompletedraft.Undertheguidanceoftheiradvisors,seniormajorswillmeetto formulate a research plan and a calendar underwhichtheywillhavesubmittedthefollowingbytheendof semester: a bibliographyof relevantworks,a detailed outline, and a completefirst draft of thethesis.

��� Latin American Studies Senior Thesisx, 2 Bobrow-Strain Thecompletionof thedraftof the senior thesispreparedbyLAMS495.RequiredofandlimitedtoseniormajorsinLatinAmericanStudies.

��� Latin American Studies Honors Thesisx, 2 Bobrow-Strain ThecompletionofthedraftofthethesispreparedinLAMS495.Requiredofandlimitedtoseniorhonorscandidates inLatinAmericanStudies.Prerequisite: Admissiontohonorscandidacy.

Library100 Use of the Library1, 1 Frazier Theuseofprintandelectronicresourcesandli-braryservices.Instructiondesignedtoteachstudentstoconductresearchmoreeffectively.Oneseminarperweek.Gradedcredit/nocredit.Open tofirstandsecondyearstudents,othersbyconsent.

Mathematics and Computer ScienceAlbertW.Schueller,ChairBarryBalof DavidGuichardJames Cotts Douglas HundleyRobertA.Fontenot PatrickW.KeefRussell A. Gordon LauraM.Schueller (on Sabbatical, 2007-08) Mathematicscoursesprovideanopportunitytostudymathematicsforitsownsakeandasatoolforthephysical,social,andlifesciences(appliedmathematics).Mostcoursesmixthetwo points of view to some extent, thoughsomedealalmostexclusivelywithoneortheother. The department offers two separate major programscorrespondingtothesetwoareas. All or part of the calculus sequence isrequired or recommendedby severalmajorsatWhitman and calculus is themost com-monmathematics course taken by students.However,thedepartmentoffersothercourses

Latin American Studies, Library, Mathematics and Computer Science

11� / Mathematics and Computer Science

(Mathematics108,128,167)thatareintendedfor studentswhowish to takemathematicsbut are not interested in or not prepared for calculus.Coursesincomputerscience,orwithanemphasisoncomputing,are167,235,236,270, 350, 467. P-D-FPolicy:The department places norestrictionsontheuseoftheP-D-Foptionformathematicscoursesformajorsornon-majors,exceptthatstudentschoosingtheMathematicsmajormusttakeMathematics260foragrade.The department stronglyrecommendsthatstu-dentsmajoringinmathematicsorcompletingajointmajorwithmathematicsnotusetheP-D-Foptioninmathematicscourses. The senior assessment inmathematicsconsists of a comprehensive examination intwo parts: a four-hourwritten examinationandaone-houroralexamination.Thewrittenexaminationcoversthreesemestersofcalculusandoneoflinearalgebra—roughlythefirsttwoyears of the program.The oral examinationcoversadvancedtopics. Courses in mathematics apply to thequantitativeanalysisdistributionarea. TheMathematicsmajor: 225, 235, 236, 260,300;anytwoof385,386,455,456;495and 496; 12 additional credits inmathemat-ics courses numbered above200, for a totalof36credits.AgradeofC(2.0)orbetter inMathematics260isrequiredandgradesofB(3.0) or better inMathematics 225 and 260are strongly recommended for any studentconsideringmathematicsasamajor.Thefol-lowingarestronglyrecommended:computerprogrammingexperienceandtheuseofava-rietyof technical softwarepackages;appliedmathematics courses, such asMathematics338,339,350and467;andaminorinasubjectwhichmakessubstantialuseofmathematics;forexample,aphysicalscienceoreconomics.StudentsplanninggraduatestudyshouldtakeMathematics386and456andshouldacquireareadingknowledgeofatleastoneofFrench,German, and Russian. TheApplied Mathematics major: 167, 225,235,236,244,300,338,467,495and496;nineadditionalcreditsinmathematicscoursesnumberedabove200(270,339,350,367,368aregoodoptions)foratotalof34credits;ami-

nor(ormajor)inarelateddiscipline,approvedbythedepartment.StudentsplanninggraduatestudyshouldacquireareadingknowledgeofatleastoneofFrench,German,andRussian. A student who enters Whitman College without a goodworking knowledge of thematerialinMathematics125and126willhaveto complete42mathematics credits to fulfillthe requirements for themathematicsmajor,40creditsfortheappliedmathematicsmajor;bothtotalsincludesixcreditsforMathematics125, 126. Twenty-sevenmathematicscreditsare re-quiredforthemathematics-physicsmajor,31mathematicscreditsfortheeconomics-math-ematicsmajor,and27mathematicscreditsforthe3-2mathematics-computersciencemajor.Studentsmaynotdeclarebothamathematicsandappliedmathematicsmajor. TheMathematicsminor:Fifteencreditsormoreinmathematicscoursesnumbered200orabove. TheComputerScienceminor: A minimum of 15 credits including: 167, 270, and threecourseschosenfrom339,350,358,and467. The Economics-Mathematics combinedmajor:Mathematics167,225,235,236,244,300, 338, either 339or 350, and three addi-tionalcreditschosenfrommathematicscoursesnumbered above 200.Economics 107, 307,308,327,428plus twoadditionalcourses ineconomics,atleastoneofwhichisnumbered310through490.Foreconomics-mathematicsmajors,Economics107andMathematics338aretheprerequisitesforEconomics327,andEconomics227doesnotapplytowardthemin-imummajorrequirements.Coursescompletedinthismajorapplytothesocialscience,scienceandquantitativeanalysisdistributionareas. TheMathematics-Physicscombinedma-jor:Mathematics225,235,236,244,300,andnineadditionalcreditsinmathematicscoursesnumberedabove200;Physics155,156,245,246,255,256,335,either325or347,andfivecredits fromphysics coursesnumbered from300-480,orfromBBMB324andBBMB334.Coursescompletedinthismajorapplytothescienceandquantitativeanalysisdistributionareas.

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MajoringinComputerScience.Pleaseseethe Combined PlanssectionofthisCatalog.ChoosingaCalculusCourse Studentswhowishtotakecalculusshouldnotethefollowing:StudentswithastrongbackgroundinhighschoolmathematicsnotincludingcalculusstartwithMathematics125.Studentswhohavetakenahigh school course in calculus, butwhohave nottakentheBCcalculusAdvancedPlacementTest(seethestatementbelowregardingcollegecreditfortheAdvancedPlacementTest)shouldtaketheAdvisoryCalculusPlacementexamofferedbythedepartmentofmathematics. Studentsshouldnote thatseveralprogramsre-quirethecalculuslabs,Mathematics235and236,inadditiontoMathematics225.Becausethelabcoursesteachskillsthatareusefulinothermathematicsandscience courses, it is strongly recommended thatstudentstakeMathematics235and236asearlyaspossible in their programs. Programs that requirethe calculus labs are themathematicsmajor, theeconomics-mathematicsmajor, themathematics-physicsmajor,thephysicsmajor,the3-2engineeringprogram,andthe3-2mathematics-computersciencemajor.AdvancedPlacement ThepolicyforadvancedstandingandcreditfortheCollegeBoardAdvancedPlacementprogramisas follows: 1. Studentswith a 4 or 5 on theBCcalculus

test are considered to have completed theequivalentofMathematics125and126andreceivesixcreditsinmathematics.

2. Studentswith a 4 or 5 on theABcalculustest(orontheABsubtestoftheBCtest)areconsideredtohavecompletedtheequivalentofMathematics125andreceivethreecreditsinmathematics.Thesestudentsshouldtaketheplacementtestofferedbythedepartmentofmathematics to determinewhether theyshouldenrollinMathematics126orMath-ematics225.

3. Studentswitha4or5onthecomputerscience(A)testareconsideredtohavecompletedtheequivalentofMathematics167andreceivethreecreditsinmathematics.Studentswitha4or5onthecomputerscience(AB)testareconsideredtohavecompletedtheequivalentofMathematics167and270andreceivesixcreditsinmathematics.

AstudenthastheoptionofrepeatingacourseforwhichAPcredithasbeengranted,butwithacom-mensuratereductioninadvancedplacementcredit.

10� Introduction to Mathematical Thinking3, x Balof Thiscoursewillintroducestudentstomathematicalthinkingbystudyingavarietyofmathematicaltop-ics.Topicsmay includeproblemsolving strategies,recreationalmathematicsandpuzzles,mathematicsoffinance,votingpower,andgametheory.Thiscourseisnotdesignedtopreparestudentsforcalculusandisintended primarily for the non-math major. Prerequi-site:twoyearsofhighschoolmathematics.

12� Calculus I3, 3 Fall: Keef, Balof, Hundley, L. Schueller

Spring: Fontenot Abriefreviewofsomeprecalculustopicsfollowedbylimits,continuity,adiscussionofderivatives,andapplicationsofthederivative.Prerequisites: two years ofhighschoolalgebra;oneyearofplanegeometry;andknowledgeoftrigonometryandconicsectionsorconsentoftheinstructor.

12� Calculus II3, 3 Fall: Fontenot

Spring: Guichard, Cotts, Keef A continuation ofMathematics 125, coveringintegration, techniques for computing antideriva-tives,applicationsofthedefiniteintegral,andinfiniteseries. 12� Elementary Statisticsx, 3 Cotts Probability and statistics includingmethods forexploringdataandrelationshipsindata,methodsforproducingdata,anintroductiontoprobabilityanddis-tributions,confidenceintervals,andhypothesistesting.Prerequisite:twoyearsofhighschoolmathematics.

1�� Programming in C++x, 3 A. Schueller An introduction toprogramming techniquesap-plicable tomost languages.Emphasis is placed ontheC++language;frequentprogrammingprojectsarerequired.

203, 20� Special Topics in Introductory Level Mathematics

1-3 On occasion, themathematics departmentwilloffercoursesonintroductorytopics inmathematicsthatarenotgenerallycovered inother introductorycourses.PossibletopicsincludeIntroductiontoNum-berTheory,ChaosandAppliedDiscreteProbability.

203 ST: Programming with Robots3, x A. Schueller An introduction toprogramming techniquesap-plicabletomostlanguagesusingpersonalroboticskits(LegoMindstormNXT’sprovided).Theprogramminglanguage used is most similar to the C programming language.Frequentprogrammingprojectsarerequiredin both independent and group settings. Along with

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consultationwiththestaff,isdeemedtobeintroduc-toryinnaturewithalevelofdifficultycomparabletoothermathematicscoursesatthe200-level.Mayberepeatedforamaximumofsixcredits.Prerequisite: consentofsupervisinginstructor.

2�� Problem Solving in Mathematics1, x Balof Studentswillmeetweekly to discuss problemsolving techniques. Eachweek a different type ofproblemwillbediscussed.Topicscoveredwillincludepolynomials, combinatorics, geometry, probability,proofsinvolvinginduction,parityargumentsanddivis-ibilityarguments.ThemainfocusofthecoursewillbetopreparestudentsfortheWilliamLowellPutnamMathematicsCompetition, a national examinationheld thefirst Saturday inDecember. Studentswhoplace in the top500on this examnationwidehavetheirnames listed for consideration tomathematicsgraduateprograms.Mayberepeatedforamaximumoffourcredits.Prerequisite:ConsentofInstructor.

300 Linear Algebra3, 3 Fall: Balof; Spring: Keef This coursefirst considers the solution set of asystemoflinearequations.Theideasgeneratedfromsystemsofequationsarethengeneralizedandstudiedin amore abstract setting,which considers topicssuchasmatrices,determinants,vectorspaces, innerproducts, linear transformations, and eigenvalues.Prerequisite:Mathematics225.

33� Geometry3; not offered 200�-0� Essentialforprospectivehighschoolmathematicsteachers, this course includes a studyofEuclideangeometry, a discussion of the flaws in Euclideangeometry as seen from the point of view of modern axiomatics,aconsiderationof theparallelpostulateand attempts to prove it, and a discussion of the discoveryofnon-Euclideangeometryanditsphilo-sophical implications.Prerequisite:Mathematics126.

33� Probability and Statistics�, x Hundley Topicsincludediscreteandcontinuousprobabilityspaces, distribution functions, the central limit the-orem, estimation, tests of hypothesis, regression, and correlation.Prerequisite:Mathematics225.

33� Operations Research3; not offered 200�-0� Operationsresearchisascientificapproachtode-termining how best to operate a system, usually under conditionsrequiringtheallocationofscarceresources.Thiscoursewillconsiderdeterministicmodels,includ-ing those in linearprogramming(optimization)andrelatedsubfieldsofoperationsresearch.Prerequisite: Mathematics300.

traditional computer science topics like logic andalgorithms, simple networking and threadingwillalsobeexplored.Prerequisite:nomorethanfirst-yearstanding.

20� ST: Number Theoryx, 3 L. Schueller Number theory is essentially the study of the integers.Inthiscourse,wewillstudymanystandardtopicsinnumbertheoryincludingDiophantineequa-tions, congruences, and Fermat’s LastTheorem.Prerequisite: Math126orconsentofinstructor.

22� Calculus III�, � Fall: Guichard; Spring: Balof Topics include partial derivatives, gradients,extreme value theory for functions ofmore thanone variable, multiple integration, line integrals and varioustopicsinvectoranalysis.

23�, 23� Calculus Laboratory1, 1 Fall: Hundley; Spring: Guichard A laboratory to investigateways inwhich thecomputercanhelpinunderstandingthecalculusandindealingwithproblemswhosesolutionsinvolvecal-culus.Noprogrammingrequired;avarietyofexistingprograms will be used. Prerequisite or co-requisite for Mathematics235:Mathematics225;Prerequisite for Mathematics236:Mathematics235.

2�� Differential Equationsx, 3 Hundley Thiscourseincludesfirstandsecondorderlineardifferentialequationsandapplications.Other topicsmay include systems of differential equations andseriessolutionsofdifferentialequations.Prerequisite: Mathematics225.

2�0 An Introduction to Higher Mathematicsx, 3 Balof Anintroductiontosomeoftheconceptsandmeth-odologyofadvancedmathematics.Emphasisisonthenotions of rigor andproof.This course is intendedfor students interested inmajoring inmathematics;studentsshouldplantocompleteitnotlaterthanthespring semester of the sophomore year. Prerequisite: Mathematics225.

2�0 Data Structures with C++3, x Guichard Westudyfundamentalmethodsusedtostore,ac-cess,andmanipulatedataincomputers.Storagestruc-turestobecoveredincludefiles,lists,tables,graphs,and trees.Wewill discuss and analyzemethods ofsearchingforandsortingdatainthesestructures.Pre-requisite:Mathematics167orconsentofinstructor.

2�1, 2�2 Independent Study1-3, 1-3 Staff Areadingprojectinanareaofmathematicsnotcoveredinregularcoursesorthatisapropersubsetofanexistingcourse.Thetopic,selectedbythestudentin

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3�0 Mathematical Modeling and Numerical Methods

x, 3 Hundley This course explores the process of building,analyzing,andinterpretingmathematicaldescriptionsof physical processes.Topicsmay include featureextraction,partialdifferentialequations,neuralnet-works,statisticalmodels.Thecoursewillinvolvesomecomputer programming, so previous programmingexperienceishelpful,butnotrequired.Prerequisite: Mathematics300.

3�� Combinatorics and Graph Theoryx, 3 Guichard Topics in elementary combinatorics, including:permutations, combinations, generating functions,theinclusion-exclusionprinciple,andothercountingtechniques; graph theory; and recurrence relations.Prerequisites:Mathematics260orconsentofinstruc-tor.

3�� Engineering Mathematics 3, x A. Schueller Anintroductiontomathematicscommonlyusedinengineeringandphysicsapplications.Topicsmayinclude: vector analysis and applications;matrices,eigenvalues, and eigenfunctions; boundary valueproblemsandspectralrepresentations;FourierseriesandFourierintegrals;solutionofpartialdifferentialequationsofmathematicalphysics;differentiationandintegration of complex functions, residue calculus,conformalmapping.Prerequisite:Mathematics244.

3�� Complex Variablesx, 3 Fontenot Complexanalysisisthestudyoffunctionsdefinedon the set of complex numbers.This introductorycoursecoverslimitsandcontinuity,analyticfunctions,theCauchy-Riemannequations,TaylorandLaurentseries,contourintegrationandintegrationtheorems,and residue theory. Prerequisite:Mathematics225.

3��, 3�� Abstract Algebra�; not offered 200�-0� Thefirst semester is an introduction to groupsandrings,includingsubgroupsandquotientgroups,homomorphisms and isomorphisms, subrings and ideals.Topics for the second semestermay includefields,simplegroups,Sylowtheorems,Galoistheory,and modules. Prerequisite:Mathematics260.

���, ��� Real Analysis�, � Fontenot Firstsemester:arigorousstudyofthebasiccon-ceptsofrealanalysis,withemphasisonreal-valuedfunctionsdefinedonintervalsofrealnumbers.Top-ics include sequences, continuity, differentiation, integration, infinite series, and series of functions.Second semester: content varies from instructor toinstructor but includes topics frommetric spaces,the calculus of vector-valued functions, andmore

Mathematics and Computer Science

advanced integration theory.Prerequisite: Mathe-matics260.

��� Numerical Analysis3; not offered 200�-0� An introduction to numerical approximation ofalgebraicandanalyticprocesses.Topicsincludenu-mericalmethodsofsolutionofequations,systemsofequationsanddifferentialequations,anderroranalysisof approximations.Prerequisite:Mathematics 167;prerequisite or co-requisite:Mathematics300.

��1, ��2 Special Topics1-3 On occasion, themathematics departmentwilloffercoursesonadvancedtopicsinmathematicsthatarenotfoundinothercourseofferings.Possibletopicsincludetopology,numbertheory,andproblemsolv-ing.

��1, ��2 Independent Study1-3, 1-3 Staff Areadingorresearchprojectinanareaofmath-ematicsnotcoveredinregularcourses.Thetopicistobeselectedbythestudentinconsultationwiththestaff.Maximumofsixcredits.Prerequisite:consentofsupervisinginstructor.

��� Senior Project I 3, x L. Schueller Preparationof the seniorproject requiredof allgraduatingmathematicsmajors.Aidwillbegiveninchoosingaseniorprojectduringthefirsttwoweeks.Onceaprojectisdefined,eachstudentwillbematchedwithafacultymentorfromthemathdepartment.Shortoralreportswillbegivenweeklyfortheremainderofthesemesterontheprogressoftheseniorproject.

��� Senior Project II x, 1 L. Schueller Finalizationof the seniorproject formathemat-icsmajors.A finalwritten and oral report on thesenior project is completed and submitted.Duringthe semester drafts of the senior report are submitted regularlyandevaluatedforcontentandstyle.Propermathematicalwritingwillbeemphasized.

��� Honors Thesis3, 3 Staff Preparationofanhonorsthesis.Required of and limited toseniorhonorscandidates inmathematics.Prerequisite:admissiontohonorscandidacy.

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MusicRobert H. Bode, ChairPeterCrawfordEdwardDixonDavid Glenn SusanPickett Assistants William BerryRon Coleman Amy Dodds John David Earnest Ben Gish JonKleinPhilLynchSpencerMartin

Musiccoursesaredesignedtodevelopanunderstandingandappreciationofmusicasanart,andtopreparethestudentforcomposing,teaching, performing, and advancedwork inmusic.Coursescompletedinthemusicmajorapplytothefineartsdistributionarea.Music160and354alsoapplytothealternativevoicesdistributionarea.Music327alsoappliestothequantitativeanalysisdistributionarea. The Music major:Studentsmajoring inmusicmay select from five optionswithinthemusicmajor program: StandardTrack,PerformanceTrack,MusicHistoryTrack,Theory/CompositionTrack,andJazzTrack. A student who enters Whitman without any prior college-level preparation inmusicwillhavetocomplete36creditstofulfilltherequirementsfortheStandard,History,Theory/CompositionorJazztracksor38creditsforthePerformancetrack. Aminimumof36creditsselectedsoastoincludethefollowing: TheoryofMusic125,126,327,328,440 HistoryandLiterature397,398,399,400 LargeEnsemble,fourcredithours(forJazztrack,

two from the following list plus two from 261, 262–Jazz Ensemble I))selectedfromMusic211, 212, 231, 232, 241, 242, 253, 254

In addition, theStandardTrack requires eightcredithoursofappliedmusic(withnofewerthansixonthestudent’sprimaryinstrument,

nomorethantwoselectedfromMusic163,164, and at least two at the intermediate levelofMusic363/364).TheStandardTrackrequiresthatthestudentgiveahalfrecitalinthe senior year.

PerformanceTrack requires eight credit hoursof appliedmusic (with six on the primaryinstrument, no more than two at the 163, 164 level,andatleastfouratthe463,464level).The PerformanceTrack requires that thestudentgiveafullrecitalinthesenioryear.

MusicHistoryTrackrequiresfourcredithoursofappliedmusic(withnomorethantwoatthe163,164level),threeadditionalcreditsinhistorycourses,andaseniorthesis.

MusicTheory/CompositionTrackrequiresfourcredithoursofappliedmusic(withnomorethantwoat the163,164level), threeaddi-tionalcreditsintheory/compositioncoursesandaseniorproject,which,forcomposers,includesaportfolioofcompo-sitionsandapublicperformanceoforiginalworksinthesenioryear.Astudentwithamusiccompo-sitionemphasisideallyshouldcompleteMu-sic327inthefirstsemesterofthesophomoreyear, then takeMusic 480 (composition)every semester thereafter. If this timetable isnotpossible,Music327and440must be completedbytheendof thejunioryear, inwhichcaseMusic480shouldbetakensimul-taneouslywithMusic440duringthesecondsemesterofthejunioryear.Allcompositionemphasis students must submit a portfolio tothemusicfacultyattheendofthejunioryearforconsiderationofadvancementtothesenioryearwiththecompositionemphasis.The portfolio should include two to threeworks totaling about 15minutes ofmusicandtheworksshoulddemonstratetechnicalproficiencyataleveldeterminedbythecom-position professor.

JazzTrackrequiresfourcredithoursofappliedmusic at the intermediate level ofMusic363/364.The JazzTrack requires that thestudentgiveafullrecitalinthesenioryear.That recitalmust contain 1 piece from theclassicalrepertoire.Thisstipulationdoesnotapplytoguitarists;TwocreditsselectedfromMusic261,262,(JazzEnsembleI);Music260Jazz Theory.

Theseniorassessmentformusicmajorscon-sists of three segments: written, aural, and oral. Apianoproficiencyexaminationisrequiredofallstudentsmajoringinmusic.Upondeclara-tionofthemusicmajor,astudentmustenrollforatleastonecreditofpianoeachsemester

Music

LeeD.ThompsonJackieWoodKarenZizzi

Robyn NewtonLoriParnickyLeoPottsKraigScottJonSt.HilaireMayaTakemotoKristinVining-Stauffer

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until the proficiency examination has beenpassed.An aural proficiency examination isalsorequiredofallstudentsmajoringinmusic.TheexaminationmaybefulfilledbyreceivingagradeofBorbetterinMusic328.CoursestakenP-D-Fmaynotbeusedtosatisfycourseandcreditrequirementsforthemajor. Becauseanumberoftherequiredcoursesforamajorinmusicareofferedonlyinalternateyears,musicmajorsintendingtostudyabroadshouldcompletemostoftherequiredcourse(s)beforegoingabroadormakearrangementstotakeacomparablecoursewhileabroad. Any student desiring to performa recitalmustpresentapre-recitaljurytothemusicfac-ultyatleastthreeweekspriortothescheduledrecitaldate. TheMusicminor:Aminimumof18cred-its selected to include:Music 125, 126; twocoursesfrom397,398,399,400;fourcreditsinmusicensemblesfrom211,212,231,232,241,242,253,254(withamaximumoftwocreditsin 261, 262, Jazz Ensemble I);twocreditsinAppliedMusic263,264and/or363,364.TheP-D-Foption is not allowed for any coursesappliedtothemusicminor.

AdvisoryInformation Potential Music Major: It isstronglyrec-ommendedthatpotentialmusicmajorsenrollinMusic125,126andappliedmusicintheirfirst-year. Requiredmusic history courses(Music397,398,399,400)areofferedonlyinalternateyears.Musicmajorsintendingtostudyabroadshouldcompletemostoftherequiredcoursesbeforegoingabroad. Applied Lessons: Instruction isoffered inpiano,voice,organ,harpsichord,strings,wood-winds,andbrassatall levels;andguitarandpercussionattheintroductoryandintermediatelevels.Allcollegestudentsenrolledinappliedmusicforcreditmusttakeajuryexaminationat the conclusion of each semester.AppliedlessonsmaynotbetakenP-D-F. Scholarships for Applied Lessons:Scholar-ships are available to offset the fee for lessons. Studentsreceivingscholarshipsarerequiredtoparticipateintheappropriatemajorensemble(WindEnsemble,JazzEnsembles,SymphonyOrchestra,orChoir)orAccompanying253,254(aminimumoftwohalf-hourlessonsperweekpersemester).

Non-Majors:The following courses arerecommended as an introduction tomusicforliberalartsstudents(somecoursesrequireauditionsand/orconsentoftheinstructor). StudyofJazz—Music160 ReadingofMusic—Music100 IntroductiontoMusicTheory—Music125 Introduction toMusicLiterature—Music

150 Ensembles—Music211,212,231,232,241,

242,251,252,253,254,261,262,281,282

AppliedLessons—Music 163, 164, 263,264, 271

Grading and credit limitations: All en-sembles (211, 212, 231, 232, 241, 242, 251,252,253,254,261,262,281,282)aregradedonaregularbasis;amaximumof12creditsisapplicable toward degree requirements.Ap-pliedmusic courses are gradedon a regularbasis.AppliedlessonsmaynotbetakenP-D-F.Amaximumof16creditsinappliedmusicisapplicabletowarddegreerequirements. 100 Reading of MusicFirst-half of Fall semester; 1, x Pickett Music reading including treble and bass clefs,rhythms, accidentals, and notation procedures.Of-fered first half of the fall semester only. Prerequisite: theabilitytodiscernifpitchisrisingorfalling;tobeable tomatchpitchesplayedon thepianowith thevoice.Co-requisite: enrollment in private lessons or anensemble,orconsentofinstructor.

12� Introduction to Music TheorySecond-half of Fall semester; 2, x Pickett Fundamentalsofmusicincludingkeysignatures,scales, intervals, triads, and ear training.Offered second half of the fall semester only. Prerequisite: the abilitytodiscernifpitchisrisingorfalling;tobeabletomatchpitchesplayedonthepianowiththevoice;afacilereadingabilityoftrebleandbassclefs.Co-req-uisite: enrollment in private lessons or an ensemble, orconsentofinstructor.

12� Music Theoryx, 3 Pickett A continuation ofMusic 125; harmony andpartwriting. Prerequisite: Music 125 or consent ofinstructor.

1�0 Introduction to Music Literaturex, 3 Dixon A liberal arts approach to the study ofmusicthroughhistoricalstyle.Manymusicalcompositionsfromtheseventeenththroughthetwentiethcenturyare

Music

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general,musiccreditisofferedforopera,anddramacreditisgivenformusicaltheatre.Prerequisite:con-sentofinstructor.P-D-Fnotallowed.

2�1, 2�2 Section B: Whitman Chamber Singers

1, 1 Bode A 24-member select ensemble, specializing intraditional vocal chambermusic of the sixteenththroughthetwenty-firstcentury.Oneformalon-cam-pusconcertplusadditionaloff-campusperformanceseachsemester.Membership open only to members of theChorale.P-D-Fnotallowed.

2�1, 2�2 Section E: Chamber Music1, 1 Staff Rehearsal and performance ofworks from thechambermusicrepertoiresforvarioussizesandcom-binationsofinstrumentsfromtwotonineparts.Workswillbeselectedaccording to the instrumentsrepre-sentedbythoseenrolledbutwillemphasizeworksforsmall groups of strings and winds or instruments with piano.Atleastonepublicconcertwillbepresentedeachsemester.Open to all students by audition and consentofinstructor.P-D-Fnotallowed.

2�1, 2�2 Section EB: Cello Choir1, 1 Staff An ensemble of only cellos ranging from8 to12players.Aformalconcertplusoccasionalcasualperformancesaregiveneachsemester.Musicrangesfromclassical,folkandeverythinginbetween.Opentoallcellistsbyaudition.

2�3, 2�� Accompanying1, 1 Thompson This course is designed for pianists andwillexplore the skills and techniques necessary for ac-companyingsoloists.Itwillbetherequiredensembleforpianistsonappliedlessonscholarship.Open to all studentsbyauditionandconsentofinstructor.P-D-Fnot allowed.

2�0 Jazz Theoryx, 3 Glenn Techniquesofimprovisation,composing,andar-ranginginthejazzidiom.Amongtheprojectsassignedduringthesemesterarethetranscriptionofafamousjazzsoloandanoriginalcomposition.Atestinbasicjazzchordvoicingsispartofthefinalexam.Prereq-uisites:Music125orconsentofinstructor.Offered in alternate years.

2�1, 2�2 Jazz Ensemble I1, 1 Glenn A select jazz ensemble of 17-20 pieces.Thisgroupperformschallengingmaterialinthebigbandidiom.JazzEnsembleIwillperformoneformalon-campus concert and several additional off-campusperformanceseachsemester.Open to all students by auditionduringthefirstweekofclasses.Thiscourseisexcludedfromthe18-creditenrollmentlimit.P-D-Fnot allowed.

Music

presentedthroughrecordingsandothermediatoaidinformulatingmusicaltaste.Nopreviousknowledgeofmusic theory or score reading is necessary as abasisforthiscourse.Open to all students. Offered in alternate years.

1�0 Study of Jazz3, x Glenn Jazz appreciation and jazzhistory in a compre-hensivestudyofthesources,styleperiods,importantperformersandrecordingsofjazzfromitsoriginstothe present. Open to all students.

1�3, 1�� Applied Music: Elementary Level1, 1 Staff Designedforstudentswishingtobeginstudies(orhavingveryminimalexperience)inappliedmusic.Amaximumofonecreditperappliedfieldpersemester;open to all students. Each lesson is one-half hourperweek for thedurationof thesemester.Studentsassigned to the appropriate instructor.All studentsregisteredinAppliedMusicrequiredtoattendeightapprovedmusical performances each semester ofenrollment. Fee:$300eachsemester.Coursesectionsmay notberepeatedinsubsequentyears.Prerequisite: consentofinstructor.P-D-Fnotallowed.

211, 212 Symphony Orchestra1, 1 Dixon A concert organization devoted to the study oforchestralmusicofallperiods.Oneormoreformalconcertspresentedeachsemester.Open to all instru-mentalistsbyaudition.Thiscourseisexcludedfromthe18-creditenrollmentlimit.P-D-Fnotallowed.

231, 232 Wind Ensemble1, 1 Crawford Aconcertorganizationperformingtheentirerangeof wind ensemble repertoire. Open to all students by auditionduringthefirstweekofclasses.Thiscourseisexcludedfromthe18-creditenrollmentlimit.P-D-Fnot allowed.

2�1, 2�2 Chorale1, 1 Bode Choralmusicofthehigheststandards,acappellaandaccompanied.Open to all students by audition. Thiscourseisexcludedfromthe18-creditenrollmentlimit. Fee:$25.P-D-Fnotallowed.

2�1, 2�2 Special Ensembles1, 1 Specificensemblesmayvaryeachsemester.Thiscourse is excluded from the 18-credit enrollmentlimit. Prerequisite:consentofinstructor.Thecurrentofferings follow.

2�2 Section A: Music Theatre and Opera Productionx, 1 Staff Rehearsalandperformanceofmusicalsandoperas,giveninconjunctionwiththetheatredepartment.In

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32� Romantic, Post Romantic and Twentieth-Century Music Theory3, x Pickett Chromaticharmonyandtwentieth-centurycompo-sitiontechniques.Prerequisite:Music126withagradeof C or better. Co-requisite forMusicmajors:Music328.

32� Music Theory Laboratory1, x Dixon Intermediate and advanced ear trainingwithemphasis on group and individual sight singing and independentworkusingcomputerdictationsoftware.ReceivingagradeofBorbetterwillsatisfytheauralproficiencyrequirementofthemusicmajor.RequiredofallmusicmajorsenrolledinMusic327.Studentsmust pass a pre-diagnostic dictation exam in orderto register for the course.Onehour perweek.Co-requisite:Music327.ThiscoursemaynotbetakenP-D-F.

3�0 Beginning Conducting2; not offered 200�-0� Thiscoursewillofferinstructioninthephysicalaspectsofconducting:useofbaton,independenceoftheleftandrighthands,familiaritywithconductingpatterns,etc.Musicalexamplesfromtheinstrumentaland choral repertoirewill be studied.Prerequisite: consentofinstructor.

3�� Women as Composers3; not offered 200�-0� Thelivesandmusicofselectedfemaleclassicalmusiccomposersfromthemedievalerathroughthetwenty-firstcentury. Prerequisites: students must be fluentmusic readers,Music 398 andMusic 399ortheequivalent,orconsentoftheinstructor.Offered in alternateyears.Distributionareas:finearts,alternativevoices,genderstudiesminor.

3�3, 3�� Applied Music: Advanced Level1-2, 1-2 Staff Amaximumoftwocreditsperappliedfieldpersemester.One credit for each half hour lesson perweek.Students assigned to instructors on the basisof previous study.Lessonsgraded as anyother ac-ademic course.All students registering inAppliedMusicrequiredtoattendeightmusicalperformanceseachsemesterofenrollment.Fee:$300percreditpersemester. Prerequisite: consent of instructor. P-D-Fnot allowed.

3�1 Intermediate Music Technologyx, 3 Crawford Thiscoursewill continue thestudyof topics inmusic technology,with an emphasis on composingmusicwith thecomputer,computermusicnotation,recording andmixing techniques, andMIDI/AudioSequencing.Also,anintroductiontoperceptionandcognitioninmusicwillbeincluded.Prerequisite: Mu-sic271orconsentoftheinstructor.Mayberepeatedonetimeforcredit.

Music

2�3, 2�� Applied Music: Intermediate Level1-2, 1-2 Staff Amaximum of two credits per applied fieldper semester.One credit for each half hour lessonperweek. Students assigned to instructors on thebasisofpreviousstudy.Lessonsgradedasanyotheracademiccourse.AllstudentsregisteringinAppliedMusicrequiredtoattendeightmusicalperformanceseachsemesterofenrollment.Fee:$300percreditpersemester. Prerequisite: consent of instructor. P-D-Fnot allowed.

2�� Jazz Composing and Arranging 3; not offered 200�-0� Thiscourseisdesignedtoexaminecompositionandarrangingtechniquesinthejazzidiom.Projectswillincludecomposinganoriginaljazzcompositionandarrangingthatpieceforajazzseptet.Prerequisite: Music260orconsentoftheinstructor.

2�1 Introduction to Music Technology 3, x Crawford Thiscourseisdesignedtogivethemusicstudentabroadunderstandingof thetechnologiesavailabletomusic performers and composers.No previousexperience is required.The coursewill include thefollowingtopics:computermusicnotationandlayout,basics ofMIDI recording, digital audio, sequencerbasics, presentation software, accompaniment pro-grams,surveyofmusictheoryandmusiceducationsoftware,andothertopicsrelatedtomusicinstructionandperformance.Thecoursewillconsistofweeklyprojects based on the above topics. Studentswillcompleteasupervisedprojectintheirareaofinterest.Prerequisite:consentofinstructor.

2�1, 2�2 Jazz Ensemble II1, 1 Glenn A jazz ensemble of 12-20 pieces.This groupworks on developing skills in style, sight readingandimprovisationinthejazzidiom.JazzEnsembleIIwillperformone formalon-campusperformanceandpossibleadditionalperformanceseachsemester.Opentoallstudentsbyauditionduringthefirstweekofclasses.Thiscourseisexcludedfromthe18-creditenrollmentlimit.P-D-Fnotallowed.

300 Foreign Language Diction for Singers3, x Thompson TeachesthepronunciationprinciplesoftheInter-nationalPhoneticAlphabet (IPA) and applies thesepronunciationguidelinestovariouslanguageswhichsingersencounter invocal repertoire.Latin, Italian,German, andFrench pronunciation explored usingopera and song literature.Three class sessions perweek.Offered in alternate years.

310 Special Studies3, 3

12� / Music, Philosophy

��0 Composition1-3, 1-3 Earnest Privatelessonsinmusiccompositionandrelatedskills.Studentswillcomposethroughoutthesemesterandprepareafinalproject.Studentswillbeexpectedto prepare parts and supervise rehearsals and a perfor-manceofthisworkatastudentrecital.Withconsent,thiscoursemayberepeated.Fee: $300percreditpersemester. Prerequisite:Music 327 and consent ofinstructor.

��0 Seminar3, x Bode Aseminarforadvancedstudentsinmusicdesignedtoassistthemintheintegrationofthreeprincipalareasofmusicstudy:theoryandcomposition,literatureandhistory,andappliedmusic.Highlyrecommendedforseniormusicmajors.

��� Honors Thesis3, 3 Staff Designed to further independent investigation leading to the preparation of a written thesis. Required ofandlimitedtoseniorhonorscandidatesinmusic.Candidatesshouldconsultwithdepartmentchairmanprior to the end of the junior year. Prerequisites: consent ofmusic faculty and admission to honorscandidacy.

PhilosophyThomas A. Davis, Chair DavidCarey PatrickR.FriersonMitchellS.Clearfield RebeccaHanrahanJulia A. Davis (on Sabbatical, Spring 2008)

Philosophycoursesprovidetheopportunityfor thedevelopmentof a critical andunifiedunderstandingofexperienceandnature.Thisisaccomplishedthroughtheirconcern—fromboth historical and contemporary perspec-tives—withtheethical,socialandpolitical,aes-thetic,religious,metaphysical,epistemological,andscientificdimensionsofexistence. ThePhilosophymajor: A minimum of 36 creditsinphilosophyincluding:Fourcoursesin the history of philosophy: 201, 202, 303, and304;two300andabovecoursesotherthan303and304;twoothercourses;thefourcreditseniorpaper;forthosewhoqualify(seebelow),thefourcredithonorsseniorthesis. ThePhilosophyminor:A minimum of 20 creditsinphilosophy,includingatleasttwoofthefollowingcourses:Phil201,202,303,and304.

3�� Music History: Medieval Through 1�003; not offered 200�-0� Designedtotracethehistory,styles,andliteratureofmusicfromGregorianChantthroughthemid-Ba-roque.Areadingknowledgeoftrebleandbassclefsis essential. Offered in alternate years.

3�� Music History: Eighteenth Century3; not offered 200�-0� Theevolutionofstyle in theeighteenthcenturythroughexaminationoftheliterature.Extensivelis-teningassignments.Knowledgeoftrebleandbassclefsis essential. Offered in alternate years.

3�� Music History: Nineteenth Century3, x Bode Theevolutionofstyle in thenineteenthcenturythroughexaminationoftheliterature.Extensivelis-teningassignments.Knowledgeoftrebleandbassclefsis essential. Offered in alternate years.

�00 Music History and Literature of the Twentieth Centuryx, 3 Pickett The evolution of twentieth-century musicalstylesincludingImpressionism,Expressionism,neo-Classicalism,Serialism,andmusicofthepost-1945era.Listening andwritten examinations.A readingknowledgeoftrebleandbassclefsandknowledgeofbasicharmonyisnecessary.Threeperiodsperweek.Offered in alternate years.

�11, �12 Independent Study1-3, 1-3 Staff Directedreading,research,composing,arranging,preparationofacriticalpaper,compositionorprojectonatopicsuggestedbythestudent.Thestudentmustsubmitadetailedproposaltothemusicfacultyinthesemesterprecedingtheanticipatedstudy.Thestudentis responsible for any extra expenses incurred incompletingtheproject.Prerequisites: junior or senior standingorconsentofinstructor.

��0 Form and Elementary Compositionx, 3 Earnest and Pickett A capstone course for theory, includes analyti-cal techniques, forms,andelementarycomposition.Prerequisite:Music327.

��3, ��� Applied Music: Performance Level1-2, 1-2 Staff Amaximumoftwocreditsperappliedfieldpersemester.Open to advanced studentsbyconsentofmusic faculty.One credit for eachhalf hour lessonperweek.Lessonsaregradedasanyotheracademiccourse.AllstudentsregisteredinAppliedMusicwillbe required to attend eightmusical performanceseach semester of enrollment.Fee: $300 per creditper semester. Prerequisite:consentofmusicfaculty.P-D-Fnotallowed.

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TheSeniorPaperandtheHonorsSeniorThesisandOralExamination: 1. By the end of their junior year, all phi-losophy majors will submit a proposal for a senior paper to be approved by the department as a whole. This proposal should outline the intended project,which can be based on anoutstandingcoursepaper,and includeanan-notated bibliography as well as the student’s choiceoftheprofessorunderwhosedirectionthe student wants to write the senior paper. 2. The department will review the senior pa-perproposals,offercriticismsandsuggestionsandagreeonwhichprofessorwillworkwithwhichstudent.TheseniorpaperwillbedueontheFridaybeforeThanksgivingbreak.Therewillbenooralexaminationofseniorpapers. 3.DuringThanksgivingbreak thedepart-mentwillgradetheseniorpapersanddecidewhichstudentsmeritbeing invited toextendtheir senior paper into an honors senior thesis. Those invitations will be sent out by the Friday ofthefirstweekfollowingThanksgivingbreak.Withinaweekoftheirinvitation,studentswilldecidewhethertoacceptit,andthosewhodowillsuggestfirst,secondandthirdreaderstothe department. The department will meet in Januarytoagreeonthemostappropriatefirst,second,andthirdreaders.Theduedateforthehonorsseniorthesiswillbetheendofthesec-ondweekofApril(orthecorrespondingdateforthosethesesturnedinduringFallsemester). 4.Therewillbeanhour-longoralexamina-tionofallhonorseniorthesesscheduledduringthe second and thirdweeks ofApril (or thecorrespondingweeksofFallsemesterforFallgraduates).Theoralexaminationwillbeopentothepublicandallphilosophymajorswillbeinvited to attend. TheComprehensiveExaminations: 1.Comprehensiveexaminationsinphiloso-phywill consist of twowrittenandoneoralexamination.Alistoftopicsforthewrittenex-amswillbedistributedtostudentsinadvance.Twotopicsfromthatlistwillappearonthefirstexam.Studentswillchooseoneandwriteanessaythatdiscussesavarietyofissuesrelatedtothattopicfromtheperspectiveofatleasttwoperiodsinthedepartment’shistorysequence:Ancient Philosophy,Medieval Philosophy,EarlyModernPhilosophy,andKantand19th

Century.Thesecondexamwillhavethesameformasthefirstexceptstudentswilluseatleasttwohistoricalperiodsnotconsideredinthefirstexam.Inthiswayallfourhistoricalperiodswillbecovered.Thethirdexamwillbearoughlyhourlongoralbeginningwith,butnotrestrictedto,questionsinspiredbythestudents’SeniorPaper. 2.ThewrittenexaminationswillbeofferedthelastFridayinFebruary.Theoralexamina-tionwillbescheduledatamutuallyagreeabletime during the same semester. The written examinations can be taken upon completionofthehistoryofphilosophysequencethroughKant,andcanberetaken, ifnecessary,untilthefinalsemesterofamajor’ssenioryear. DistributionCredit:Allfour-creditcoursesin philosophymeet the equivalent of threeperiodsperweek.Courseswillapplytothehu-manitiesdistributionarea,exceptforPhiloso-phy109,whichwillapplytothequantitativedistributionarea,andPhilosophy225,Critical Race Theory,andPhilosophy235,Philosophy of Feminism, thatcanapplyforeitherhumani-tiesoralternativevoices.

10� Critical Reasoning�; not offered 200�-0� Focusesonprinciplesandstandardsapplicabletothinkingcriticallyonanytopic.Argumentsandtheiranalyses, the nature and use of evidence, fallaciesboth formal and informal, are included in themat-ters addressed in the course. Intended forfirst-yearstudentsandsophomores;open to juniors and seniors byconsentonly.

10� Symbolic Logic�; not offered 200�-0� Anintroductiontothemethodsofsymboliclogic,including the propositional calculus, quantificationtheory,thelogicofrelations,andelementarymodallogic.This course is quantitative and relieson rea-soningsimilar to that inmathematics.Prerequisite: Philosophy 107 orMathematics 125 or consent ofinstructor.Distributionarea:quantitativeanalysis.

11� Problems in Philosophy�, x Hanrahan Anintroductorystudyofsomeofthemajorprob-lems of philosophy. Among those general problems consideredwillbethenatureofphilosophy,problemsofknowledge(epistemologicalquestionsconcerningtheorigin,nature,andlimitsofknowledge),andtheproblem of aworld view (metaphysical questionsconcerningmaterialism, idealism, and naturalism).Otherproblemswillbeconsideredas timepermits.

Philosophy

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Requirementswillincludewrittenassignments,amid-term,andafinal.Thiscourseisintendedforfirst-yearstudentsandsophomores;open to juniors and seniors byconsentonly.

11� The Examined Life�; not offered 200�-0� Socrates famously asserted, “The unexaminedlife isnotworthliving.”Dowereallybelievethis?Ifso,whatdoesitmeantopractice,day-by-day,anexaminedlife?BeyondtheancientGreeks,MontaignetookupthesequestionsatthebeginningofModernitythroughwritinganewkindofphilosophicalessay.Thisnewkindofphilosophicallyself-reflexivewritingwasextendedbyEmersoninhisday-by-dayjournal;andthedemandsoftheexaminelifewerethenfurtherde-velopedinthewritingsofsuchthinkersasNietzsche,Heidegger,andFoucault.Usingexemplaryselectionsfromthesethinkers,wewillworkoutthenecessaryandsufficientconditionsofthepracticeoftheexaminedlife,andthenexperimentwithdifferentessayformsinordertoworkoutthekindofwritingthattodayisanecessary,ifnotsufficient,conditionforlivinganexaminedlife.

12� Ethics�, � Clearfield Consistsofthecarefulreadinganddiscussionofseveralclassicaltextsofmoralphilosophy.Forfirst-yearstudentsandsophomores;juniorsbyconsentonly;not open to seniors.

12� Social and Political Philosophy�; not offered 200�-0� Anintroductoryexaminationofsocialandpoliticalquestionsfromaphilosophicalperspective.Forfirst-yearstudentsandsophomores;juniorsbyconsentonly;not open to seniors.

1�� Philosophy of Religion�; not offered 200�-0� Anintroductiontosomeofthecentralargumentsinthephilosophyofreligion,focusingonproofsforandagainsttheexistenceofGodanddiscussionsofthenatureofreligiousbelief.Forfirst-yearstudentsandsophomores.Thiscourseisopentojuniorsandseniorsbyconsentonly.

1�� Special Topics: Contemporary Problems for Thought�; not offered 200�-0� How is philosophy a necessary resource forrespondingtothemostcomplexpersonalandsocialproblemsfacingustoday?Thetemptation,mostespe-ciallyfor“pragmatic”Americans,istoseephilosophyas amildly interesting but ultimately abstract self-indulgence,andcertainlynottoseeitasanecessaryresourcefor,first,understanding,andthenadequatelyaddressingthemostimportantproblemsweface.Thiscoursewillexplorethephilosophicalresponsetoonesuchproblem.

201 Ancient Philosophy�, x T. Davis AclosereadingofselectedtextsfromPlatoandAristotle.MaybeelectedasClassics201.

202 Medieval Philosophy�, � Carey Acarefulreadinganddiscussionofseveralprimarytextsofmajormedievalphilosophers.Intendedprimar-ilyfor(butnotlimitedto)philosophymajors.

210 Epistemology�; not offered 200�-0� This course focuses critically on theories ofknowledge,truth,andjustification,andtheissuesandproblems they severally raise.

220 Special Topics: Philosophy and Literature�; not offered 200�-0� Wewillusetextsfromphilosophyandliteraturetoexplorespecificproblems.

221 Phenomenology of Religious Experience

x, � T. Davis Wewill examine the experiential dynamics ofspecificreligiousphenomena,forexample,theactionsofforgiveness,ofsurrenderin“conversion,”andof“turningtheothercheek.”Readingswillbetakenfrom:Luke,Paul’sletters,Augustine’sConfessions,Kant’sReligion within the Limits of Reason Alone, William James’ Varieties of Religious Experience, Heidegger’s The Phenomenology of Religious Life, and essays by Levinas.

222 Education and Autonomyx, � Frierson This course focuseson aparticular issue in thephilosophy of education: how to both respect andcultivate the autonomyof one’s students.DrawingprimarilyonJean-JacquesRousseau,ImmanuelKant,andMariaMontessori,wewill explore autonomy-basedapproaches toeducation,fromraising infantsthrough developing mature adults.

22� Critical Race Theory�; not offered 200�-0� This course is a philosophical consideration ofrace and recognition, focusing specifically on theAfrican-Americanexperience.Itseekstoguidestu-dentstowardsthecreationofwhatbellhookstermsa“criticalconsciousness”asitselfaformofcriticalthinking.Distributionarea:humanitiesoralternativevoices.

230 History and Philosophy of Science�; not offered 200�-0� An historical look at the philosophical devel-opmentofmethodandatphilosophicalissuesincon-flicts(theoretical,evidentiary,andsocial)inscience.

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23� Philosophy of Feminism�; not offered 200�-0� Thiscoursewillintroducestudentstosomeofthequestionsexploredwithinthephilosophyoffeminism,questionsuchas:Whatisittobeawoman?Arewomenoppressed?Howdoinstitutionsofmotherhood,mar-riage,andsexshapethelivesofwomen?Toanswerthesequestions,wewillreadworksbyMarilynFrye,bellhooks,AndreaDworkin,SusanBordoandChris-tinaHoff-Summers.Distributionarea:humanitiesoralternativevoices.

23� Aesthetics�; not offered 200�-0� AfterdevelopingacriticalvocabularythroughanexaminationofHume’snotionoftaste,Kant’s“reflec-tivejudgment,”andHeidegger’sreconceptualizationoftheworkofartin“BuildingDwellingThinking,”weapplythisvocabularytoarchitectureusingKarstenHarries, The Ethical Function of Architecture, to help us critically assess the “aesthetic” governingWhitman’sPenroseLibraryrenovationproject.Thenmovingfromthe“public”tothe“private,”weconsiderthesenseof“aesthetics”atworkinbuildingyourownhome,usingasaguideWitoldRybczynski’sThe Most Beautiful House in the World. MaybeelectedasArtH249.

2�1 Environmental Aestheticsx, � T. Davis Beginningwith an examinationof the claimofthebeautifulinElaineScarry’sOn Beauty and Being Just,wewillturntoexperimentwiththeperceptionofsculptureinspaceworkingwithreflectionsbyKantandHeideggerandpublicartworksoncampus.ThiswillleadtoanexaminationofarchitectureinKarstenHarries’ The Ethical Function of Architecture, and the JapanesegardeninMarcKeane’sThe Art of Setting Stones.Beyondtheopeningexercisesintheaestheticperception, youwill designyour ownhomewith agarden.MaybeelectedasArtH241.

2�0 Environmental Thinking�; not offered 200�-0� Thiscoursewillexplorethedifferencesbetweeninstrumental rationality and “poetic dwelling” aswaysof thinking about nature.After reviewing thedepictionofnatureinfirst-yearCoretexts,weturntoThoreau’s Waldenasacarefullystagedconfrontationwithnatureexperiencedfromoutoftheintersectionbetweendwellingandwriting.Tofurtherexplorethisrelationship,weconsiderseverallateessaysbyMartinHeideggerinwhichhedevelopsthenotionof“poeticdwelling.”Withthisconceptualframework,wenextturntoessaysbysuchfiguresasWendellBerry,An-nieDillard,andBarryLopez,whosenaturewritingsaddressthechallengeofdwellinginacontemporaryAmerican context.Themes of place, identity, andtechnologywill be emphasized in our examinationof these essays. Prerequisite:completionofGeneralStudies145and146.

Philosophy

2�� Environmental Ethics�, x Hanrahan Doesthenon-humanworldhaveanyintrinsicvalueorisitvaluableonlybecauseofitsrelationtohumaninterests?Thatis,doesanythingbesideshumanityhave“moralstanding”?Ifso,whatisitsbasis?Shouldwe,for instanceaccordrights toall thosecreatures thataresentient?Ifwedo,willwehavegonefarenough,morallyspeaking?Whataboutthosecreaturesthatlacksentience?Whatabouttheenvironmentinwhichallcreatures,humanandnon-human,live?Doesithavemoralstanding?Inansweringthesequestions,wewillconsider theworks ofAldoLeopold, Peter Singer,KarenWarren,ArneNaess,andJulianSimon,amongothers.

2�0 Metaphysics �; not offered 200�-0� Inthiscoursewewillstudythenatureofreality.Possible topicswill include existence, causation,personal identity, determinism, and themind/bodyrelationship.

303 Early Modern Philosophy�, x Frierson A study of the development of western philosophy intheseventeenthandeighteenthcenturies.EmphasiswillbeonthedevelopmentoftheBritishEmpiricistsand the Continental Rationalists.

30� Kant and the Nineteenth Centuryx, � J. Davis A study of the development of western philosophy fromKantthroughthebeginningofthetwentiethcen-tury,withspecialemphasisonKant,Hegel,Nietzsche,Frege, and Husserl. Prerequisite:Philosophy303orconsentofinstructor.

30� Heidegger�; not offered 200�-0� AclosereadingofMartinHeidegger’sBeing and Time. Prerequisite:consentofinstructor.

310 Plato’s Republic�, x Carey AnexplorationoftheentiretextoftheRepublic.

322 Kant’s Moral Philosophy�; not offered 200�-0� This course exploresKant’smoral theory andrecentappropriationsofthatmoraltheoryincontem-poraryneo-Kantianethics.Prerequisite:Philosophy127orPhilosophy304orconsentofinstructor.

330 Analytic and Linguistic Philosophy�; not offered 200�-0� AnanalysisofcontemporarymovementsinAnglo-Americanphilosophyasitderivesfromthefounda-tionalworkofRussell,G.E.Moore,andWittgenstein.Alsoconsideredwillbethedevelopmentanddemiseoflogicalpositivismasamovement,andsomemajor

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problems regarding meaning, and the relation between language and world.

332 Reproduction�, x Hanrahan Inthisclass,wewillbeexploringtheethicalandmetaphysicalquestionsassociatedwithreproduction.So,forexample,dowehavearighttohaveachild?Ifwe do, is there ever a situation when we should forego actingonthatright?Whatobligationsdowehavetoouroffspring?Dothoseobligationschangeasouroff-springgrows?Whatrelationshipshouldheterosexualsexhavetoreproduction?Doesthisrelationshipshapewhenandwhethertwopeopleengageinthisactivity?Finally,howdoesreproductionimpactourunderstand-ingofourgenders?Distributionarea:humanitiesoralternativevoices.

33� Philosophy of Mind�; not offered 200�-0� Astudyof thenatureandfunctionofmindandconsciousnessandtheirplaceintheworldofphysicalstuff.Readingswillincludeclassicalaswellasrecentand contemporarywork.Prerequisite: consent ofinstructor.

33� Special Topics: Philosophers and Philosophical Movements

� Anexaminationofaphilosopherorphilosophicalmovement.

33� ST: Kierkegaardx, � Frierson ThiscourseprovidesanoverviewofKierkegaard’smajorworks,including Either/Or, Fear and Trembling, Philosophical Fragments, Sickness Unto Death, and selections fromConcluding Unscientific Postscript and Works of Love.

3�0 Special Topics: Philosophical Problems� Anexaminationofaphilosophicalproblem.

3�0 ST: Contemporary Philosophy of Science

�, x Frierson Thisseminarfocusesonimportantrecentworkinthephilosophyofscience.Topicswillincludethedif-ferencebetweenscienceandpseudoscience,thenatureofscientificrationality,theobjectivityorrealismofscience,andthenatureofscientificprogress.

3�� Animals and Philosophy �; not offered 200�-0� Many people’s lives are intertwined with animals. Butwhile animals are clearly very important, fewwonderaboutwhatkindsofcreatures theyare.Aretheymerelyorganicmachinesoraretheyconsciousinsomeway?Dotheythink?Dotheyfeelpain?Cantheyhavebeliefs?Moreover,doanimalshaverightsthatobligeustoprotectthemfromharm?Theseare

Philosophy

thequestionswewillbeaddressinginthisclass.Pre-requisite:Atleastoneothercourseinarelatedfield.

�00 Valuesx, � Carey Asubstantiveconsiderationofoneormoreval-ues(suchasjustice,happiness,orcharity),basedonprimarysourcesfromWesternphilosophy.ForSpring2007,wewillconsiderthevariouskindsoflove:eros,philia, and agape. Prerequisite:Philosophy127or128orconsentofinstructor.

�0� Special Topics: Studies in American Philosophy

� AclosereadingofatextfromtheclassicAmericanphilosophicaltradition.

�0� ST: Emerson and Nietzsche on Self-overcoming

�, x T. Davis AclosereadingofselectedworkbyEmerson,andNietzscheonthenatureofself-overcoming.Prerequi-site:consentofinstructor.

�10 Special Topics in Continental Philosophy� An examination of a text or problem from theContinentalphilosophicaltradition.

�10 ST: Heidegger and Levinas on Generosity

x, � T. Davis Aclosereadingofselectionsfromthe lateHei-degger and the lateLevinas on their very differentapproachestothenatureofgenerosity.Prerequisite: consentofinstructor.

��3, ��� Independent Study1-�, 1-� Staff Study of selected philosophies or philosophicproblems. Prerequisite:consentofandarrangementwithinstructor.

��2 Senior Paper�, � Staff Thispaperistobecompletedbytheeleventhweekinthefirsttermofthestudent'ssenioryear,basedonawrittenproposal,containinganoutlineandannotatedbibliography, to be approved by the Department of Philosophybytheendofthesecondtermofthejunioryear.Requiredof,andreservedfor,seniorphilosophymajors.

��� Honors Thesis�, � Staff Acoursedesignedtofurtherindependentresearchorprojectsresultingin thepreparationofanunder-graduatehonorsthesisandincludinganoraldefenseofthecentralissuesofthethesistobetakenduringthesecondtermofthestudent’ssenioryear.Required

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ofandlimitedtoseniorhonorscandidatesinphiloso-phy. Prerequisites: admission to honors candidacy;Philosophy492.

PhysicsFrederickG.Moore,ChairMarkBeckJuanBurciagaKurtR.Hoffman(on Sabbatical, 2007-08)Douglas H. JuersDayleM.Smith

Physicscoursesdealmainlywiththelawsgoverning fundamental natural phenomena andtheapplicationsofthoselaws.Themajorstudyprogramcanprovideasoundbasisforstudentsgoingontograduateworkinphysicsorengineeringandforthoseplanningtoteachphysicsorseekingabackgroundinphysicsforworkinotherfields. A student who enters Whitman without anypriorcollege-levelpreparationinphysicswillhavetocomplete49creditstofulfilltherequirements for the physicsmajor.Coursesnumbered 300 and abovemay not be taken P-D-F.Coursescompletedinthephysicsmajorapplytothescienceandquantitativeanalysis(selectedcourses)distributionareas. The Physics major: A minimum of 33 creditsinphysicsincludingPhysics155,156,245,246,255,256,325,335,336,347,385.Additionalcoursestomeetcreditrequirementsaretobetakenfrom300-480levelphysicsof-ferings, or from BBMB 324 and BBMB 334. Inaddition,thefollowingmathematicscoursesarerequired:225,235,236,244,andeither300or 367. The Physics minor:Aminimum of 18creditsinphysicstoincludePhysics155,156,245,246,255,256plustwocreditsinanyphys-icscoursesnumberedfrom200-480,orfromBBMB 324 and BBMB 334. TheMathematics-Physicscombinedma-jor:Mathematics225,235,236,244,300,andnineadditionalcreditsinmathematicscoursesnumberedabove200;Physics155,156,245,246,255,256,335,either325or347,andfivecredits fromphysics coursesnumbered from300-480,orfromBBMB324andBBMB334.Coursescompletedinthismajorapplytothe

science and quantitative analysis (selectedcourses)distributionareas. ThePhysics-Astronomycombinedmajor: Astronomy177,178,179,310,320; at leasttwocreditsinanyofthefollowing:330,340,350,380,391,392or490;Physics155,156,245,246,255,256,either325or347,andfivecredits fromphysics coursesnumbered from300-480;Mathematics225,235,236,and244.Additionalphysicscourses,Mathematics167and300are strongly recommended.Coursescompleted in thismajorapply to thescienceand quantitative analysis (selected courses)distribution areas. The Geology-Physics combined major: Physics155,156,245,246,255,256,either325or347,andthreecreditsfromphysicscoursesnumberedfrom300-480,orfromBBMB324andBBMB334;eitherGeology110,120,or210, and 220, 310, 345, 346, 350, 420, 470 and aminimumofonecreditin358;Mathematics225,235,236,and244;Chemistry125.Coursescompleted in thismajorapply to thescienceand quantitative analysis (selected courses)distribution areas. The Physics-Environmental Studiescombinedmajor:TherequirementsarefullydescribedintheEnvironmentalStudieslistingoftheCatalog.Coursescompletedinthismajorapplytothesocialscience,scienceandquan-titativeanalysis(selectedcourses)distributionareas. ProgramPlanning Atypicalprogramoftherequiredphysicscoursesandmathematicsrequirementsforstudents takingaphysicsmajorwithnoadvancedplacementincalculusis as follows:Firstyear:Physics155,Mathematics125(7credits);

Physics156,Mathematics126(7credits).Secondyear:Physics245,255,Mathematics225,235

(8credits);Physics246,256,Mathematics236,244(8credits).

Thirdyear:Physics325,335,Mathematics300(11credits);Physics336,347(5credits).

Fourthyear:Physics385. Notethatadditionalphysicscoursesmustbetakenduring the third and fourth years to meet the minimum creditrequirement.Everyeffortwillbemadetooffercoursesrequiredforthemajorandcombinedmajorseveryyear.Upper-levelelectiveswilltypicallybeof-feredinalternateyears.Studentsseriouslyconsideringgraduatestudiesinphysicsoraphysics-relatedfieldareencouragedtoconsultwiththeirmajoradvisertodesignacourseofstudythatwillbebestsuitedtotheirgoals.

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Among other electives for the physicsmajor,Mathematics 167 is highly recommended.A yearof chemistry is also recommended.Chemistry 345,Mathematics338,368,or467canbeespeciallyusefulforphysicists. Inthefinalsemesterofthesenioryearthestudentmustpassaseniorassessmentconsistingofawrittenexamandaone-houroralexam.

101, 102 Special Topics3, 3 Coursedesignedfornon-sciencemajorstoexploresomebasicconceptsofphysicsandtheirapplicationsthrough readings, discussion, problem solving, andoccasionallaboratoryactivities.Possiblecoursetitlesinclude:HowThingsWork, Light andColor, andPhysicalScience.Thetopicforeachcoursewillbedesignated prior to registration for the semester in whichthecoursewillbetaught.StudentswithAPorIBcreditforphysicsatWhitmanorwhohavereceivedcredit forWhitman’sPhysics 155or higher cannotreceivecreditforPhysics101or102.

101A ST: Women in Physical Science3, x Smith Thiscourseexaminesthescientificcontributionsandlivesofprominentwomeninsciencepasttopres-ent.Studentevaluationwillbebasedonexams,home-work,groupprojects,andshortpapers.Thiscourseisdesignedfornon-sciencemajorsandproblem-solvingwill involvesomemathematicsbutnothingbeyondalgebra.

101B ST: How Things Work3, x Moore Athematicallyorientedcourseintroducingstudentsto the physical interactions underpinning everydayexperiences.Example topics thatmaybeaddressedinclude:transportation,hightechnology,energyandpower.Designed for non-sciencemajors andwilluse littlemathematics and nothing beyond algebraand simple trigonometry. Occasional laboratoryexercises.Evaluation based on exams, homework,groupprojects,shortpapers. 103 Sound and Music3; not offered 200�-0� Investigatingthenatureofsound.Topicsincludevibrations,waves,soundproduction,soundsynthesis,andhearing.Primaryemphasisonthestudyofsoundasitrelatestomusic.Intendedfornon-sciencemajorsincludingstudentswithlittlebackgroundinmathemat-ics.Atypicaltextis:Backus,The Acoustical Founda-tions of Music.

10� Energy and the Environmentx, 3 Beck Thiscourseexaminesthephysicalprinciplesthatgovern energy transformations. Itwill focuson theuseofenergyintheworld,specificallyitsproduction,transportation,consumptionandtheimplicationsthisuse has for the environment.Topics addressedwill

range from themechanical to electricity andmag-netismandfromthermodynamicstoatomic/nuclearphysics.Energy resources bothnewand traditional(fuel cells versus oil)will be addressed aswell asenvironmental issues ranging from global warming to thedisposalofradioactivewaste.Thiscourseassumesabasicfamiliaritywithalgebra.

11�, 11� Contemporary Issues in Physics1, 1 Staff Thiscourseservesasanintroductiontocontem-poraryissuesandtopicsinphysics.Throughreadingsand discussions studentswill explore the activitiesofmodern day physicists.Although this course isintended for students planning to continue towardsaphysicsorphysics-relatedmajor,itisanexcellentcourseforstudentswantingabetterunderstandingofwhatphysicsis“allabout”andhowitisdone,asaprofession,atthebeginningofthetwenty-firstcentury.Co-requisite: Physics155or156orconsentofinstruc-tor.Physics115and116eachmaybetakenonceforatotaloftwocredits.Noexaminations.Gradedcredit/nocreditonly.Doesnot fulfill scienceorquantitativeanalysis distribution.

13�, 13� Introductory Physics Laboratory1, 1 Staff Aseriesofexperimentstoillustrateexperimentalmethods,basicmeasuringtechniquesandequipmentand important phenomena. Offered to facilitateawardingofAPcreditontheAPPhysicsCexamandto offer an introductory laboratory experience forstudentwhohavetakenintroductoryphysicswithoutalaboratoryatanotherinstitution.Noexaminations.Graded credit/no credit only.Consent of instructorrequired.

1�� General Physics I�, x Staff ThePhysics 155, 156 sequence is intended forall students seeking a firmunderstanding of basicphysicalprinciples.Thiscoursefocusesonclassicalmechanics:kinematics,Newtonianmechanics,energyandmomentumconservation,andwaves.Thiscourseis required for physicsmajors. Students enrollingin this coursewill also be required to enroll in anassociatedlaboratorycourse(Physics155L).Three50-minuteclassmeetingsandtwo90-minutelaboratorymeetingsperweek.Evaluationbasedonhomework,laboratoryreports,andexaminations.Prerequisite or co-requisite:Mathematics125. 1�� General Physics IIx, � Staff ThiscourseisacontinuationofthecoursePhysics155.Topicsstudiedincludeelectricityandmagnetism,circuits,optics,plusbriefintroductionstomorecon-temporarytopicssuchasspecialrelativityorquantumphysics.Thiscourse isrequiredforphysicsmajors.StudentsenrollinginPhysics156willalsoberequiredtoenrollinanassociatedlaboratorycourse(Physics156L).Three50-minuteclassmeetingsandtwo90-

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minute laboratorymeetings perweek. Evaluationbasedonhomework,laboratoryreports,andexamina-tions. Prerequisite or co-requisite:Mathematics126,Physics155.

2��, 2�� Twentieth-Century Physics3, 3 Beck Probability,topicsinkinetictheory,basicexperi-mentsandconceptsinquantumphysics,introductionto quantummechanics, atoms,molecules, solids,nuclei,particles,specialrelativity,topicsinmechanics.Lecturesandproblems.Prerequisites:Physics156andMathematics126;Co-requisite inMathematics225recommended.Threelecturesperweek.

2��, 2�� Twentieth-Century Physics Laboratory1, 1 Fall: Juers; Spring: Burciaga, Juers Experimental investigationsofavarietyofphe-nomena, including themotion of charged particlesinelectricandmagneticfields,physicalelectronics,scatteringandselectedquantumeffects.Studentsen-couragedtoalterorextendmanyoftheexperimentsand engage in projects.Emphasis on experimentaltechnique, problem solving, data analysis, and sci-entificwriting.No examinations.One three-hourlaboratoryperweek.Prerequisites or co-requisites: Physics245,246.

31� Computational Physicsx, 3 Smith Methods of solution of physics problemsusingcomputationaltechniques.Problemstakenfromclas-sicalmechanics,electricityandmagnetism,quantummechanics, and thermal physics.Methods includecomputermodeling,graphicaltechniques,andsimu-lation.Numericaltechniquesincludethoseofiteration,relaxation,andtheMonteCarlomethod.Emphasisonthephysicalcontentofsolutionsandonanalysesoftheirreliability.Lectures,problems,studentpresenta-tions, and a special project.Pre-requisites: Physics246,somecomputerprogrammingexperienceishighlydesirable.

32� Electricity and Magnetism3, x Juers Electrostatics, electric andmagnetic propertiesofmaterials, electromagnetic theory.Maxwell’sequations, electromagneticwaves, boundary valueproblems. Includesmathematicalmethods ofwideuseinphysics.Lecturesandproblems.Prerequisites: Physics246andMathematics244.

32� Electricity and Magnetism3; not offered 200�-0� Electrostatics, electric andmagnetic propertiesofmaterials, electromagnetic theory.Maxwell’sequations, electromagneticwaves, boundary valueproblems. Includesmathematicalmethods ofwideuseinphysics.Lecturesandproblems. Prerequisites: Physics246andMathematics244.

33�, 33� Advanced Laboratory2, 2 Moore Linearcircuits,includingtransistorsandothersolidstatedevices, techniquesofelectricalmeasurement,andapplicationofelectricalmeasurementtechniquesinexperimentsinmodernphysics,includingstudyofsemiconductorproperties.Prerequisite:Physics256.Onelectureandonethree-hourlaboratoryperweek.

3�� Classical Mechanicsx, 3 Burciaga Motionofaparticle,coordinatetransformations,non-inertialcoordinatesystems,systemsofparticles,rigid bodymotion.Lagrangianmechanics, normalmodesofvibration,andHamiltonianmechanics.In-cludesmathematicalmethodsofwideuseinphysics.Lectures and problems. Prerequisite: Physics 246.Threelecturesperweek.

3�� Modern Optics3, x Burciaga Modernphysicalopticsincludingastudyofthepropagation of light, coherence and interference,diffraction, image formation.Fourier optics, spatialfiltering, polarization, the optical activity of solids,thequantumnatureoflight,lasers,andholography.Lectures and problems.Prerequisite: Physics 156.Threelecturesperweek.

3�� Thermal Physics3; not offered 200�-0� Thermodynamics,entropy,thermodynamicpoten-tials,phasechanges,chemicalreactions,kinetictheory,distributions,phasespace,transportphenomena,fluc-tuations;classicalandquantumstatisticalmechanics,application to solids, radiation, superfluids, lasers,andastrophysics.Lectures,discussion,andproblems.Prerequisite:Physics246.

3�� Quantum Mechanics I�, x Beck Thiscoursebeginswiththequantumdescriptionofsometwo-dimensionalsystems(photonpolariza-tion and spin-1/2 particles) using the formalismofmatrixmechanics.Thecoursethenmovesontocovertwo-particlesystems,timeevolution,andcontinuoussystems(e.g., theharmonicoscillator).Threehoursof lectureeachweek,and threehoursof laboratoryeveryotherweek.Laboratoriesincludesinglephotoninterference, and tests of local realism (e.g., Bellinequalities).Prerequisites: Physics 246, 256 andMathematics244;Mathematics300or367arerecom-mended.Distribution area: science andquantitativeanalysis.

3�� Quantum Mechanics IIx, 3 Beck Atomic physics and perturbation theory.Alsoincludesotheradvancedtopics,suchasquantumin-formationormolecularphysics.Threehoursoflectureeachweek.Prerequisite: Physics 385.Distributionarea:scienceandquantitativeanalysis.

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��1, ��2 Advanced Topics in Physics1-3 Specialized topics in physics such as: spectro-scopic techniques, semiconductor physics, laserphysics, plasmaphysics, advanced instrumentationtechniques.Topicsofferedinanygivenyearwillbeannouncedintheyearlyclassschedule.Prerequisite: consentofinstructor.

��1, ��2 Seminar1, 1 Staff Oral reports by students on individual reading and research,talksbyfacultyandvisitingphysicists,groupdiscussionof readings of general interest. Studentssubmitnotesontalksandtheirownlecturenotes.Noexaminations.Onemeetingperweek.Gradedcredit/nocredit.

��3, ��� Independent Study1-3, 1-3 Staff Experimental or theoretical research or readinginanareaofphysicsnotcoveredinregularcourses,undersupervisionofafacultymember.Maximumsixcredits.Prerequisite:consentofinstructor.

��0 Thesis3, 3 Staff Preparationofathesis.

��� Honors Thesis3, 3 Staff Designedtofurtherindependentresearchorproj-ects leading to thepreparationof anundergraduatethesisoraprojectreport.Required of and limited to senior honors candidates in physics.Prerequisite: admissiontohonorscandidacy.

PoliticsBruceMagnusson,Chair, Fall 2007 (on Sabbatical, Spring 2008)PaulApostolidis,Chair, Spring 2008 (on Sabbatical, Fall 2007)

ShampaBiswas KristyKingAaronBobrow-Strain JeannieMorefieldPhilipD.Brick (on Sabbatical,TimothyKaufman- Fall 2007) Osborn Matthew Voorhees (on Sabbatical, 2007-08)

The departmental aim is to cultivate instudentsacriticalabilitytointerpretpoliticalquestionsfromavarietyofperspectives. A student who enters Whitman without anypriorcollege-levelpreparationinpoliticswillhavetocomplete34creditstofulfillthe

requirements for the politicsmajor.Coursescompleted in the politicsmajor apply to thesocialscienceandalternativevoices(selectedcourses)distributionareas. Majorrequirements:Themajorinpoliticsconsistsof34departmentalcredits,distributedas follows: (a)Atleast12creditsof300and400levelcourses,exclusiveoftherequiredseniorsem-inar,andexclusiveoftheseniorthesisorhonorsthesis, (b) Successful completion of the depart-ment’sseniorseminar(fourcredits), (c) Successful composition of a seniorthesisorhonorsthesis;agradeofC-orbetterisrequiredforthethesis(twocredits). The program for the major is to be planned by the student and his or her adviser so as to ensureadequatebreadthinthecoursestaken.Nomorethaneightcreditsearnedinoff-campusprograms,transfercredits,and/orcreditsfromcross-listed coursesmay be used to satisfymajor requirements.Of these eight credits,nomorethanfourmaycounttoward300and400-levelcourses.CoursestakenP-D-Fmaynot be used to satisfy the course and creditrequirementsforthemajor. Minor requirements: A minimum of 20 creditsofdepartmentalofferings.Thesemustincludeeightcreditsincourses300-andabove,andmust include courses taught by at leasttwo different members of the department. No more than four credits earned in off-campusprograms,transfercredits,and/orcreditsfromcross-listed coursesmay be used to satisfyminorrequirements.CoursestakenP-D-Fmaynot be used to satisfy the course and creditrequirementsfortheminor. The politics department also participatesin various interdepartmental major study pro-grams,includingpolitics-environmentalstudies.Coursescompletedinthismajorapplytotheso-cialscienceandscience(selectedcourses)dis-tributionareas.Foradditionalinformation,con-sult the department’s home page at: http://www.whitman.edu/Departments/Politics/Politics.html.

10� Nations and Nationalisms�; not offered 200�-0� Thiscourseintroducesstudentstoarangeofex-planations for the origins of nations and the spread of nationalism.Throughasurveyofcontemporarycasestudies,weexaminethedifferentformsthatnational-

Physics, Politics

/ 13� Politics

ismcantakeandhowitdrawsonrace,ethnicity,class,andgender.Wealsoexaminetheconnectionsbetweennationalismandviolence,usingsuchcasesasBosniaand Northern Ireland.

11� Politics in the United Statesx, � Voorhees Thiscourseintroducesstudentstotheinstitutions,ideologies,andcontroversiesofcontemporaryAmer-icanpolitics.Itexploresquestionssuchasthese:Howdemocraticaretheprocessesofcongressionalpolicymaking?Whataidsandobstacles todemocracyarefurnished by elections, the presidency, federalism,interest groups, courts, bureaucracies, political par-ties, socialmovements, and themedia?How doexperiencesofAmericandemocracyvaryfordifferentsocialgroupsintermsofclass,race,andgender?Thecourseemphasizescasestudiesinpoliticaleventsandpublicpolicywhilealsoincludingselectedreadingsinpoliticaltheory.

11� Whitman in the Global Food System�; not offered 200�-0� Thiscourseusesfoodasawindowthroughwhichtoexaminethestudyofpoliticsanditsconnectionstooureverydaylives.Topicsrangefromthegeopoliticsoffoodaidandtradetothegenderedpoliticsofexportagriculture in theThirdWorld, from the politicalecologyofobesityintheU.S.tothecausesoffamineinAfrica.Thecourseisdesignedtogetstudentsoutoftheclassroomandintothelargercommunity.Tothisend,alongwith standard seminar readings, discussions,andoccasionallecture,thecourseincludesshortfieldtripsandsmallgroupprojectsinwhichstudentstraceconnectionsbetweenfoodoncampusandlargerglobalprocesses.

12� Introduction to Politics and the Environmentx, � Brick An introduction tokeyconcepts in thestudyofpolitics using environmental issues as illustrations.Designed for first and second year students, thiscourseencouragescriticalthinkingandwritingaboutsuchpoliticalconceptsasequality,justice,freedom,liberalism, power, dissent, individualism, and community.Strongemphasisisplacedondevelopingcriticalwritingskillsandpersuasiveoralarguments.Afieldtripmayberequired.Threeperiodsaweek.

1�� International Politicsx, � Biswas Thiscourseisdesignedasanintroductiontothestudy of contemporary international politics.Thecoursewillexplorecontendingapproachestothestudyof internationalpolitics, includingpolitical realism,politicalidealismandliberalism,feminism,politicaleconomy, and constructivism.Wewill discuss howthese different approaches can help us understandmajorcurrentissues,includingwarandpeace,weap-onsproliferation,theenvironment,globalization,andhuman rights.

1�� Foundations of Feminist Political Thought

�; not offered 200�-0� ThiscourseexaminestheemergenceoffeministpoliticalthoughtinEuropeandAmerica.Beginningwithreadingsfromtheseventeenthcenturyandend-ingwithSimoneDeBeauvoir,weconsiderhowearlyfeministwriterswere influenced by their political,economic,andsocialcontext.Atthesametime,wefocusonanumberofthemesthatreappearthroughouttheseworks.These themes range from the demandforwomen’s suffrageandpublicly fundeddaycaretoissuesofsexualityandself-identity.Studentsareasked toconsiderwhatbearing these themesmighthaveon contemporary feminism.Distribution area:socialscienceoralternativevoices.

1�� International Political Economy�; not offered 200�-0� Thiscoursewilllookatthevarietyofwaysthateconomicsandpolitics intersect in theinternationalsystem.Using a variety of theoretical approaches(mercantilism,liberalism,marxist-structuralism),wewillexplorecritically the roleofstates indomesticandinternationalmarkets,thefunctioningofthein-ternationalfinanceandmonetarysystems,theroleofmultinationalcorporations,andotherissuesrelatedtoeconomicandpoliticaldevelopment.Inthinkingabouteachof theseissues, thecoursewill raisequestionsaboutthesignificanceandimplicationsofthecurrenttrendstoward“globalization.”

200-20� Special Studies in Politics: Introductory Level� An introductory course designed to familiarizefirst- and second-year studentswith basic conceptsandproblemsinthestudyofpolitics.Eachtimeitisoffered,thecoursefocusesonadifferenttopicorarea,andwillincludelecturesanddiscussion.Twoorthreemeetingsaweek.Thecurrentofferingfollows.

200 ST: The Iraq War�, x Biswas and Magnusson Thepurposeofthiscourseistostudythenational,regional,andglobalpoliticsoftheIraqWar.Beginningwithanhistoricaloverviewoftheregionandplacingthewarwithinthecontextofpost-ColdWarsecuritypolitics,thecoursewillinterrogatethecasemadefortheU.S.-ledinvasionofIraq(e.g.waronterror,humanrightsprotection,weaponsofmassdestructionandtheviolationofU.N.resolutions,democratizationofthe“GreaterMiddleEast,”energyresources),aswellastheissuesgeneratedbytheexecutionofthewarandtheoccupationandinsurgencythatfollowed.Theselatter includemilitary technology and strategy, thelegal status of enemy combatants and theGenevaConventions, the Abu Ghraib prison abuses, insur-gencyandcivilwar,regionalreligio-ethnicpolitics,andtheproductionofmilitary/diplomaticoptionsonthe“homefront.”

13� / Politics

201A Emerging Issues in International Security

x, � Winzoski Thiscoursewillexploreseveralcasesofcurrentoremerginginternationalsecurityissues,withaviewtogaininganunderstandingofnotonlythespecificcases,butalsotheirrelevanceinabroaderhistoricaland theoretical context. Issues to be exploredwillinclude Iran’snuclearprogram, thegenocide in theDarfurregionofSudan,andterrorism.

21� Law and American Society�; not offered 200�-0� Thiscourseexploresthreebasictopics:1)thede-bates between the Anti-Federalists and the Federalists concerning ratification of theU.S.Constitution; 2)competingtheoriesofconstitutionalinterpretation;and3)controversiesrelatedtothemeaningandapplica-tionoftheBillofRights.Specificissuestobedebatedincludetheseparationofchurchandstate,freedomofspeech,abortionrights,andcapitalpunishment.

220 American Political Theory�; not offered 200�-0� This course provides an introduction tomajorworksofAmericanpoliticaltheoryfromthefoundingtothepresent.Weconfrontcorephilosophicalques-tionsaboutpoliticsingeneralandpoliticsintheUnitedStatesspecifically,includingthefollowing:Whatarethepurposesofgovernment,andwhatpoliticalinstitu-tionsaremostconducivetotheseends?HowcantheAmericanpolitybedemocraticwhilepreventingthetyrannyofthemajority?HowhasAmericannationalitybeendefinedthroughtheexclusionofcertainsocialgroups, and how do historically excluded groupsgainpoliticalpowerandinclusion?ReadingsusuallyincludetextsbyJ.Madison,J.Calhoun,E.Goldman,J.Dewey,andM.L.King,Jr.,amongothers.

221 Ancient and Medieval European Political Theory�, x Voorhees ThiscourseintroducesstudentstothehistoryofEuropeanpoliticaltheorythroughaninvestigationofclassicalGreek andpre-modernChristianwritings.TextstobeexploredmayincludeAeschylus’sOresteia, Thucydides’sPeloponnesian War, Plato’sRepublic, Aristotle’s Politics,St.Augustine’sCity of God, and St.ThomasAquinas’sSumma Theologica. May be electedasClassics221.

222 Modern European Political Theoryx, � Voorhees ThiscourseintroducesstudentstothehistoryofEuropeanpoliticaltheoryfromthesixteenththroughthe nineteenth centuries, focusing particularly onthe origins and development of liberalism. Themes coveredinthisclassmayinclude:Howdidpoliticaltheoristsmakesenseofthedevelopingnationstate?Howhavemodern political theorists conceived oftheconceptsof“justice,”“freedom,”and“equality”?Whatroledidthegrowingdominanceofcapitalismplayinalteringpoliticalconceptionsoftheindividual?HowhaveMarxist and anarchist thinkers critiquedthelanguageofliberalism?Authorstobeconsidered

mayincludeMachiavelli,Hobbes,Locke,Rousseau,Wollstonecraft,Tocqueville,andMarx.Politics221isnotaprerequisitefor222.

2�2 The Politics of Development in Latin America

�, x Bobrow-Strain This course provides a broad introduction tocritical themes in contemporary LatinAmericandevelopment.ItbeginwithasurveyofthepoliticaleconomyofLatinAmericafromcolonialismthroughtwenty-first-centuryneoliberalglobalization.Thebulkof thecourse thenfocuseson thepresent.Centeredonthequestionofhowmarket-societyrelationsarebeingcontestedandreworkedincontemporaryLatinAmerica, it lookscloselyat topicssuchas thedrugtrade, immigration, the WTO FTAA, indigenous uprisings,rapidurbanization,andmaquiladora-styleindustrialization.Finally, itcompares threenationalcases inwhich popular discontentwith neoliberaldevelopment has produceddramatic political shifts(Bolivia,Venezuela, andBrazil).Distribution area:socialscienceoralternativevoices.

2�� American Foreign Policy�; not offered 200�-0� AnalysisandinterpretationoftrendsinAmericanforeignpolicysinceWorldWarII.AfteradiscussionofcontendingtheoriesofforeignpolicyandareviewofdevelopmentsduringtheColdWar,wewillfocusoncurrentissuesinAmericanforeignpolicy,includ-ingarmscontrol,nuclearproliferation,humanrights,regionalinterventionandconflictmanagement,foreignaid,environmentalpolicyandrelationswithothergreatpowers,includingGermanandEuropeanCommunitystates, Japan, Russia, and China.

2�� Politics and Religionx, � Apostolidis Thiscourseintroducesstudentstocrucialproblemsconcerningtherelationbetweenpoliticsandreligion.Our approach is historical and critical, focusingonthemodernworld and examining the philosophicalargumentsfoundinprimarytexts.WhilewemainlystudytextswrittenintheU.S.,wealsoconsiderper-spectivesdrawnfromEurope,LatinAmerica,andtheMiddleEast.Keyquestionsinclude:Whatobligationsfor public officials and citizens does the principleof religious toleration entail, and why should this principlebeembracedorrejected?Howhasreligionhistoricallysupportedclass,gender,andracialdomina-tion,andhowhaveactivistsforsocialjusticelookedtoreligiontojustifytheirstruggles?HowdoesIslamprovidecriticaldistanceonboththemodernconditionsthatChristian politicalmovements have criticizedandtheChristianorientationofthesecritiques?ArethepoliticalmethodsandvaluesofthecontemporaryChristianrightconsistentwithU.S.liberaldemocracyorsubversiveofit?

2�� Politics in Africa�; not offered in 200�-0� TheendoftheColdWarsawdemocraticmove-ments emerge acrossAfrica, offeringhope that thecontinent could begin recovering fromdecades of

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environmentalism, neoliberalism, national security,and21st-centuryglobalization.

2�� Natural Resource Policy and Management�, x Brick This course introduces the student to basicproblems in natural resource policy-making in the AmericanWest.Wewill focuson the legal,admin-istrative,andpoliticaldimensionsofvariousnaturalresourcemanagement problems, including forests,publicrangelands,nationalparks,biodiversity,energy,water,andrecreation.Wewillalsoexploretheroleofenvironmentalideasandnon-governmentalorganiza-tions, andwewill reviewavariety of conservationstrategies, including land trusts, various incentive-basedapproaches,andcollaborativeconservation.Afieldtripmayberequired.

300 The Politics of Development�; not offered 200�-0� Thepurposeofthiscourseistocriticallyanalyzethe dominant conceptualizations of thirdworld de-velopment, aswell as development policy-making.The coursewill examine howdifferent theories ofdevelopment(e.g.modernizationtheory,dependencytheory,post-structuralapproaches)haveconceptual-izedandcritiqueddevelopmentideasandpoliciesandraisequestionsabouttheapproachandfunctioningofdominantdevelopmentinstitutionssuchastheWorldBank and the IMF.Thekinds of issues coveredbythecoursewillincludeeconomicgrowth,population,environment,genderanddemocracy.Distribution area: socialscienceoralternativevoices.

30� Political Theory and the Body Politic�; not offered 200�-0� Thisseminarexaminesthemetaphorofthebodypolitic in the history ofwestern political thought,paying particular attention to the transformation ofthispoliticaltropeduringthetransitiontomodernity.Through a diverse set of reading ranging from Aristotle toHobbestoFoucault,studentsfocusonhowtheseauthorsusethebodypolitictoimaginepoliticalcom-munity as they see it and as they believe it ought to be. Often,butnotalways,theseauthorsevokemetaphori-calormaterialbodiestodescribethecontoursofthiscommunity,itsformandshape,itsimpermeablelimits,whoitnaturallyincludesandexcludes,therelation-shipbetweenitsoriginsandthecontemporarypolity,and the possibility of its violation. Whether the body emergesintheseworksasdivineorprofane,satiricalorscientific,thisclassassumesthatitalwayspointsbeyond itself toward a variety of different politicalpuzzles.Prerequisite:Politics222orconsentof in-structor.

30� Liberalism and Its Discontents�; not offered in 200�-0� Thisseminarexplorestheongoingdebatebetweenliberaltheoryanditscritics.Thecoursewilladdressquestionssuchas:whatarethelimitationsandprom-isesofliberalindividualism?Howdoliberaltheoristsreconcile human freedomwith social good? Is the

Politics

political,economicandsocialcrises.Keythemesinthiscourseincludedemocratization,thepatrimonialstate,andstatecollapse.Specifictopicswillincludethecolonial legacy;ethnicity, religion,andnationalintegration; economic development and the envi-ronment in aglobal economy;and statepowerandpopular resistance.Distribution area: social scienceoralternativevoices.

2�� Politics of Race, Ethnicity and Religion�; not offered in 200�-0� Most countries are characterized by significantpolitical cleavages along racial, ethnic, or religiouslines.Thiscourseintroducesstudentstoavarietyofapproachesforunderstanding theformationand in-stitutionalexpressionofculturalidentitiesaspoliticalphenomenaaroundtheworld.Wewillconsidertheirgender and class dimensions, aswell as the policyinstrumentsstatesemployaroundtheglobetoreduceconflict, including varieties of affirmative action,systemsofrepresentation,anddecentralization.Dis-tributionarea:socialscienceoralternativevoices.

2�� South Asian Diasporas: Migration, Culture and Transnational Politics�; not offered 200�-0� ThisinterdisciplinarycourseexaminesacenturyofmigrationfromtheIndiansubcontinentoverseas.This includes the indentured labormovements tovariousdestinationsintheBritishempire(suchastheCaribbeanandSoutheastAsia),theimmediatepost-independencemigrationsofSouthAsianstobuildthepostWorldWarII-ravagedeconomiesofEuropeandthemorerecentpostcolonialmigrationsoftechno-pro-fessionalstoNorthAmerica.Thepurposeofthecoursewillbetoexaminetheimpactofthesemigrationsontheracialandculturalpoliticsofthesedifferentloca-tionsaswellastostudytheeconomicandpoliticaltransnational linkagesmadepossible and sustainedthroughthesemovements.ThecourseemphasizesaninterdisciplinaryapproachtothestudyofSouthAsiandiasporas,withparticularattentiontoissuesofclass,race,gender,generation,andsexuality.Distributionarea:socialscienceoralternativevoices.

2�3 Development in Theory and History�; not offered 200�-0� In recentyears the conceptof developmenthascomeunder sustainedattack fromboth the leftandthe right.Neoliberal critics and influential policymakersontherightassert thesuperiorityofmarketforces over planned interventionwhile postmoderncriticsontheleftroundlycondemndevelopmentasa project of domination imposed onAfrica, LatinAmerica,andAsiabytheWest.Isdevelopmentdead?This course situates contemporary critiqueswithinthehistorical contextofongoing strugglesover themeaningsofdevelopment.Ittracesthemultipletra-jectoriesofdevelopmenttheoryfromtheiroriginsinEuropeancolonialismthroughcontemporarydebatesoverneoliberalismandglobalization.Topicsincludedevelopmenteconomics,BrettonWoodsanditsinsti-tutionallegacies(theIMF,WorldBank,andWTO),structuralism,dependencytheory,“sustainability”and

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connectionbetween liberalpoliticsand freemarketcapitalismnecessaryandinevitable?Whatareliberalethics?Whatisthehistoricandcontemporaryrelation-ship between liberalism and imperialism?Howdoliberal theorists explain or rationalize nationalism?Howdoliberaltheoristsreconcileatheoryofuniversalhumanequalitywiththeexistenceofstateborders?Readingsforthisclassfocusoncontemporaryliberalauthors and their conservative, communitarian, so-cialist,democratic,andfeministcritics.Prerequisite: Politics222orconsentofinstructor.

30� Environment and Politics in the “New West”

�; not offered in 200�-0� This seminar explores the changing politicallandscapeof theAmericanWest,withemphasisonchangingenvironmentalvaluesandonconflictsovernatural resourcepolicy.Amiddramatic social, eco-nomic,anddemographicchanges,theWestisatwarwithitselfoverconflictingclaimstopublicresourcessuchaswater,pasture,minerals,timber,freshair,andrecreation.Whatarethecausesoftheseconflicts,andwhatkindsofapproacheswillbenecessarytoaddressthem?NextofferedFall2008,andavailableonlytostudentsacceptedtoSemesterintheWestprogram.

313 Social Policy and Democracy in the United States

�; not offered 200�-0� This course examines contemporary issues insocialpolicyinlightofthehistoricaldevelopmentoftheU.S.welfarestate.ItconsidershowsocialprogramsintheUnitedStateshavebeenshapedbyavarietyoffactorsincludingsocialclassrelations,partycompe-tition, and racial and gender power dynamics.Thecoursefocusesonthepolicyareasofsocialsecurity,povertyrelief,healthcare,laborrelations,andhous-ing. Studentswill participate in a service learningprojectinthelocalcommunitytoprovideaconcretecontextforlearningaboutissuesinU.S.socialpolicy.WealsoconsiderthepoliticsoftheU.S.welfarestateinthecontextofdemocratictheory,asking:1)Whatsocialpoliciesarenecessarytoensurethefreedomandequalityofdemocraticcitizens?and2)Howcantheformationofsocialpolicybedemocratized?Distribu-tionarea:socialscienceoralternativevoices.

31� The Christian Right in the United States�; not offered 200�-0� This seminar explores the politics of theChris-tian right as both a socialmovement and a culturalphenomenon. It also uses the study of the Christian right to reflectmore generally onAmerican socialmovements,Americanpoliticalculture,andtherela-tionship between religion andpolitics.We examinethemobilizationoftheChristianrightinthecontextofthepostwarnewrightmorebroadly.Wealsoconsiderwhether themovement’s emergence has fulfilled orviolatedtheoreticalprinciplesconcerningchurch/stateseparation, religious liberty, and the role of religion in ademocraticsociety.Inaddition,weanalyzeChristianrightpopularcultureasastructuralfeatureofcapitalistsocietyandintermsofitsformationofgender,racial,andsexualidentities.Oneeveningseminarperweek.

Politics

31� Culture, Ideology, Politics�; not offered in 200�-0� Thiscourseexploresthepoliticalmeaningofcul-ture,focusingonpopularcultureintheUnitedStates.Students experimentwith differentways of under-standingthepoliticalcharacterofpopularculturebyexaminingavarietyofculturalsourcesandreadingtheworksofmodernpoliticaltheorists.SpecialattentionisgiventoHollywoodfilms,theadvertisingindustry,the newsmedia, radicalism in the 1960s, popularmusic,andlesbianandgayactivism.Thecoursealsodiscussestheconceptofideologyanditsusefulnessin thecriticalanalysisofpopularculture (or“massculture,”or“subcultures”).Twoperiodsperweek.

31� Campaigns and Elections in the United States

�; not offered 200�-0� This course engages students in a concentratedstudyofU.S.electoralpolitics.Majorthemesofthecourse include the roleof themedia in campaigns;strategiesofcampaignorganizing;thesystemofcam-paignfinance;votingbehavior;electoraldynamicsofrace,gender,andclass;andindependentandthirdpartycandidates.Wealsoconsidertheoreticalissuescon-cerningthesignificanceofelections,representation,and campaign-related communications for a robustdemocracy.Animportantcomponentofthiscourseisparticipationinacommunity-basedlearningprojectinpartnershipwithalocalorganization.Inmajorelectionyears,thecoursealsoinvolvesanalysisofcampaignsrunningconcurrentlywiththecourse.

32� Contemporary Feminist Theories�; not offered in 200�-0� This course will begin by exploring variousschools of contemporary feminist theory (e.g.,Marxist feminism, liberal feminism, ecofeminism,psychoanalyticfeminism,etc.).Wewillthenaskhow proponents of these schools analyze and criticize specific institutions andpractices (e.g., the nuclearfamily, heterosexuality, the state, reproductive technologies,etc.).Throughoutthesemester,attentionwill be paid to the ways gender relations shape the formationandinterpretationofspecificallypoliticalexperience.Distributionarea:socialscienceoralter-nativevoices.

32� Theories of Empirex, � Morefield Thisclassexaminessomeofthemostinfluentialandimportantpoliticalwritingsonempirefromthelateeighteenthcenturytothepresent.Wewillfocusontheargumentsofpro-imperialauthors(e.g.JamesMill),anti-imperialauthors(e.g.EdmundBurke),andcontemporary post-colonial and political theoristsinterestedintroublingboththehistoricallegacyandcontinuing presence of empire today (e.g.EdwardSaid).The classwill consider a variety of generalthemesincluding:colonialambiguity,theproblemofsovereignty,cosmopolitanism,thestatusofwomeninthecolonyandpost-colony,theinventionofraceandthepersistenceofhybridity,therelationshipbetweencapitalism and empire, the tension between liberal

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theregion(e.g.VenezuelaandBolivia).Prerequisites: ConsentofinstructorbaseduponpreviouscourseworkonLatinAmericainanydiscipline.Distributionarea:alternativevoices.

33� North-South Relations�; not offered 200�-0� With a focus on political economy, this courseexamines the construction and maintenance of inequality in the international system, and a con-siderationof theconsequencesof inequalityfor thepossibilityofstateactioninthe“globalsouth.”ThefirstpartofthecourseexaminestheconstructionofNortherndomination,theexpansionoftheEuropeanstatesystemandtheglobalpoliticaleconomy(theo-riesofimperialism,colonization,worldsystems,andinternationalsociety).ThesecondpartwillexaminethemaintenanceofNorthernpowerovertheSouth,theeffectsofincorporatingtheSouthonpoliticalandeconomicstructures,andthemechanismsreproducingglobalhierarchies(dependency,development,militaryintervention, global culture).The final part of thecoursewillexaminestrategiesemployedbytheSouthtoopposeortoaccommodateagloballydisadvanta-geous position in the international system. Distribution area:socialscienceoralternativevoices.

33� Nature, Culture, Politicsx, � Brick Inthisseminarweexplorechangingunder-stand-ingsofnatureinAmericanculture,theroleofsocialpowerinconstructingtheseunderstandings,andtheimplicationstheseunderstandingshavefortheenvi-ronmentalmovement.Topicsdiscussedwillincludewildernessandwildernesspolitics,manage-mentofnationalparks,ecosystemmanagement,biodiversity,place,andthepoliticalusesofnature incontempo-rary environmental literature.The seminarwill oc-casionallymeetattheJohnstonWildernessCampus(transportationwillbeprovided).

3�� International Political Theory�; not offered 200�-0� An exploration ofmajor themes and issues incontemporaryinternationalpoliticaltheory,includingthe nature of the international system and international society,topicsininternationalpoliticaleconomy,theemergingroleofinternationalorganizations,theroleofethicsininternationalpolitics,andrecentfeminist,criticalandpost-moderninternationaltheory.Prereq-uisites:Politics147orconsentofinstructor.

3�� International Politics of Ethnic Conflict�; not offered 200�-0� Thisseminarwillexaminethecausesanddynamicsofethnicconflicts,howtheyhavebeenshapedbylocalandinternationalpoliticalandeconomicsystems,theirimplicationsfornationalandinternationalsecurity,andresponsestothembytheinternationalcommunity.Inaddition to considering alternative frameworks forunderstanding conflicts that become defined alongethnic or communal lines, the coursewill examineseveral cases in some depth.Thesemight includeRwanda,Yugoslavia,andSouthAfrica.Distribution area:socialscienceoralternativevoices.

Politics

equalityandcolonialhierarchy,theroleofhistoryinthecolonialimagination,thecolonialandpost-colo-nialsearchforauthenticity,post-imperialfutures,andmigration,forcedmigration,andexile.Therearenopre-requisitesforthisclassbutstudentsarestronglyencouragedtohavetakenortakeinadditiontothisclassPolitics222:ModernEuropeanPoliticalTheory.Distributionarea:alternativevoices.

332 The Politics of Place�; not offered 200�-0� Thisseminarcourseexplorestherelationbetweenculture,power,andplace.Inanagewhenforcesofglobalization seem to blur or even obliterate fixedborders,powerfulimagesoffirmlybounded“local”placesareconstantlyheldupasantidotestoawidevarietyofperceivedevilsrangingfromglobalcapital-ismtoreligioussecularization.Yet,theseinvocationsofplaceareoftenhistorical,highlyromanticized,anddependentontheexclusionofcertainundesirableOth-ers.DrawingoncasesrangingfromstrugglesovertheNevadaNuclearTestSitetotheRwandangenocide,fromcompetingimagesofnatureintheAmazonbasintothepoliticsofecotourisminthePacificNorthwestthis course asks: 1)How are places imagined andconstructed throughprocessesofpolitical struggle?and2)Howdothesedifferentimaginariesofplace,inturn,shapepoliticalstruggles?

33� The U.S.-Mexico Border: Immigration, Development, and Globalization

�, x Bobrow-Strain Thiscourseexaminesoneofthemostpolitically-chargedandcomplexsitesintheWesternhemisphere:the2,000-mileU.S.-Mexicoborder.Theborderlandsare a zoneof culturalmixings, profound economiccontrasts,andpowerfulpoliticaltensions.Inrecentyears,theborderhasemergedasakeysiteindebatesoverU.S. immigrationpolicy,national security, thedrugwar,ThirdWorlddevelopment,socialjusticeinThirdWorldexportfactories,andtransnationalenvi-ronmentalproblems.Thiscourseexaminestheseissuesas they play out along the sharp line running from east TexastoImperialBeach,aswellasinothersitesfromthecoffeeplantationsofChiapastotheonionfieldsofWallaWalla.Theseconcretecases,inturn,illuminatepoliticaltheoriesofthenation-state,citizenship,andtransnationalism.Students are encouraged, but notrequired,totakethiscourseinconjunctionwiththeU.S.-Mexicobordertripusuallyofferedattheendofspring semester.

33� Globalization and the Cultural Politics of Development in Latin America

x, � Bobrow-Strain Thiscourseexaminesthediversewaysinwhichclass,race,andgenderidentitiesarebeingreworkedinthecontextofcontemporaryglobalizationinLatinAmerica.Using a series of recent ethnographies, itexploresissuessuchastheconstructionofgenderinsitessuchasmaquiladorafactoriesandtheCaribbeansex-tourismindustry,themakingoftransnationaliden-titiesthroughmigration,racialpoliticsandindigenousmovementsinMexico,Brazil,andEcuador,andtherecentgrowthofleftistpoliticalmovementsthroughout

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3�� Background of African American Protest Rhetoric�; not offered 200�-0� Studentsexaminetheconflictingstrategiesofas-similation,separation,andrevolution,andtherhetoricof the civil rightsmovement used to promote andattack these strategies.Various stages of the socialmovementwillbeexamined,withaprimaryfocusonthenatureofpublicargumentaboutblacksinAmericabeginningwiththearrivalofthefirstAfricansintheearlyseventeenthcenturyandendingwiththeeraofvigorousAfricanAmerican protest in about 1965.MaybeelectedasRhetoricandFilmStudies340.Thiscoursemaynotsatisfybothpoliticsandrhetoricandfilmstudiesmajorrequirements.

3�2 Political Campaign Rhetoric�; not offered 200�-0� This course focuses on communication used inpoliticalcampaigns,particularlyinthecurrentelec-tionyear.The coursewill examine advertisements,speeches,andmediacoverage,usingavarietyofcom-municationtheories.Classdiscussionswillcenteronsuchissuesas:1)Howpassiveoractiveisthepublicincampaigns?2)Whatmakesaneffectiveandbeneficialpolitical advertisement? 3)What is the importanceof character versus issues in campaigns? 4)Whatisagoodcampaignstrategy?5)Howdocampaignstargetoralienatedifferentracial,gender,andregionalgroups?MaybeelectedasRFS352.

3�� Capital Punishment �; not offered 200�-0� Thiscourseexaminesvariouscontroversiescon-cerningthepracticeofcapitalpunishmentintheUnitedStates.Topicstobeexploredincludetherelationshipbetweencapitalpunishmentandotherformsofstateviolence,recentFederalandstatecourtrulingsonthedeathpenalty,therelationshipbetweenrace,gender,andtheimpositionofcapitalsentences,themoralityof execution as a punishment, variousmethods ofexecution,andcontemporarymovements toabolishorrestrictimpositionofthedeathsentence.

3�� Gender and International Hierarchy�; not offered 200�-0� This course draws attention to themanner inwhichinternationalhierarchiesandgenderrelationsintersect to have implications for the lives of thirdworldwomen.Thecourseexamineshowtheneedsandinterests of third world women are addressed in vari-ousinternationaldiscoursesandpractices,howthirdworldwomenareaffectedby internationalpoliticalpracticesandhowthirdworldwomensustain,resistandtransforminternationalpowerstructures.Wewillcoveranumberofdifferentissueareasthatincludesecurityandwar,developmentandtransnationalcapi-talism,mediaandrepresentation,culturalpracticesandhuman rights, women’s movements and international feminism. Distributionarea:socialscienceoralterna-tivevoices.

Politics

3�3 Genealogies of Political Economy�; not offered in 200�-0� Whatiscapitalism?Wherediditcomefrom?Howdoesitwork,andwhatarethepoliticsofitsepochalexpansion?Thiscourseexplorestheorigins,dynamics,andpoliticsofcapitalismastheyhavebeentheorizedoverthepasttwohundredyears.Itbeginswithclas-sicalpoliticaleconomy,closelyreadingtheworksofRicardo,Smith,andMarx.ItthentracesthelineagesofclassicalpoliticaleconomythroughtheworksoftheoristssuchasWeber,Lenin,Schumpeter,Gramsci,Keynes,andPolanyi.Thecourseendswithanexami-nationoftheoristswhocritiqueEurocentricpoliticaleconomybyapproaching thedynamics andexperi-encesof capitalism fromEurope’s formercolonies.Topicsaddressedinthecourseincludedebatesaboutimperialism, the state, class struggle, development,andglobalization.

3�� African Political Thought�; not offered 200�-0� Thiscoursewillexplore themes inAfricanpol-iticssuchascolonialism,nationalism,development,authenticity, gender, violence, and justice, throughthe ideasofsomeofAfrica’smostnotablepoliticalthinkers of the past half-century, includingFanon,Nkrumah,Senghor,Nyerere,Mandela,andTutu.Thecoursewillalsoconsidertheworkofcontemporarycriticsof thepostcolonialAfrican state.Thesemayincludewriters, artists, and activists such asNgugiwaThiongo,ChinuaAchebe,WangariMaathai,KenSaro-Wiwa,andWambuiOtieno.Prerequisite:con-sentofinstructor.Distributionarea:socialscienceoralternativevoices.

3�3 Political Ecology of Latin America�; not offered 200�-0� ThiscourseexaminestheenvironmentalpoliticsofLatinAmerica.Itfocusesonstrugglesoverdiffer-entnaturalresources—water,land,minerals,forests,andevenrawgeneticmaterial—withaneyetowardunderstanding how these struggles affect environ-mentalhealthandhumanlivelihoods.Topicsincludewaterpolitics,rainforestdeforestation,bioprospecting,mining,ecotourism,“sustainabledevelopment”,rapidurbanization,race,gender,andenvironmentaljusticemovements.Intheend,itusesthesecasestoexplorethe cultural politics of nature-society relations inLatinAmericabyaskinghowourveryconceptionsofwhat constitutes “nature”, “resources”, and “theenvironment”areproduced,andhowthosecategoriesthemselvesaresitesofmaterialandsymbolicstruggle.Prerequisites:Consentofinstructorbaseduponprevi-ouscourseworkonLatinAmericainanydiscipline.

3�� Environmental Politics�; not offered 200�-0� Aseminarexploringtherelationbetweenpoliticsandtheenvironment.Topicswillincludediscussionof the origins of environmental ideas and values, theintersectionofthoseideaswiththepublicpolicyprocess,andissuesofglobalresourceprotectionandinternationalcooperationonworld-wideenvironmen-tal concerns such as deforestation, global climatic

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change,andnaturalresourcemanagement.Afieldtripisrequired.

3�� Transnationalism�; not offered 200�-0� Thisseminarexaminestheincreasinglyimportantpolitical arena outside the exclusive control of theinternationalsystemofstates.Topicsincludetransna-tionalideasandnorms(neoliberalism,humanrights),economicglobalization,humanmigration,communi-cations(globalmediaandtheinternet)andsecurityissues(criminalnetworksandarmsproliferation).Thefocuswillbeonhowtransnationalprocessesworkandhowtheyaffectboththestructureoftheinternationalsystemandinternalpolitics.

3�� Freedom of Speech and the First Amendment�, x Withycombe Argumentsoverthe“appropriateboundaries”offreedomofspeechareamongthemostinterestingandhotly debated issues addressed by the legal system. In thiscourse, theevolutionofcurrent legalstandardsonfreedomofspeechwillbetracedfromtheearlieststatementsonfreespeechinancientAthens,throughBritishCommonLawtoColonialAmerica,andfinallytoawiderangeofcasesthatmadetheirwaytotheUnitedStatesSupremeCourt.Issuessuchasprivacy,obscenity,“fightingwords,”andcommercialspeechwillbediscussed,alongwithconsiderablediscussiondealingwithspecialissuesoffreespeechsuchasfreespeechandfairtrials,priorrestraint,andfreespeechinprisons,schools,themilitary,andthemarketplace.MaybeelectedasRhetoricandFilmStudies350.Thiscoursemaynotsatisfybothpoliticsandrhetoricandfilmstudiesmajorrequirements.

3�0 Argument in the Law and Politicsx, � Hanson Thiscourseemphasizesthestudyandpracticeofargumentinthelawandpoliticsandinvolvesthreecriticalaspects.First,studentsengageinandevalu-atelegalargumentinimportantcourtcases.Second,studentsparticipateinandevaluatepoliticalcampaignandpublicpolicy-makingprocesses.Third,studentsareexposedtoargumentationtheoryasawayofinter-pretingtheargumentstheyconstructandevaluate.Thegoalofthecourseistoenhancetheunderstandingandappreciationoftheuseofargument.MaybeelectedasRhetoricandFilmStudies351.Thiscoursemaynotsatisfybothpoliticsandrhetoricandfilmstudiesmajorrequirements.

�00-�0� Special Studies in Politics: Advanced Level� Advanced seminars designed for studentswhohave had considerable priorwork in the study ofpolitics.Each time theyareoffered, theseseminarsfocus on different topics. Students are expected tocompleteextensivereadingassignments,writeseveralpapers,andparticipateregularlyindiscussions.Oneperiodaweek.Thecurrentofferingsfollow.

Politics

�00 ST: Politics and Jurisprudence�, x Voorhees Centraltotheexerciseofpoliticalauthorityisthepowertomake,interpret,andexecutelaws,andwhilelawisthusapowerfulmeansofsocialcontrol,itisalsoanimportantpoliticalresourceforcitizens.Thiscoursewillexamineanumberofapproachestothemeaningof lawand to the social andpoliticalpurposes thatlawserves.Amongthethemeswewillexploreinthiscoursearethestructureoflegalreasoning,therelation-shipbetween lawandmorality, theextent towhichjustice and equality are legitimate legal objectives,thepurposesofpunishmentandsanction,thetensionsbetweennaturalandpositivelaw,thestatusofpoliticalrights,andthejustificationsforcivildisobedience.

�01 ST: Democratic Theory�, x King Incontemporarypoliticaldiscourse,‘democracy’is often presented as the sole legitimate form of gov-ernment.However,whatdemocracyactuallymeans,howitisreflectedinlaws,institutionsandvalues,andtheways its challenges, limits and tensions canberesolvedarethesubjectsofmuchdebate.Thiscoursewillengagethefollowingquestions:Whatisdemoc-racy?Howdo different conceptions of democracyviewfreedom,equalityandcitizenship?Whatkindsofinstitutionalarrangementsbestreflectandfoster‘de-mocracy’?WewillconsiderthesequestionsintermsofthehistoricalrootsofdemocracyinancientGreece,thereinvigorationofdemocraticthinkingduringtheEnlightenment,andcurrentdebatesaboutdemocracyand democratic participation in the contemporaryworld.

�01A Critical Theory in International Relations

x, � Winzoski Iswhat iswhathad tobe?Critical theory takesissue with essentialist theories in international rela-tions, and argues thatmany of the structures thatcharacterizetheinternationalsystemaretheproductofhumaninteractioninaspecifichistoricalcontext.Italsoarguesthatpresentsocialstructuresarepronetoviolenceandcontributetothecontinuedoppressionofalargepercentageoftheworld’spopulation,andthatother, lessharmfulsocialstructurescouldhaveemerged.Sohowdidtheseviolentandinegalitarianstructures emerge? If they are so harmful,whydotheypersist?Ifmanypeopleareharmedinthepres-entsystem,doesanyonegain?Whoarethesepeople,andhowdotheymaintaintheirprivilegedposition?Thiscoursewillexplorethesequestionsandrelatedones throughan examinationofmajor traditions incriticaltheory,includingpost-modernism,Marxism,constructivism,andcriticalfeministtheory.

�02 ST: Marx and Marxist Theoryx, � King KarlMarxwasanenormouslyinfluentialthinkerforthepoliticsofthenineteenthandtwentiethcentu-ries,andhisthoughthasdramaticallyshapedthewayswethinkaboutpower,freedom,classandcapitalism.

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ThiscoursewillengageMarx’sownsocialandpoliti-calthought,examinetheinterpretations,applicationsandevolutionsofMarx’sphilosophybylatersocialistthinkersandconsiderthequestionofMarxism’srel-evance(orlackthereof)inthecontemporaryworld.Wewillexploresuchthemesascapitalismandclassconflict,historicalmaterialism,alienationandexploi-tation, reform and revolution, justice and freedom.TextsmayincludeMarxandEngels,Lenin,Bernstein,LuxemburgandMarcuse.

�02A Arms Control and Weapons of Mass Destruction (WMD)

�, x Winzoski ThiscoursewillprovideanintroductiontoissuesrelatedtoWeaponsofMassDestruction(WMD)andthe international institutionsdesigned to reduce thethreatoftheseweapons.Itwillexaminethetechnol-ogy behindWMD, and analyze the developmentof international arms control institutions to combattheseweapons.Itwillalsoconsidertheevolutionofscholarshiprelatedtoarmscontrol,fromrealistbegin-nings,toaliberalfocusonverification,tothepresentconstructivist emphasis on the normative value ofarmscontrol treaties.Thecoursewill alsoconsideremergingarmscontrolissuesincludingthethreatofterrorists using WMD, small arms disarmament, the weaponizationofspace,andIran’snuclearprogram.

�03A The Cold War Through Novel and Film�, x Winzoski Popularfilmsandnovelsprovideamirrorofthesocietythatproducedthem.Closecriticalexaminationoffilmsandnovelsproducedbetween1946and1990revealprominentideasabouthowAmericaperceivedits adversaries, itself, and its role in international re-lations during the Cold War. Among other materials, thiscoursewillexaminesuchColdWarclassicsasTheHuntforRedOctober,FirstBlood,RedDawn,1984, andDr. Strangelove.Themes to be exploredwillinclude:theRedMenaceandEvilEmpires,theemergenceof thenuclear era, howAmerica soughtto interpret its experiences in theVietnamWar, theMilitary-IndustrialComplex,andAmerica’sroleasasuperpower.

�0�A ST: Voting Rights and Latinos in Washington State x, � Apostolidis and Mireles Thegoalofthiscourseisforstudentstolearnaboutthehistoryandpresentissuesconcerningracialminori-tiesandvotingrightsintheUS,withaspecialfocusonLatinos.Themajorassignmentinthecourseisforeachstudent,workingindividually,tocarryouta“votingrightsassessment”andproduceaplanforvotingrightsimprovementforaspecificjurisdictioninWashingtonState.Thebasic questionsmotivating these studieswill be:How fairly areLatinos represented in thejurisdictioninquestion?Whatfactors(legal-structural,social-economic,andpolitical-organizational)accountforanyLatinounder-representationthatexists?Whatkindsofactionshouldbetakentoenhancerepresenta-tivedemocracyandracialequalityinthesejurisdic-tions?Studentswillconductsomepubliceducationalactivitiesregardingtheirresearchresultsinthelatter

partofthesemester.Theywillalsodotheirprojectworkinconsultationwithanon-partisan,non-profitcivicorganization.MaybeelectedasSociology408.Prerequisites:consentofinstructors.

��� Research Seminar: Racism and Latinos in Washington State

�; not offered 200�-0� ThiscoursecombinescriticalreadingontheoriesofraceandracismandthehistoryofLatinoexperi-encesintheUnitedStateswithindependentresearchthat ismeant to informpractical efforts to addresstheseproblems.Eachstudentdesignsandcarriesouta research project that expands a bodyof researchdone by previous students in this course on socialconditionsforLatinosinWashingtonState.Previousareasofresearchhaveincludededucation,healthcare,immigration,votingrights,labor,andotherfields.ThecourseinvolvesaCommunity-BasedLearningcompo-nentthatlinksstudentswithprofessionalswhoseworkimpactsLatinosandwhoprovideconsultationtohelpstudentsorienttheirresearch.Studentslearnhowtoconductsystematicempiricalresearchonsocialandpoliticalproblems:formulatingquestions;determiningappropriatemethods; gathering and analyzingdata;conductingpersonal interviews; andmakingpolicyrecommendationsbasedonresults.Studentsarealsoexpectedtomaketheirresearchpoliticallyrelevantbyengaging inorganizedpubliceducationalactivities.Thecoreintellectualchallenge,inturn,istoholdaca-demicreflectionsincreativetensionwithbothpracticalresearchandpoliticalaction.Prerequisites:consentofinstructor.Distributionarea:socialsciences.

��1, ��2 Individual Projects1-�, 1-� Staff Directed individual study and research.Prereq-uisites:appropriatepriorcourseworkinpoliticsand consentofthesupervisinginstructor.

��0 Senior Seminar�, x Bobrow-Strain, Biswas, Brick, Magnusson This team taught seminar will meet one eve-ning aweek throughout the semester. Its purposeis to engage seniormajors in sustained discussionof contemporary political issues.Requirements in-cludeattendanceatall seminarmeetings;extensiveparticipation in discussion; and the completion ofseveral papers, one being a proposal for a senior thesis or honor thesis. Required of, and open only to, senior politicsmajors. (Fall degree candidatesshouldplantotakethisseminaratthelatestpossible opportunity.)

��� Senior Thesis2, 2 Staff During thefirst two-thirdsofeachmajor’sfinalsemester atWhitman, he or shewill satisfactorilycompletetheseniorthesislaunchedthepriorsemester,andthendefendthatthesisorallybeforetwofacultymembers.Detailed information on this process isprovidedtostudentswellinadvance.NothesiswillbedeemedacceptableunlessitreceivesagradeofC-or

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/ 1�3 Politics, Psychology

seniorthesis,andsatisfactoryperformanceontheMFTarebothrequiredforgraduation. ThePsychologyminor: Psychology110,210;plus10additionalcreditsforatotalof18credits.The10additionalcreditsmustincludeatleastonepsychologycoursenumbered300or higher.

110 Introduction to Psychology�, � Staff Thescienceofpsychologyasintendedforgeneralandbeginningstudents.Designedtointroducestudentstothetechnicalvocabulary,methodology,andprincipalfields of research.Analysis of such topics as learn-ing, development, personality, behavior pathology, emotions,andsocialbehavior.Allsectionsdesignedto introduce the student to thebasicmaterialof theintroductorypsychologycourse.Notallsectionsareorganizedandconductedthesameway. In the fall, all sectionswillbeteam-taughtbyProfessorsPrullandVick.Springsectionsofthecoursewillbetaughtbyindividualinstructors.

210 Psychological Statistics�, � Fall: Herbranson; Spring: Prull Descriptive, correlational, and inferential statis-ticalmethodsaswellassomeoftheirapplicationsinpsychology.Thefinalgradeisbasedoncompletionofhomeworkassignmentsandexaminations.Thematerialisatanintermediatelevelofcomplexity,andstudentsareadvisedtotakethecourseearlyinpreparationformoreadvancedwork.Notavailabletoseniorpsychol-ogymajorswithoutdepartmentconsent.Distributionarea:quantitativeanalysis.

220 Research Methods in Psychology�, � Fall: Prull, Spring: Wiese Description and application of experimentalmethodstohumanandanimalsubjects.Classicalandcontemporarymethods, content, and problems arecoveredwithaspecialemphasisonthehumansubjectinresearch.Designedforbeginningandintermediatestudents.AresearchpaperwrittenaccordingtoAPAformat isrequired.Thecourse involvesanarrangedlaboratory. Prerequisites:Psychology110andPsychol-ogy210.Notavailabletoseniorpsychologymajorswithoutdepartmentconsent.

230 Social Psychologyx, � Vick Anintroductiontothefieldofsocialpsychologyfrombothasociologicalandpsychologicalperspective.Usingtheoryandmethodology,conceptualandexperi-entialtechniques,theeffectsofgroupsandindividualsononeanotherwillbeexamined.Emphasiswillbeplacedonincreasingawarenessofoneselfasasocialbeing,aswellasexploringlinksbetweenpowerandthesocialconstructionofhumanbehavior.Alaboratoryweekendisrequired.Team-taughtbyamemberofthesociologydepartmentandamemberofthepsychologydepartment.MaybeelectedasSociology230.Pre-requisites:nofewerthanthreecreditsinpsychologyand/orsociology,orconsentofinstructor.

better. Required of, and open only to, senior majors nottakingPolitics498.

��� Honors Thesis2, 2 Staff Designedtofurtherindependentresearchleadingto the preparation of an undergraduate honors thesis on asubjectofanalyticalortheoreticalinterestinpolitics.Required ofandlimitedtoseniorhonorscandidatesinpolitics.Conductedunderclosefacultysupervision.Prerequisites: admission to honors candidacy andconsentofdepartmentchair.

PsychologyMatthewW.Prull,ChairEmilyW.Bushnell RichardN.JacksMelissaClearfield S.BrookeVickWalter T. Herbranson Deborah Wiese (on Sabbatical, Spring 2008) Psychologycoursesemphasizetheobserva-tionalandtheoreticalanalysisofthebehaviorof organisms. A student who enters Whitman without any priorcollege-levelpreparationinpsychologywillcomplete36creditstofulfilltherequire-ments for the psychologymajor.Courses completed in the psychologymajor apply tothesocialsciencedistributionareaandselectcoursesinthepsychologymajoradditionallyapply to the science, alternative voices andquantitativeanalysisdistributionareas. The courses listed below are designatedfor distribution credits in the followingcategories: Science: 360 Physiology of Behavior. QuantitativeAnalysis: 210 Psychological Statistics. AlternativeVoices: 239 Psychology of Women and Gender, 335 Cross Cultural Psychology; 336 Social Stigma. ThePsychologymajor: Psychology110,210,220,420,495;496or498;oneseminarcourse fromcoursesnumbered300-349;onelaboratory course from courses numbered350-399;andothercoursesselectedwith theapprovalofthemajoradvisertomakeatotalof36credits;threecreditsinphilosophy(exclud-ingPhilosophy109),threecreditsinsociology(excludingSociology230)oranthropology,andthreecreditsinbiology.Itisstronglyrecom-mendedthatstudentscompletePsyc210and220 by the end of their junior year. The senior assessment: a one-hour oral defense of the

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2�� Peer Counseling2, x Jacks Designed to teach verbal/non-verbal attendingandcommunication skills through instruction, role-play, and videotaped practice.Additional topics includecrisiscounseling,suicide,depression,coun-selingminority andgay students, and ethics of thehelpingrelationship.Onehourofclassandtwohoursoflaboratoryperweek.Apaper/projectandaweeklyco-counseling session required.Graded credit/nocredit.

2�0 Abnormal Psychology�, x Wiese Exploresperceptionsofnormalitytoprovideanintroduction tomental illness and tomentalhealth.Studentswilllearnpresentingissuesandmanifesta-tionsofmajormentaldisorders,criticallyexaminingresearch and current diagnostic practice.Attentionwillbegiventoculturalcompetenceindiagnosisandtreatment.Thiscourseinvolvesasignificantamountofreadingandanabilitytoutilizethereadingsindiscus-sionsandactivities.Includesquizzes,twoexams,andout-of-classassignments.

2�0 Personality Theories3; not offered 200�-0� This course emphasizes a holistic approach tounderstanding the person aswe examine classicalandcontemporarypersonalitytheories.Readingswillincludeapopulartextandjournalarticlesorganizedaround four central themes (intrapsychicmysteries,interactions,interpretivestructures,interpersonalsto-ries).Exams,atheoreticalpaper,shortthoughtpapers,andclassparticipationwillformthebasisofthecoursegrade. Prerequisite:Psychology110ortheconsentoftheinstructor.CreditnotallowedifPsychology370hasbeentaken.

320 Seminar: Psychology of Aging3; not offered 200�-0� Thiscoursesurveysbasicknowledgeinthepsy-chologyofaging.Modelsofsuccessfulaging,socialchangesinlatelife,age-relatedchangesincognitiveand intellectual functioning, psycho-pathology andtheconsequencesofage-relateddegenerativediseases(Alzheimer’s andParkinson’s diseases) are amongthetopicsdiscussed.Thecoursewilllikelymotivatestudentstoexaminetheirpreconceptionsaboutolderpeopleandtheagingprocess.Prerequisites:Psychol-ogy 110.

322 Theoretical Approaches to Psychotherapy

x, � Wiese Coversprimarytheoriesincounselingpsychologythathaveformedthebasisforunderstandingclientsandshapedtherapeuticinterventions.Criticalanaly-sisoftheoriesbasedonresearchandapplicabilityinmulticultural contexts. Evaluation of relationshipbetweentheoryandpractice.Inadditiontoclasstime,weekly co-counseling sessions required for guidedexperientiallearningofinterventionssuchasGestalttechniques,systematicdesensitization,dialecticalbe-havior therapy, and rational emotive behavior therapy.

Psychology

232 Stereotyping, Prejudice, and Intergroup Relations

3, x Vick Howandwhydogroup-basedstereotypesform?Whydotheypersistdespiteevidenceoftheirinaccu-racy?Whyareweprejudicedagainstoneanotherandhowcanwereducethesetendencies?Thiscoursewillintroducestudentstotheoryandresearchaddressingthenatureofsocialidentities(race/ethnicity,gender,religion,sexualorientation,age,etc.)andtheirinflu-enceonintergroupbehaviorfromasocialpsychologi-calperspective.Topicswillincludetheoreticaloriginsofprejudiceandintergroupconflict,biasesinsocialperception and judgment, howprejudice affects itstargets,andpotentialmeansofchangingstereotypesandreducingprejudice.Studentswillbeencouragedtoexaminetheirownsocialidentitiesandsocialrelationswith thegoalofunderstandinghow to successfullynegotiateinteractionsbetweenmembersofdifferentsocialgroups.Prerequisites:Psyc110orconsentofinstructor.

23� Psychology of Women and Genderx, 3 Clearfield Thiscoursewillexaminetheoriginsandpsycho-logicaleffectsofstereotypesandgenderdifferencesonwomen.Specifically,wewillexplorehowgenderdifferencesmanifest themselves in all aspects ofwomen’slives,includingchildhood,loveanddatingrelationships, sex,marriage, themedia’s influence,work,violence,andmentalhealth.Althoughwewilltouchonmen’sissues,thefocuswillbeonwomen’sexperiences.Prerequisites:Psychology110orGenderStudies100.Distributionarea:alternativevoices.

2�0 Developmental Psychologyx, 3 Clearfield Thiscourseusesaproblem-basedstudent-centeredapproachtothedevelopmentofinfantsandchildren.Thegoalsofthecoursearetopromotecriticalthink-ing andproblem-solving skills using reading, data,video, and group projects on issues in perceptual,motor,social,andcognitivedevelopment.Thereisaproblem-basedassignmentdueforeveryclass,butnoconventionalexaminations.Studentswillunderstandthemajor issues in developmental psychology anddevelopmentalprocesses throughcriticalreadingofresearch reports andpopular press, evaluating con-flictingdata,interpretingdata,andgeneratingtestablehypotheses. Prerequisite: Psychology110.CreditnotallowedifPsychology380hasbeentaken.

2��, 2�� Special Topics3-�, 3-� Thesecoursesfocusontopicswithinpsychologyand/orresearchinterestsofpsychologyfaculty.Thesecourses are generally not offered regularly.Enroll-mentsin200-levelspecialtopicscoursescanbelargerthan the limited-enrollment 300-level seminars, and thesecoursesmayprovidebroadsurveysofacertaindomainwithin psychology.These coursesmay beappropriate for non-psychologymajors aswell asmajors.

/ 1�� Psychology

behavior and ethology, stressing the importance ofananimal’sbiological,ecologicalandsocialmilieu.Specific topicsmay include dominance and socialstructure,foraging,mating,predation,communication,perception, conflict and cooperation.Prerequisite: threecreditsinpsychologyorbiology.

3��, 3�� Special Topics Seminars3-�, 3-� These seminars focus on specific topicswithinpsychology and/or research interests of psychol-ogyfaculty.Thesecoursesaregenerallynotofferedregularly.Individualcoursesmaybetaughtonlyonce,andcourseofferingsarelikelytochangesubstantiallyfrom year to year. Enrollments are generally limited totwelvestudentsperclasssothatclassdiscussionopportunitiesaremaximized.

3��A ST: Japanese Psychology3, x Wiese IntroductiontocontemporaryissuesofpsychologyinJapan.Examinesthoughts,feelingsandbehaviorsprevalentwithinJapanesesociety.Identifiesimpactofsocietalnormsondesignationsof“abnormality”andlabels(suchastaijinkyofushoandNEET).Exploresquestions of culture bound disorders, cultural uni-versals,andculturalrelativismasitappliestoJapan.Attention given to current theories and research incross-culturalpsychology,emphasizingmethodologi-calchallengesandculturalinfluencesonpsychologi-calprocesses.Prerequisites:Psyc110orconsentofinstructor.Distributionarea:alternativevoices.

3��B ST: Chimps, Cavemen, and Babies: The Origins of Human Cognition

3, x Bushnell Thisseminar-stylecoursewillfocusontheevolu-tionanddevelopmentof“uniquely”humancognitivebehaviors, such as language, counting, tool-using,imitation, theoryofmind,anddeliberatedeception.Howdidhumanscometohavetheseabilities?Whenand underwhat pressures did they evolve?Whatkindsofevidencecanweusetoinfertheseabilitiesonthepartofindividualsandspeciesnowextinct?Inadditiontoconsideringtheirevolution,wewillalsoaddress the development of these behaviors during infancyandearlychildhood,ascurrentthinkingsug-gests that evolution and development are intertwined inimportantways.Finally,wewillconsiderwhetherotherspeciesmayexhibitsimilarbehaviors,ascertainanimalabilitiesareoftenusedforreferencepointsintheorizingabouthumanevolutionandinfantdevelop-ment.Courseworkwill involve reading advanced,original sourcematerials, and class sessionswillincludediscussion,debate,videos,andstudentpre-sentationscenteredonthesematerials.Thecourseisappropriateforstudentswithsomebackgroundinatleast oneof the following: developmental psychol-ogy,cognitivepsychology,physicalanthropology,oranimal behavior. Prerequisites: Psyc110andatleastonecoursefromamongthefollowing:DevelopmentalPsychology,CognitivePsychology,Comparative&EvolutionaryPsychology,EvolutionaryBiology, orPhysicalAnthropology;orconsentofinstructor.

Prerequisites: Psyc 110and consent of instructor.CreditnotallowedifPsyc270orPsyc370hasbeentaken.

32� Theories of Knowledge Acquisition�, x Clearfield How do you go from being a newborn, unable to speak,walk,orevenliftyourownhead,towhoyouare now, a speaking, thinking,moving adult?Howdoes change happen, andwhere does knowledgecome from?The central question in developmentalpsychologyistheoriginsofnewformsofbehavior;thiscoursewillfocusontheoriginsofhumancogni-tion.Inthisseminar,wewillreadanddiscussclassicandcontemporarytheoriesofdevelopment,aswellasempiricaldataandcomputermodelsofdevelopment.TopicswillincludePiaget,nativism,andecologicaltheory,withaspecialemphasisonconnectionismanddynamicsystemstheory.Ourfocuswillbehowsuc-cessfullythesetheoriesaddressdevelopmentalchange,andwhatdevelopmentalprocessescantellusaboutcognition.Weeklyresponsepapers,amidtermandafinalprojectarerequired.Prerequisites:threecoursesinpsychology,orconsentofinstructor.

33� Seminar in Cross-Cultural Psychology�; not offered 200�-0� Psychological concepts and theories acceptedin theU.S. haveoftenbeenpresented asuniversal.Increasingly, however, these theories have beenchallengedfortheirfailuretoacknowledgediversityintermsofgender,race,socialclass,andcultureingeneral.Thiscoursefocusesisoncurrenttheoriesandresearch in cross-cultural psychology, emphasizingmethodologicalchallengesandculturalinfluencesonpsychologicalprocesses.AttentionisgiventopotentialimplicationsforgeneralpsychologyintheU.S.Em-phasisingivenyearsmaychangefrominternationaltonationalconcerns.Thecourserequiressignificantreading,writtenculturalanalyses,andactiveparticipa-tionindiscussionsandfieldtrips.Prerequisite:consentofinstructor.

33� Social Stigmax, 3 Vick Thiscoursewillexamineresearchandtheoryonsocialstigmafromasocialpsychologicalperspective.Topicswillincludetheoriginsandfunctionsofstig-matization,mechanismsandconsequencesofsocialstigma,andcopingstrategiesofstigmatizedindividu-als.Specialattentionwillbepaidtotargetsofstigma,including those stigmatized by their race/ethnicity,gender,andsexualorientation.Thepsychologicalef-fectsofprejudiceanddiscriminationforthesetargetswill be discussed.Prerequisite: Psychology110orequivalent.Distributionarea:alternativevoices.

33� Comparative and Evolutionary Psychology�; not offered 200�-0� Thisseminarexplorespsychologicaltopicsacrossawidevarietyofspecies,withaparticularemphasisonevolutionasadeterminantofbehaviorandcognition.Coursecontentwillincludemodernresearchonanimal

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3��A ST: Issues in Perception and Perceptual Development

x, 3 Bushnell Inthisseminar-stylecourse,wewillexaminehowpeoplerecognizeandrespondtoobjectsandeventsobservedthroughtheirsenses.Althoughsomeaspectsof sensory neurophysiologywill be incorporated,the emphasiswill beonhowperceiversweigh andinterpretinformationatthepsychologicallevel.Howtheseprocessesareaffectedbyexperienceandunfoldduringdevelopmentwillalsobeconsidered.Specifictopicsofstudymayincluderepresentationsofobjects,sceneperception,motionperception,perceptual-motorlearning,recognitionoffaces,cross-modalintegration,visualconstanciesand illusions,andothers.Courseworkwillinvolvereadingoriginalsourcematerials,andclasssessionswillincludedemonstrations,discus-sion,studentreactions,andgroupworkcenteredonthesematerials.Thecourseisappropriateforadvancedstudentswithsomebackgroundinexperimentalpsy-chology.Prerequisites: 6 credits in psychology, orconsentofinstructor.

3�� Seminar in Human Memory3; not offered 200�-0� Otherthanthatwhichisgeneticallycoded,every-thingthatweknowabouttheworldrepresentssomeaspectofhumanmemory.Thisseminarexamineshis-toricalandcontemporaryaccountsofhumanmemory,withparticular emphasison readinganddiscussingprimary research articles.Neurobiological aswellaspsychologicalperspectivestothestudyofhumanmemorywillbetaken.Domainsthatarelikelytobeexploredincludememoryprocesses(e.g.,encoding,storage,andretrieval),distinctions(e.g.,short-term/long-term, episodic/semantic, implicit/explicit) andsystems(e.g.,temporalandfrontallobecorrelatesofmemory).Class presentations and afinal empiricalprojectarerequiredcomponentsofthecourse.Pre-requisites:Psychology110orequivalent.CreditnotallowedifPsyc350hasbeentaken.

3�0 Cognitive Psychologyx, � Prull Theissuesandresearchassociatedwiththewayshumanscometoknowandunderstandtheworldtheylivein.Studentstakingthisclassshouldhaveathor-oughunderstandingofbasicprinciplesofpsychologythatcanbeextendedtoadiscussionofthe“higher’’mentalprocessesassociatedwithperception,imagery,memory,problemsolving,etc.Oneweeklyarrangedlabisrequiredinadditiontoregularlyscheduledclassmeetings. Prerequisites:sixcreditsinpsychologyorconsentofinstructor.CreditnotallowedifPsyc349,Seminar in Human Memory, hasbeentaken.

3�3 Practicum in Psychology1-3, 1-3 Wiese and Staff Practicumexperiencesallowstudentstointegrateand apply issues they have learned in coursework.Placementsvarybysemesterandmayincludeschool,hospital,community,oroutpatientsites.Studentsen-gageinaminimumofthreehoursperweekinoff-cam-pusplacement,complete readingsandassignments,

andmeetweeklywithcourseinstructor.Prerequisites: Psyc110andconsentofinstructor.Co-requisites:Psyc356AppliedPsychology(iftakingforthefirsttime).

3�� Applied Psychology3, x Wiese This course focuses on the applications of psy-chology in community settings. Integrates theory,research, and treatmentmodalities to introduce thescientistpractitionermodelofpsychology.Addressesprofessionalissuesandcareerpossibilitiesinappliedareasofpsychology.Classsessionsdevotedtodiscus-sionofreadings,exposuretobasictherapeuticskills,andgroupsupervisionofpracticumexperiences.AllstudentsrequiredtobeconcurrentlyenrolledinPsyc353,PracticuminPsychology.Prerequisite:Psyc110and consentofinstructor.

3�� Research Experience 3-�, 3-� Staff Asupervisedresearchexperienceinanongoinglabproject,arrangedwiththeinstructor,givingstudentstheopportunitytorecruitparticipants,collect,code,andanalyzedata,aswellasreadrelevantliteratureandwrite lab reports. Prerequisite:consentofinstructor.

3�0 Physiology of Behavior�, x Herbranson Designed to introduce students to modernphysiological approaches to the study of behavior.This coursewill cover the basic researchmethodsand equipment used inmodern neuroscience andthe theoretical implications of a physiological ap-proach to psychology. Specific topicswill includetheelectricalandchemicalbasisofneuralfunction-ing:thestructureandfunctionofsensoryandmotorsystems, the physiological basis and treatment ofpsychopathology;andthebiologyofcentralprocessesincluding but not limited to learning,memory and emotion.Two lectures and one three-hour lab perweek. Prerequisites:fourcreditseachofpsychologyandbiology.Distributionarea:science.

3�0 Lab in Child Development�; not offered 200�-0� Thiscourseintroducesstudentstothemethodologi-caland theoreticalapproaches to the studyofchilddevelopment.Specifictopicswillincludeperceptualandmotor development, social andmoral develop-ment,andcognitiveandlanguagedevelopment.Wewillstudychildrenranginginagefrominfancythroughmiddlechildhood,andwillstudybothnormallydevel-opingandimpairedchildren.Designedforbeginningandintermediatestudentsandespeciallyfornewma-jors.Two80-minuteperiodsperweekplusanarrangedlaboratory. Prerequisites:Psychology110andconsentofinstructor.CreditnotallowedifPsychology240hasbeentaken.

3�0 Psychology of Learning�; not offered 200�-0� This course uses principles of conditioning andlearning to explorehowhumans and animals adapttheir behavior tomeet changing environmental de-

Psychology

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Race and Ethnic StudiesDavidGlenn,DirectorShampaBiswasAlberto GalindoDavid GlennHelenKim(on Sabbatical, Fall 2007)NinaLerman BruceMagnusson (on Sabbatical, Spring 2008)Jean Carwile MastellerGilbert MirelesNicoleSimek(on Sabbatical, Spring 2008)RobertWithycombe

TheRace andEthnicStudiesmajor takesan interdisciplinary approach to the studyofraceandethnicity—whatdo thesecategoriesof differencemean?How have they beendefined,constructed,andapplied indifferentsocio-historiccontexts?Howdotheyintersectoroverlapwithotheraxesofdifference(e.g.gender,class,nation,religion)?Exploringthesequestionswithanalyticaltoolsandapproachesdevelopedinarangeofacademicdisciplines,thismajor leads to a critical examination ofmanyhistoricalandcontemporarysocialissuesthatarisefromtheinstitutionalizationofraceandethnicity. TheRaceandEthnicStudiesmajor will completetwofoundationalcourses,aconcen-tration designed with the adviser and approved bytheRaceandEthnicStudiesCommittee,aseniorseminarandthesis,andelectivecoursestotaling 36 credits and chosen such that theoverallcourseworkisdrawnfromaminimumof three departments.Three courses in addi-tion to the senior seminar and thesis must be at the300or400level;at least twoof thesemustbetakenatWhitman.Nomorethan12credits earned in off-campus programs andtransfer credit, normore than four credits inindependent study, may be used to satisfy the RaceandEthnicStudiesmajorrequirements.Inallcourses,thestudent’sworkshouldfocusonissuesofraceandethnicitywheneverthatispossible.Coursescompletedinraceandethnicstudiesapplytothehumanities,socialsciences,alternative voices, andfine arts distributionareas. In addition, the studentwill complete

Psychology, Race and Ethnic Studies

mands.StudentswilllearnabouthistoricalandmodernapplicationsofPavlovianandoperantconditioning,andwillapply thosemodels tocontemporaryprob-lemsinpsychology.Intheassociatedlab,ratswillbeusedasamodelorganismtodemonstrateprinciplesoflearningastoolsforthemodificationofbehavior.Prerequisites:Psychology110.

�0�, �0� Independent Study1-3, 1-3 Staff Independent study in an areaof special interestselected by the studentwith direction of a staffmember. Prerequisite: consent of instructor.

�20 Contemporary and Historical Issues in Psychology

�, x Clearfield Thiscapstonecourseconsidersperennialissuesinpsychology,suchasnaturevs.nurture,factvs.value,positivism vs. constructivism, and themind/bodyproblem.Thehistoricalandcontemporary formsofthese issues are examinedusing literature from thehistoryofpsychology,aswellascontemporaryarticlesfrom The American Psychologist and the American Psychological Association Monitor.Goalsare:1)toprovideseniorpsychologymajorsaconceptualandhistoricalbackgroundbywhichtoconsidercontempo-rarymattersofpressingconcern;2)toassiststudentsintheirintegrationofpsychologyasadiscipline;and3)toconsiderthewiderangeofethicalissuespertinenttothestudyandpracticeofpsychology.Studentsareaskedtowriteseveralpositionpapersandatake-homeexamaswellasparticipateinadebate.Restrictedtoseniorpsychologymajorsandminors;othersbycon-sent only. Requiredofallseniorpsychologymajors.

��� Thesis3, x Staff First semester of a yearlong thesis project, in-cludingweeklymeetingswith class,with adviser,andseveraldraftsofawell-documentedproposalduethroughout the semester.

��� Thesisx, 3 Staff Second semester of a yearlong thesis project.Weeklymeetingswith class,with adviser, an oralpresentationonthethesisproject,andapolishedfinaldraft submitted before April 1.

��� Honors Thesisx, 3 Staff Second semester of a yearlong thesis project.Weeklymeetingswith class,with adviser, an oralpresentationonthethesisproject,andapolishedfinaldraftsubmittedbeforeApril1.Inaddition,apublicpresentation, preferably at a professional or student conference,isrequired.

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12creditsofcollege-levelstudyinalanguageotherthanhisorherfirstlanguage. Foundation courses:GENS245,Critical and Alternative Voices,plusoneothercoursecentered on racial and ethnic analysis (SOC267 Race and Ethnic Group Relations;HIST371 African American History;HIST268U.S. Ethnic and Immigration History; POL 259Politics of Race, Ethnicity, and Religion;PHIL225 Critical Race Theory). Concentration:Three courses (typicallynineto12credits)definingfocusofstudyinatopicorregion,providingcontextforthethe-sis.TwoofthethreecoursesmustbetakenatWhitman,andindependentstudyclassesarenotpermitted.TheconcentrationmustbeproposedtoandapprovedbytheRaceandEthnicStudiesCommittee by the end of fall semester of the ju-nioryear.Examplesofregionalconcentrationsinclude:RaceandEthnicityinLatinAmerica,EthnicityandRace inAfrica,U.S.RaceandEthnicStudies,AfricanAmericanStudies,orRaceandEthnicity inSouthAsia.Examplesofthematicortopicalconcentrationsinclude:EthnicityandIdentity;RaceandGender;Lit-eraryRepresentationsofRaceandEthnicity;RaceandClass;EthnicityandNation;Race,Ethnicity,andNature;ReligionandEthnicity.Theproposalmustincludeatitle,alistofthethreecoursesproposed,andanexplanationofhowthecoursesfittogetherandcomplementeachother.. Electives:Usuallythreecourseschosentocomplement the concentration, such that, incombinationwithfoundationalandconcentra-tion coursework, the student hasworked inthreedisciplinesoverall.Itisrecommendedthatthestudentexploremorethanonegeographicarea. Capstone:A senior seminar (four credits)inthefall,inwhichstudentsdiscusscommonreadingsandcasestudiesandbeginthesisre-search,andcompletionofthesis(twocredits)inthespring.Theoralportionofthemajorexamwillbeginwitha thesisdefenseandproceedtoabroadersynthesisofthestudent’sworkinthemajor.StudentswillproposethesistopicstotheRaceandEthnicStudiescommitteebythe end of the junior year.

Language Requirement: The language requirementplacesvalueonthelinguisticdi-mensionsofdifferenceandprovidesstudentswith at leastminimaldirect exposure to thisdimension.Thestudentwillcomplete12creditsofcollege-levelstudyinalanguageotherthanthestudent’sfirstlanguage.Nomorethantwolanguages are allowedwithin the 12 credits.ThesecreditsmaybeearnedatWhitmanCol-lege, through transfer credit fromaccreditedU.S.institutionsofhigherlearning,orfromaWhitman approved study abroad program. TheRaceandEthnicStudiesminor: The studentcompletingaminorinRaceandEthnicStudieswilltakeGENS245,Critical and Al-ternative Voices,oneofthefoundationcourses(SOC267Race and Ethnic Group Relations;HIST371African American History;HIST268U.S.Ethnic and Immigration History;POL259Politics of Race, Ethnicity, and Religion;PHIL225 Critical Race Theory),andthreeelectivecourseschosenfromthelistofeligiblecourses.

1.“Foundation”courses:coursesincorpo-rating race and ethnicity as central, definingissues: GenS245Critical and Alternative Voices Hist 371 African American History Hist268US Ethnic and Immigration History Phil225Critical Race Theory Pol 259Politics of Race, Ethnicity, and

Religion Soc267Race and Ethnic Group Relations

2.RaceandEthnicStudiescourses:a listfromwhichmajorswilldrawconcentrationandelective courses in consultationwith adviserand approvedby committee (for an updatedcourselist,pleaseseedepartmentWebpage): Anth 258Peoples of the Tibeto-Burman

Highlands Anth 259 Andean Culture and Society Since

the Inca Anth 328Culture, Health, and Healing:

Medical Anthropology ArtH208Arts of the Americas: The Visual

Culture of Conquest and Colonialism ArtH 221 American Art and Visual Culture,

Colonial to 1900

Race and Ethnic Studies

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ArtH 222 American Art and Visual Culture of the Twentieth Century

Educ278Strategies for Teaching Linguisti-cally and Culturally Diverse Students

Educ360/Soc370 Educational Equality Educ375Development and Diversity Engl181BAfrican American Literature: “I

speak for you?” Engl388BSlavery in the Literary Imagina-

tion Fren 316 Contemporary France and the Francophone World Hist188Modern Latin America Hist 247 Early China Hist 250 Colonies to Nation: North America,

1600-1800 Hist 259 ST: Social History of Stuff Hist287Colonial Latin America Hist290/Soc290History and Sociology of

Rock ’n Roll Hist 297 Building a Nation, U.S. 1800-

1890 Hist 310B ST: The Colonial Moment in Africa Hist 322 Palestinian-Israeli Conflict Hist 344 Modern China Hist 346 Modern Japan Hist 259 History of Stuff Hist368Emergence of Modern America Hist 369 U.S. Since the Second World War Hist 370 Interrogating Sisterhood: Women

and Gender in the U.S. Hist380 ST: Black Atlantic Hist381History of Central America Hist383Women in Latin America Hist389History of Mexico Jpns 347 ST: Japanese Psychology Mus 160 Study of Jazz Pol220American Political Theory Pol258Politics in Africa Pol268South Asian Diasporas: Migration,

Culture and Transnational Politics Pol313Social Policy and Democracy in the

United States Pol316Culture, Ideology, Politics Pol329 Theories of Empire Pol332Politics of Place Pol334U.S.-Mexico Border Pol335Cultural Politics of Development

in Latin America Pol338North-South Relations

Pol 348 International Politics of Ethnic Conflict

Pol359Gender and International Hierarchy Pol367African Political Thought Pol378Transnationalism Pol402Research Seminar: Racism & Latinos in Washington State Psyc230/Soc230 Social Psychology Psyc232 Stereotype, Prejudice and Inter-

group Relations Psyc335Seminar in Cross-Cultural Psychology Psyc347AST: Japanese Psychology Rel 222 South Asian Religions II: The Classical Period Rel 260 Religion in America from the Civil

War to the Present Rel 259 Religion in America from Columbus

to the Civil War Rel 335 Religious Intolerance Rel 345 Judaism in the U.S. Rel 349 Field Studies in the Religions of the

Pacific Northwest Rel358Feminist and Liberation Theologies Rel388Religious Intolerance in the Contemporary U.S. Rel389Multireligious South Asia RFS 240 Rhetorical Explorations: Race,

Class, and Gender RFS250Persuasion, Agitation and Social

Movements RFS340African American Protest Rhetoric Soc230/Psyc230Social Psychology Soc271Asian Americans in Contemporary

Society Soc290/Hist290History and Sociology of

Rock ’n Roll Soc353Environmental Justice Soc369Class, Status and Power Soc 370/Educ 360 Issues of Educational

Equality Span305-306Advanced Spanish: Topics in

Contemporary Hispanic Culture Span325Healthcare and Language in the

Walla Walla Community Span335-336 Hispanic Culture, History and

Introduction to Hispanic Literature Span441The Theater and Poetry of Fed-

erico Garcia Lorca

Race and Ethnic Studies

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Span 442/RFS 368CPedro Almodovar’s Spain

WLit381A Constructing the Caribbean WLit382Media and Culture in Latino/Latin

America

301 Special Topics in Race and Ethnic Studies

2-�, 2-� The course explores selected topics in race andethnicstudies.

��0 Senior Seminar�, x Magnusson TaughtbyaRaceandEthnicStudiesfacultymem-berwithguest participationbyothers, this seminaris intended to engage seniormajors in case studiesfocusedonraceandethnicity.Readings,discussion,andpapers, includingaproposal for the thesis.Re-quiredofand limited toseniorRAESmajors. (Falldegreecandidatesshouldplantotakethisseminaratthelatestpossibleopportunity.)Prerequisites: Open toseniorRAESmajors.

��� Thesis2, 2 Staff Completion of a thesis based on the previous semester’s plan. Prerequisites:RAES490.

��� Honors Thesis2, 2 Staff Completionofanhonorsthesis.Requiredofandlimitedtoseniorhonorscandidatesinraceandethnicstudies. Prerequisites:RAES490andadmissiontohonorscandidacy.

ReligionRobert G. Morrison, ChairRogers B. Miles JonathanS.WaltersMelissaM.Wilcox Walter E. Wyman Jr.

Thegoalof thestudyof religionata sec-ular college is religious literacy.Religious literacy, an important dimension of cultural literacy, entails both a cognitive component(knowledgeof religions andof the religiousdimension of culture) and proficiencies (theacquiringofskillsrelevant to theanalysisofreligion).Coursesinreligionhavetheobjectiveofconveyingknowledgeinfiveareas(Asianreligions, modern western religious thought, NearEastern religions, religion inAmerica,

andgenderorthesociologyofreligion),andofdevelopingskillsofanalysis,interpretation,andcommunication.Coursesinthereligiondepart-ment apply to the humanities and alternative voices(selectedcourses)distributionareas. Anindividuallydesignedcombinedmajorwhichintegratesthestudyofreligionwithworkinanotherdepartmentcanbearranged. The Religion major: A minimum of 36 creditsinreligion,includingthefollowing:(1)atleastonereligioncourseineachofthefol-lowingfiveareas:(a)genderorthesociologyofreligion,(b)NearEasternreligions,(c)Asianreligions,(d)religioninAmerica,(e)Westernreligiousthought;(2)atleasttwo300-levelreli-gioncourses,whichmaysimultaneouslyfulfillthearearequirements;(3)seniorseminarandthesis(Religion448and490or498).Nomorethanone100-levelcoursemaybecountedforthemajor;theComparativeStudiesinReligioncourses(Religion116and117)donotfulfillthearearequirements.Theseniorassessment:Allreligionmajorsarerequiredtowriteaseniorthesis,andtopassanoralexaminationonthethesis,whichmayincludequestionsofamorecomprehensive nature.Departmental policydoesnotallowaP-D-Fgradeoptionforcourseswithin the major. The Religion minor: A minimum of 20 creditsinreligion.Atleastonereligioncoursemust be taken in three out of the followingfiveareas: (a)genderor thesociologyof re-ligion, (b)NearEastern religions, (c)Asianreligions,(d)religioninAmerica,(e)Westernreligious thought. No more than one 100-level coursemaybegivencredittowardtheminor;theComparativeStudies inReligioncourses(Religion116and117)donotfulfillthearearequirements.Atleastonecourseinreligionatthe300levelmustbetaken.DepartmentalpolicydoesnotallowaP-D-Fgradeoptionforcourseswithintheminor.

100 Introduction to Religion�; not offered 200�-0� An introduction both to religion as a reality ofhumanhistory, culture, and experience, and to thestudyofreligionasafieldinthehumanitiesandsocialsciences.Topicsincludethenatureofreligion,theo-logical,andsocialscientifictheoriesofreligion;sacredscriptures,EastandWest;religiousthoughtaboutthenatureofultimatereality,thehumancondition,andthe

Race and Ethnic Studies, Religion

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11� CS: Science and Religionx, � Morrison Thegoalofthiscourseistounderstandpositionsincontemporarydiscussionsoftherelationshipbetweenreligionandscience.ThefirstpartofthecoursewilltracethesubjecthistoricallyfromtheclassicalworldtotheScientificRevolution.Second,wewillcomparetherelationshipbetweenreligionand thebiologicalsciences and the relationship between religion andthephysicalsciencesinmorerecent times.Wewillreadthereflectionsofmodernscientistsandmoderntheologians.ThoughtheemphasisofthecourseisonEuropeandNorthAmerica,wewillmakecontrastswith the Islamicworld throughout.Open only to first- and second-year students.Distribution area:humanitiesoralternativevoices.

1�0 Church and State in American Historyx, � Miles TheFirstAmendment of theU.S.ConstitutioninauguratedaradicalexperimenttoseparateChurchandStateinordertoguaranteethereligiouslibertyofeverycitizen.WhydidtheFoundingFathersundertakethisexperiment?Howdidtheyconceiveofthesepara-tion,andhowhaveothersthereafterconstruedtheirintent in the face ofAmerica’s increasing religiouspluralism?Among the questions this seminarwillexamine:Cangovernmentlegitimatelysupportfaith-basedsocialinitiatives?Doprayerinpublicschools,displaysof religious symbols in public spaces, andschool vouchers undermine theFirstAmendment?Cangovernmentremainstrictlyneutraltowardreligionwithoutplacingitselfonthesideofirreligion?Towhatdegreeshouldthestatesupportreligiouslysanctionedculturalpracticesregardingmarriage,contraception,andsexualbehavior?Open onlytofirst-andsecond-year students.

200 Going to Hellx, � Walters and Burgess Voyages to the land of the dead appear in the literaturesofmanyculturesancientandmodern.ThiscourseconcentratesupontheliteraturesofIndianandGreco-RomanculturesbutalsoincludesforaysintoMesopotamian,EuropeanandEastAsiancivilizations.Muchof the literatureconcerning these journeys isofareligiousnature,andthiscourseisgroundedintechniquesofcomparativemythologywhichwillfa-cilitateaconsiderationoftheintersectionsofreligionand literary narrative. Team-taught by a professor of ClassicsandaprofessorofReligionthiscoursewillexplorethewaysinwhichtalesofajourneytothelandofthedeadrevealwhataculturevaluesandfears.One-timeoffering.Note:thiscoursedoesnotcountfortheAsia distribution area of the Religion Major. May be electedasClassics200.Distributionarea:humanitiesoralternativevoices.

Religion

path to salvation in several traditions. Not a survey of worldreligions,butanintroductiontoreligionusingcross-culturalmaterialsandavarietyofapproaches.Threeclassmeetingsperweek.Open onlytofirst-andsecond-yearstudents.

10� Religion and Society�; not offered 200�-0� Issame-sexmarriageareligiousissueorapoliticalone?AretheMatrix movies Buddhist, Jewish, Chris-tian,orsecular?Dopeoplereallygetsuckedintocults,andcandeprogrammersgetthemoutagain?Whydosomanyethnicgroupshavetheirowntemples,mosques,orchurches?Whatiswitchcraft,andwhatdoesithavetodowith feminism?This class invites students toconsiderreligionthroughthelensesofsociologyandculturalstudies.Itwillexploretheinfluenceofreligiononsocialinstitutions,politics,socialmovements,andpopularculture,aswellasconsideringtheeffectsofsocietyandcultureonreligion.Topicsinclude:civilreligions;religionandthesocialorder;religion,gen-der,andrace;newreligiousmovementsand“spiritual-ity”;seekerismandsecularization;religionandsocialchange;religioninpopularculture;andreligionandviolence.Open onlytofirst-andsecond-yearstudents.MaybeelectedasSociology127.

11�, 11� Comparative Studies in Religion� This course is an introduction to the academicstudyof religion.Topics for thesectionsvary fromsemester to semester and year to year, depending on the particular interests of the instructors, but everycoursewillconsidersomeaspectofthephenomenonofreligionandstudyitinacomparativeperspective.Openonlytofirst-andsecond-yearstudents.Forthecurrentoffering,seethescheduleofclasses.

11�A CS: Toleration�, x Miles Every religious tradition has to deal with religious difference.Whyhavesomereligioustraditionsbeenmoresuccessfulthanothers?Thisseminarwillexam-inetherecordofChristianityintheWestandcomparethatrecordwiththoseofotherreligionslikeBuddhismand Islam. Open onlytofirst-andsecond-yearstudents.Distributionarea:humanitiesoralternativevoices.

11�B CS: Saintly Lives�, x Walters Thiscourseexamineshagiography,orsaints’life-stories, from a variety of religious traditions. What makesaparticularsaintsaintly?Towhatextentaresaintlyqualitiesdependentuponparticularculturalandreligiousmatrices?Towhatextentaresaintlyqualitiessharedacrossthedifferentreligioustraditions?Towhatends have religious people composed lives of theirsaints?Open onlytofirst-andsecond-yearstudents.Distributionarea:humanitiesoralternativevoices.

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201 The Hebrew Bible�; not offered 200�-0� Asasourceoflegislation,history,andliterature,theHebrewBibleisafundamentaltextofJudaism.However, the religious traditionwhich theHebrewBible chronicles differsmarkedly from Judaism.Throughastudyoftranslationsofselectedpassagesfrom the Hebrew Bible, we will follow the history and religionof ancient Israel fromAbraham to theHellenisticperiod.AlthoughancientIsraelitehistoryandreligionwillbepresentedinthecontextofancientNearEasternmythology,thiscoursewillneverthelesslayafoundationforfurtherworkinJudaism.

202 The New Testament and Early Christianityx, � Wyman AnintroductiontothebeginningsofChristianityby a study of the New Testament and other early Christian writings. Attention will be given to both historical questions and religious ideas.The focalpointsofthecoursewillbetheGospels,theproblemof the historical Jesus (including the contemporaryworkonthisproblembythe“JesusSeminar”),andthetheologyofPaul.

20� Introduction to Islam�; not offered 200�-0� Withanemphasisonprimarysources,thiscoursepursuesmajor themes in Islamic civilization fromthe revelation of the Qur’an to Muhammad until the present.FromphilosophytopoliticalIslam,andfrommysticismtoMuslimsinAmerica,wewillexplorethediversity of a rapidly growing religious tradition.

20� Introduction to Judaism�, x Morrison AsurveyofJewish texts, traditions,andbeliefsfromtheendoftheHellenisticperiodtotheoriginsoftheReform,Reconstructionist,Conservative,andModernOrthodoxmovementsinEuropeandAmerica.Withanemphasisthroughoutonhistoricalconscious-ness,specialattentionwillbepaidto theformationofRabbinicJudaism,medievalJewishliteratureandthought, and the responses of Jews to the Enlighten-ment. Prerequisite:GeneralStudies145orconsentofinstructor.

21� Interpretations of the Qur’an�; not offered 200�-0� Muslims believe that theirHoly Scripture, theQur’an, is the unadulterated and inimitable word of God.ThiscoursewillpresentavarietyofapproachestoandinterpretationsoftheQur’an.SpecialattentionwillbepaidtotheQur’an’sdoctrines,totheQur’an’sroleinIslamiclaw,totheQur’an’srelationshiptotheBible, and to the Qur’an as literature. While the Qur’an willbe readentirely in translation,wewill exploretheroleoftheArabicQur’aninthelivesofMuslimsworldwide.

221 South Asian Religions I: The Formative Period

�; not offered 200�-0� ThiscourseintroducesthefoundationsofSouthAsian (Indian) religiosity through close readingsof formative religious texts froman historical per-spective.AfteradiscussionofthesacrificialcultureembodiedintheearliestdocumentofIndo-Europeanhistory, the Rig Veda(ca.1500-1000,B.C.E.),wewilltracethedevelopmentofTheist(Upanishadic),Bud-dhist and Jaina speculative and liturgical traditions(aftertheeighthcentury,B.C.E.)andconcludewiththeemergenceofthefirstclassicalIndianempireunderAsokaMaurya, 3rd c.,B.C.E.Two classmeetingsperweek.Open to all students. Offered in alternate years.

222 South Asian Religions II: The Classical Period

�; not offered 200�-0� AcontinuationofSouthAsianReligionsI,whichexaminesthedevelopmentofclassicalTheistIndia.WewillbeginwiththeemergenceofVaishnavaandShaivaidentities,andthedisplacementofBuddhismandJainisminIndianculture,duringthefirstcenturies,C.E. This will be followed by readings in the great worksofIndianTheistliterature,philosophy,mythol-ogy,devotionandpolitics.ThecoursewillconcludewiththecomingofWestern(MuslimthenChristian)imperialists, their understandings of “Hinduism,”localresponsesintheSubcontinent,andananalysisofthelegacyofthismeetingofIndianandWesternreligionswithincontemporary Indiansociety.Open to all students.Religion221 recommendedbut notrequired.Offered in alternate years.

22� Christian Ethics�; not offered 200�-0� Thisisbothatheoreticalandan“issues’’course.ThetheoreticalpartexploresthenatureofChristianethicaljudgement:ethicalnorms,thenatureofethicalreasoningandargument.Thesecondpartofthecourseexplores a number of contemporary ethical issues,suchasmedicalethics(includingabortionandgeneticresearch),warandpacifism.Threeclassmeetingsperweek.Not opentofirst-yearstudents.

22� Modern Western Religious Thought I: Crisis and Renewal

�, x Wyman ThisisacourseinChristiantheologywhichbeginswiththeReformationofthesixteenthcentury.WhatwerethereligiousideasoftheProtestantReformersthatleadtothebreakwithRomanCatholicism?Nextthecoursewillturntotheriseofreligiousskepticismin theEnlightenment:Howdidmodern science inthe seventeenth century, andmodernphilosophy inthe eighteenth, lead to a crisis in religious belief?The coursewill concludewith nineteenth centuryattemptstorespondtoatheismandskepticism,andtoreconstructtheologyonamodernbasis:“Whatisitreasonabletobelieveinthemodernworld?’’Not open tofirst-yearstudents.Offered in alternate years.

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22� Modern Western Religious Thought II: The Twentieth Century

�; not offered 200�-0� This course is a continuation ofReligion 228,focusingonhowtwentieth-centuryreligiousthinkershaveanswered thequestion,“What is it reasonabletobelieveinthemodernworld?’’Howhavetwenti-eth-centuryreligiousthinkers,bothconservativeandliberal,Protestant,Catholic,andJewish,respondedtothechallengestothereligioustraditionsoftheWestpresentedbythemodernworld?Topicsvary,butmayinclude:responsestoskepticismandatheism;theplu-ralismofreligionsandtheproblemofreligioustruth;Godandtheproblemofevil;liberationandfeministtheologies;contemporaryinterpretationsofJesusofNazareth; Jewish responses to theHolocaust.MaybetakenindependentlyofReligion228.Not open to first-yearstudents.Offered in alternate years.

230 American Religious Thought�; not offered 200�-0� AhistoricalsurveyofthedevelopmentofAmer-icanreligiousthoughtfromthePuritanstothepresent.Topicswill include the thoughtofselected thinkers(e.g.,Edwards,Emerson, James),movements (e.g.,Transcendentalism,Liberalism,Neo-orthodoxy),andissues (e.g., freewill anddeterminism, scienceandreligion, historicism and skepticism) inAmericanreligious thought.

2�0 Buddhist Civilizations in Asia I: South and Southeast Asia

�, x Walters FromthetimeoftheBuddha(ca.fifthc.,B.C.;firstc.,B.E.)tothepresent,hisreligionhasbeenfounda-tional to the historical, political, economic, artistic,medicalandliteraryculturesofSouthandSoutheastAsia.ThiscourseexplorestheriseandspreadofBud-dhist institutions in the Buddha’s homeland, India, and their further spread through southern India and SriLankatothesoutheastedgesoftheIndicworld,thekingdomsof Indonesia andmainlandSoutheastAsia.Carefulreadingofkeyprimarytextsfromthisso-called“SouthernTradition”(especiallyTheravada)will be supplementedwith readings in secondaryscholarship,lectures,andcontemporaryaudio-visualmaterials. Offered every other year.

2�1 Buddhist Civilizations in Asia II: Central and East Asia

x, � Walters Although in India proper the significance ofspecificallyBuddhist cultures gradually gavewayto other religious orientations, becoming virtuallyextinct there by thefifteenth c.,A.D. (twentieth c.,B.E.),fromthefifthc.,B.E.tothepresentever-newinterpretationsoftheBuddha’slifeandsignificancehavemaintainedanimportantpresenceinkingdomsandcultureslocatedtothenorthandtotheeastoftheBuddha’sIndianhomeland.Thiscoursetracksphilo-sophical,liturgical,political,artisticandsoteriologicaldevelopmentsintheso-called“NorthernTradition,”

identifiedespeciallywiththeMahayanaandVajrayana(Tantrayana)divisionsoftheBuddhistworld.Begin-ningwiththeriseoftheMahayanasutrasinIndia(ca.fifthc.,B.E.),thecoursetracesthedevelopmentoftheNorthernBuddhisttraditionfromancienttimestothepresent in Tibet, China, Japan and, through them, in themodernUnitedStates.Carefulreadingofprimarytextswillbesupplementedwithreadingsinsecond-aryscholarship,lectures,andaudio-visualmaterials.Offered every other year.

2�� Religion in America From Columbus to the Civil War

�; not offered 200�-0� AnhistoricalsurveyoftheimpactofreligionuponAmericansocietyandculturefromthecolonialperiodtotheCivilWar.TopicswillincludethereligionofthefirstAmericansbefore thearrivalofColumbus, theadaptation of Old World religions to the realities of the NewWorld,thePuritanexperimentinNewEnglandandthereligiousmosaicoftheMiddleandSoutherncolonies,theFirstGreatAwakeningandtheAmericanRevolution,millennialProtestantismandutopianismintheearlyRepublic,therootsofslavereligionandthegrowthofblackchurches,and the fracturingofAmericanreligionontheeveoftheCivilWar.

2�0 Religion in America From the Civil War to the Present

x, � Miles AnhistoricalsurveyoftheimpactofreligiononAmericansocietyandculturefromtheCivilWaruntilthepresent.TopicswillincludethereligiousrootsofwestwardexpansionandtheresponseofNativeAmeri-canstothethreatenedextinctionoftheirculture,thepersistenceofethnicityandthepullofassimilationinthereligiousexperienceofAsianandEastEuropeanimmigrants, urbanization and industrialization andtheimpulsetowardsocialreform,theemergenceofFundamentalismanditsrejectionofbiblicalcriticismandDarwinianevolution,thereligiousrootsofthecivilrightsmovementandthechangingroleofwomeninreligious life and thought. Open to all students.

2�� Queer Religiosities�; not offered 200�-0� This course examines religion fromqueer per-spectives,exploringthewaysinwhichlesbian,gay,bisexual,transgendered,andqueerpeoplehavecreatedreligiousspacesforthemselvesinthelatetwentiethandearlytwenty-firstcenturies.Coursereadingsin-cludehistorical, autobiographical, sociological, andtheologicaldiscussionsofreligionandspiritualityinthe livesofLGBTQpeople.Studentswill considerthediversityofreligiousbeliefsandpracticesinqueercommunities,thewaysinwhichpeoplegrapplewithreligiouschallengestotheiridentities,theformationof“identity-focused”religiousorganizations,andthewaysinwhichqueerperspectivesonreligionchallengeacceptedunderstandingsoftherelationshipbetweensexuality,gender,andreligion.

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33� Judaism under Islam�, x Morrison SincetheriseofIslamintheearlyseventhcen-turyC.E.,JewshavelivedintheIslamicworld.ThehistoricalexperienceofJewsintheIslamicworldhasshapedtheirreligioustraditionsinwayswhichhavetouchedJewsthroughouttheworld.ThiscoursewillplacecertaindevelopmentsinJewishliturgy,thought,andidentitywithinthecontextofIslamichistoryandsocietyinordertoanswerthequestionofhowJewsperceivethemselvesandJudaismwithregardtoMus-limsandIslam.ThecoursewillconcludebyanalyzingthesignificanceoftheJewishexperienceunderIslamfor current debates in Judaism and inMiddleEastpolitics.

3�3 Islam’s Intellectual Encounter with the West

x, � Morrison Non-Muslimcultureshavealwaysbeenanimpetusforgrowth,change,andfrankdiscussionwithinIslam.ThiscoursewillbeginbysurveyingIslam’sencounterwithancientGreekcivilization.WewillthenanalyzehowseminalIslamicthinkerssuchasal-Ghazali(d.1111C.E.)andIbnKhaldun(d.1407C.E.)reactedto thepresenceofGreekthoughtwithinIslam.Thesecond half of the course examines how the rapiddevelopmentofEuropeandtheUnitedStatesinthenineteenth and twentieth centuries provoked someIslamicthinkerstocallforreformsofIslamandledotherstocriticizetheWest.AnemphasisofthecoursewillbeusingIslamicintellectualhistorytounderstandcontemporary fundamentalistmovements withinIslam. Open to all students.

3�� Judaism in the United States�; not offered in 200�-0� Jews first arrived in theUnited States in theseventeenth century.The Jewish population in theUnited States grew rapidly during the nineteenthcentury and today Judaism is an important part oftheAmericanreligiousfabric.ThiscoursewillbeginwithasurveyoftheearlyhistoryofAmericanJudaismandthenproceedtoastudyofthevariousformsofAmericanJudaismincludingtheReform,Conservative,Orthodox,Reconstructionist,andHasidicmovements.Mayinvolvefieldtrips.Prerequisite: onepriorcourseinreligion,orconsentoftheinstructor.Distributionarea: humanities.

3�� The Buddha�; not offered in 200�-0� The life of theBuddhahas captivated religiousimaginations for 2500 years, but the biography of the Buddha is not singular: in its traverse of millennia and continentsBuddhismhasgeneratedmanyBuddhas,eachappropriatetothetimeandplaceinwhichhewasimagined.Thiscourseexaminesselectbiographiesofthe Buddha from Asia and Europe, modern as well as ancient,inordertoinvestigatetheimpactofhistoricalandintellectualcircumstancesuponthecomposition

of each. It serves both as a case study in religiousbiography and as a broad overview of the origin and development of Buddhism. Prerequisites: Religion 221,or250,or251,or257,orconsentofinstructor.

3�� Field Studies in the Religions of the Pacific Northwest

�; not offered in 200�-0� ThePacificNorthwestisamicrocosmofthedi-versitythatcharacterizesreligioninAmericatoday.In addition tomainlineCatholic, Protestant, andJewishdenominations,thereexistsoneithersideoftheCascadeRangeanumberofreligiousgroupsofparticular interest:Bahais,Buddhist congregationsofvariousethnic stripes,Hindus,Hutterites, IndianShakers,Islamiccommunities,Jehovah’sWitnesses,Mormons,membersoftheNativeAmericanChurch,RussianOldBelievers,Pentecostals,nativepractitio-nersofthePomPomReligion,Scientologists,Sikhs,anddevoteesofWicca.Afterabriefhistoricalsurveyoftheregionalreligiouslandscapeandtheforcesthatproduced it, this coursewill examine some of thetechniques(theological,historical,phenomenological,sociological,psychological,andanthropological)usedfor interpreting religiousmovements. In thesecondhalfofthecourse,teamsofstudentsundertheguid-anceoftheinstructorwillinitiateresearchprojectsforin-depthstudyofselectedreligiouscommunitiesandtraditions. Prerequisite:consentofinstructor.

3�0 The Problem of Godx, � Wyman ThiscoursefocusesontheexistenceandnatureofGod as an intellectual problem.The coursewillexploreconceptionsofGodintheWesternreligioustraditionsandhowGodcametobeaproblemwiththeemergenceofskepticismandatheisminthemodernworld.Historicalandliteraryapproaches,aswellasphilosophical and theological perspectives,will beincluded.Contemporaryattemptstorethinkthenatureof God and to argue for the reality of God will be considered.Twoclassmeetingsperweek.Not open tofirst-yearstudents.

3�� Religious Intolerance in the Contemporary U.S.

�, x Wilcox ThiscourseexploresseveralimportantfacetsofreligioustoleranceandintoleranceintheU.S.today.Itbegins with the development of religious pluralism and theseparationofchurchandstate,butthenquestionsthelimitsofthisseparationthroughexaminingtheevi-dencefor“publicProtestantism”intheU.S.TherestofthecourseexaminesinstancesofreligiousintoleranceintheU.S.–bothintoleranceofspecificreligionsandreligiously-basedintoleranceofspecificgroups–inthelatetwentiethandearlytwenty-firstcenturies.Studentswillexplorethecontoursofreligiousintolerance,fromhatecrimesandviolentprotesttomoresubtleeventsandattitudes inourowncommunitiesandourownlives,aswellaswaystocombatsuchintolerance.

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3�� Feminist and Liberation Theologies�; not offered in 200�-0� Sincethe1960sWesternreligiousthinkershavebeengivingexplicitattentiontotherelevanceofgen-der,race,andclassforreligiousthought.ThiscourseisacomparativeexplorationofLatinAmericanliberationtheologies,AfricanAmericantheologies,andfeministtheologies (Jewish,Christian, andPost-Christian).Format: readings in primary sources, class discus-sions, oral reports, and papers. Not open tofirst-yearstudents.

3�� Gender, Body, and Religionx, � Wilcox Genderandthehumanbodyarenearlyubiquitousin religion. They are evident in one religion’s images of thedivineandinanother’srefusaltoimagethedivine;inthecontrolandmaintenanceofthebodythroughasceticism, sexual regulations, dietary restrictions,andotherpractices;indebatesoverhumannatureandreality;inquestionsofclothing,leadership,andritesofpassage;andinmanyotherareas.Overthepastfifteenyears, studies of gender and the body have multiplied withinthefieldofreligiousstudies,butmuchmoreremainstobedone.Thisclasshastwogoals:toexploresomeoftheworkthathasbeendonetodate,andtoconsidernewwaysinwhichtheoriesongenderandthebodycanbeappliedtoreligion.Thisisahighlytheoreticalclassandisrecommendedforjuniorsandseniors.

3��-3�0 Special Topics in Religious History, Literature, and Thought

2-� Intensivestudiesofparticularauthors,literatures,issues,oreras.Thetopicswillvaryyeartoyear.Forthecurrentoffering,seethescheduleofclasses.

�01, �02 Independent Study1-�, 1-� Staff Anopportunityforadvancedstudentstopursueaspecificinterestafterconsultationwiththeinstructor.Prerequisite:consentofinstructor.

��� Seminar in the Academic Study of Religion

�, x Wyman Whatisreligion,andhowisitstudied?Thesemi-narwill exploredifferentmethodsemployed in theacademicstudyofreligion.Astheculminationofthesemester’swork,studentswillformulatetheirthesistopicandarticulatethemethod(ormethods)tobeusedintheirproject.Required of, and open only to senior religion majors.

��0 Thesis in Religionx, � Staff Researchandwritingof thesenior thesis.Open only to, and required of senior religion majors. Pre-requisite:completionofReligion448.

��� Honors Thesis in Religionx, � Staff Researchandwritingoftheseniorhonorsthesis.Open to, and required of senior religion majors. Pre-requisite:completionofReligion448andadmissiontohonorscandidacy.

Rhetoric and Film StudiesRobertSickels,ChairAmy CoreyJames Hanson RobertM.Withycombe

Traditionally, the discipline of rhetoricfocusedontheeffectivenessofthespokenorwrittenwordas it isdrivenby the rhetoricalsituation (audience, purpose, and context).Overthelastseveraldecades,persuasivemediahaveexpandedwellbeyondtheconventionalspoken andwrittenmessage.The increasingpervasivenessoffilm,video,TV,andtheInter-netinworldculturehasexpandedthemissionofrhetoricalstudies.Toreflecttheseadvancesintechnologyandunderstanding,wefocusontheusesoflanguageandimagetocharacterizesocialreality,todebateandconfrontcontrover-sies,andtoaidinthetransformationofsocialinstitutions.Accordingly, the department ofrhetoricandfilmstudiesisamultidisciplinaryprogram that enriches understanding of thecomplexity of contemporary communicationby providing a solid grounding in the theory, history,production,interpretation,andcriticismof a wide variety of written, oral, visual, and filmictexts. Most rhetoric and film studies courses(except110,121,221,222,165,250,and360)satisfy humanities distribution requirements.RhetoricandFilmStudies110,165,250and360meetfine arts distribution requirements.RhetoricandFilmStudies240and340counttoward the alternative voices distribution re-quirement.RhetoricandFilmStudies121,221,and222donotcountasdistributionrequire-mentsandmaynotbetakenP-D-F.

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The Rhetoric and Film Studies major: Aminimumof34creditsinrhetoricandfilmstudies,including160;oneofeither365,366,367or368;oneofeither240,250,340,350,351,352,371,379,or380;487;andeither491or498. Studentsmaysubstituteuptoeightoftheelectivecreditswithapprovedrhetoricandfilmcourses (e.g., transfer credits, and/or creditsfromotherWhitman departments). Studentsmaynotcountmorethanfourcreditsof121,221, or 222 toward the major. Department policydoesnotallowaP-D-Fgradeoptionforcourseswithinthemajor. Senior assessment:All departmentalma-jors will write a substantial thesis during fall semester and will defend that thesis during a one-houroralexamination. The Rhetoric and Film Studies minor: Aminimumof20creditsinrhetoricandfilmstudiesincludingoneofeither365,366,367or368;andoneofeither240,250,340,350,351,352,371,379or380.Studentsmaysubstituteuptofouroftheelectivecreditswithapprovedrhetoricandfilmcourses(e.g.,transfercredits,and/or credits from otherWhitman depart-ments).Studentsmaynotcountmorethanfourcreditsof121,221,or222towardtheminor.Department policy does not allow a P-D-Fgradeoptionforcourseswithintheminor.

110 Fundamentals of Public Address�, � Hanson, Withycombe Speechisoneofourprimarymeansofcommunica-tion.Thiscourseprovidestraininginthefundamen-talsofeffectivespeaking including thepreparation,presentation and evaluation of a variety of types of communication. Preparation emphasizes the use ofclearorganization,cogentarguments,andstrongandinterestingsupportingmaterial.Presentationfocusesontheuseofvocalvariety,distinctarticulation,pres-ence, gestures, and effective use of oral language.Evaluationencouragesstudentstocritiquepublicad-dress,learningtothinkandexpresswhatcouldmakeapresentationmoreeffective.Oralpresentationsandseveralpapersrequired.

121 Dramatic Interpretation, Speech, and Debate Practicum

1, 1 Hanson Participation in dramatic interpretation, speak-ing events, or debatewithout a heavy commitmentthroughout the semester. Students are expected toattendacourseoverview,practicetwiceaweekwithstaffforthefirstsixweeksofthesemester,participate

in the teampracticum, and thenone intercollegiateoron-campus tournament.Studentsmaynot jointlyregisterforRhetoric121,221,222.MaynotbetakenP-D-F.

1�0 Introduction to Film Studies�, x Sickels Thiscourseintroducesthehistoricalandtheoreticalfundamentalsoffilmstudies.Representativefilmswillbe drawn from a variety of different eras, genres, and countries.Lectures,discussions,tests,andweeklyfilmscreenings.

1�� Introduction to Filmmaking�, x Sickels This course introduces the fundamentals of thevisuallanguageandnarrativestructuresoffilm.Stu-dentswillcollaborativelymaketheirownshortfilms.Extensivelabtimerequired. Prerequisites:successfulcompletion ofRhetoric andFilmStudies 160 andconsentofinstructor.PrioritygiventoRhetoricandFilmStudiesmajors.

221 Intercollegiate Parliamentary Debate and Speaking Events

2, 2 Hanson Participation in parliamentary debate, interpre-tationevents,and/orspeakingeventsthroughoutthesemester.Studentsareexpectedtoattendapreparationsession theweek before school begins (exceptionsonacase-by-casebasisonly).Studentsareexpectedtoattendmeetings,preparefor twoevents,practiceeachweekwithstaff,andassist inthemanagementof tournaments thatWhitmanhosts. Studentsmustcompeteinaminimumoftwoevents(twospeakingor interpretation events, or parliamentary debate and onespeakingorinterpretationevents)ataminimumoftwotournamentsduringthesemester.Rhetoric121isnotaprerequisite.MaynotbetakenP-D-F.

222 Intercollegiate Policy Debate*2, 2 Hanson Participationinpolicydebatethroughoutthese-mester.Studentsareexpectedtoattendapreparationsession theweek before school begins (exceptionsonacase-by-casebasisonly).Studentsareexpectedto attendmeetings, prepare research assignments,engage in practice drills and debates, and assist inthe management of tournaments that Whitman hosts. Studentsmustcompeteindebateataminimumoftwotournamentsduring the semester.Studentsmaynotjointly register forRhetoric121,221,222.*Topicschangeyearly.Rhetoric121isnotaprerequisite.MaynotbetakenP-D-F.

2�0 Rhetorical Explorations: Race, Class and Gender

�; not offered 200�-0� Thiscourseseekstoexaminethewaysinwhichrace, class, and gender based rhetorical practicescan anddo create, reinforce, adjust and sometimes

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overcome inequality in society.The nature of thisinequalityisaddressedasarhetoricalconstructthatcontinuestoserveasabasisforoftenheateddiscussioninsociety.Thoseintheclasscritiquecommunicationinthemedia,dailydiscourse,thelaw,politics,andintheirownexperiences.Thegoalofthisexaminationistoincreaseawarenessofinequityincommunication,tochallengetheoreticalassumptionsaboutwhatcon-stitutesinequity,andtooffernewperspectivesfromwhichtoviewrace,class,andgenderbasedrhetoricalpractices.Thiscoursemaycounttowardtherequire-ments for the gender studies minor and major.

2�0 Persuasion, Agitation, and Social Movements

�, x Withycombe Theory, preparation, and practice in the art ofpublicpersuasion.Thestudyoflogicandreasoning,thepsychologyof persuasion, the ethics of persua-sion, the structure of arguments, andpersuasion insocialmovements.Studentsareexpectedtoobserve,evaluate,andconstructlogicalpersuasiveargumentsin both formal and informal settings.

3�0 Background of African American Protest Rhetoric

�; not offered 200�-0� Studentsexaminetheconflictingstrategiesofas-similation,separation,andrevolution,andtherhetoricof the civil rightsmovement used to promote andattack these strategies.Various stages of the socialmovementwillbeexamined,withaprimaryfocusonthenatureofpublicargumentaboutblacksinAmericabeginningwiththearrivalofthefirstAfricansintheearlyseventeenthcenturyandendingwiththeeraofvigorousAfricanAmericanprotestinabout1965.MaybeelectedasPolitics349.

3�0 Freedom of Speech and the First Amendment

�, x Withycombe Argumentsoverthe“appropriateboundaries”offreedomofspeechareamongthemostinterestingandhotly debated issues addressed by the legal system. In thiscourse, theevolutionofcurrent legalstandardsonfreedomofspeechwillbetracedfromtheearlieststatementsonfreespeechinancientAthens,throughBritishCommonLawtoColonialAmerica,andfinallytoawiderangeofcasesthatmadetheirwaytotheUnitedStatesSupremeCourt.Issuessuchasprivacy,obscenity,“fightingwords,”andcommercialspeechwillbediscussed,alongwithconsiderablediscussiondealingwithspecialissuesoffreespeechsuchasfreespeechandfairtrials,priorrestraint,andfreespeechinprisons,schools,themilitary,andthemarketplace.MaybeelectedasPolitics379.

3�1 Argument in the Law and Politicsx, � Hanson Thiscourseemphasizesthestudyandpracticeofargumentin thelawandpoliticsandinvolvesthreecriticalaspects.First,studentsengageinandevaluate

legalargumentinimportantcourtcases.Second,stu-dentsparticipate inandevaluatepoliticalcampaignandpublicpolicy-makingargument.Third,studentsareexposedtoargumentationtheoryasawayofinter-pretingtheargumentstheyconstructandevaluate.Thegoalofthecourseistoenhancetheunderstandingandappreciationoftheuseofargument.MaybeelectedasPolitics380.

3�2 Political Campaign Rhetoric�; not offered 200�-0� This course focuses on communication used inpoliticalcampaigns,particularlyinthecurrentelec-tionyear.The coursewill examine advertisements,speeches,mediacoverage,anddebates.Classdiscus-sionswillcenteronsuchissuesas:1)Howpassiveoractiveisthepublicincampaigns?2)Whatmakesaneffective and beneficial political advertisement? 3)Whatistheimportanceofcharacterversusissuesincampaigns?4)Whatisagoodcampaignstrategy?5)Howdocampaignstargetoralienatedifferinggroups?MaybeelectedasPolitics352.

3�0 Advanced Filmx, � Sickels Inthisintensiveworkshopcoursestudentswillbeexpectedtowrite,storyboard,direct,shoot,andeditanoriginalfilmoftheirowncreation.Extensivelabtimerequired.Prerequisites:successfulcompletionofRhetoricandFilmStudies160,165,and/orconsentofinstructor.PrioritygiventoRhetoricandFilmStudiesmajors.

3�� Special Topics: Studies in Film Genre�; not offered 200�-0� Studentswillstudytheculturalinfluencesontheintersectionbetweenthepursuitofartisticachievementandcommercialrewardsasillustratedbytheevolu-tionofaspecificgenre—e.g.musicals,westerns,noir,horror, combat, screwballs,weepies, etc.Lectures,discussions,tests,papersandweeklyfilmscreenings.Mayberepeatedforcredit.Filmgenreofferingsfol-low.

3�� Special Topics: Major Figures in Film� Anintensivestudyofamajorfigure(orfigures)infilm, ranging fromdirectors, screenwriters, cine-matographers,andactors.Lectures,discussions,tests,papers,andweeklyfilmscreenings.Mayberepeatedforcredit.Majorfiguresofferingsfollow.

3�� ST: Major Figures in Film: “The Genius of the System” The Golden Age of Cinema

x, � Sickels In tracingfilm history from its late nineteenthcenturybeginningstothe1950s,studentsinthiscoursewillstudytheeraknownas theAmericancinema’s“golden age,” duringwhich theHollywoodStudioSystemdictatedvirtuallyallaspectsoffilmmaking.TextswilllikelyincludeworksbyFord,Hitchcock,

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Curtiz,Hawks,Capra,Sturges,andothers.Lectures,discussions, tests, papers andweekly film screen-ings.

3�� Special Topics: World Cinema� Nationalcinemasnotgenerallyconsideredinothercoursesofferedbythedepartment.Thespecificmateri-alswillvaryfromsemestertosemesterandmaycoversubjectsfromearlytimestocontemporarydevelop-mentsinworldcinema.Lectures,discussions,tests,papersandweeklyfilmscreenings.Mayberepeatedforcredit.Worldcinemaofferingsfollow.

3��A ST: Media and Culture in Latino/Latin Americax, � Galindo ThiscoursefocusesontheincreasingpresenceofLatinosandLatinAmericansinthemediaasawaytoexploredebatesoncultureandpolitics.Topicsforclassdiscussioninclude:mediabias,usesoflanguage,rep-resentation,marketingandbuyingpower,andpoliticalclout.Mediatobestudiedinclassrangesfromfilm,TVandradiotoprintanddigitaljournalism.Studentswill be evaluated through papers, presentations, and participation.AcollectiveclassprojectwillstudythecurrentrepresentationofLatinoandLatinAmericanculturesintheU.S.media.TaughtinEnglish.MaybeelectedasWLit382orSpanish471.Distributionarea:humanitiesoralternativevoices.

3��B ST: Introduction to French Cinemax, � Hurlburt Anintroductiontothemajorauthorsandmove-mentsofFrenchcinemafromthe1930’stothepres-entday.WewillstudyworksbyfilmauthorssuchasRenoir,Carné,Tati,Godard,Truffaut,Varda,Kasso-vitzandSerreau.Inadditiontorequiredscreenings,studentswill readabroadselectionofcritical textsintroducingthetechnical,theoretical,cultural,politicalandeconomicforcesthathaveshapedtheFrenchfilmindustry from the advent of sound through to the pres-entday.MovieswillbeshowninFrenchwithEnglishsubtitles.Thiscoursewillbetaughtintwosections,oneinEnglishandoneinFrench(French448);thetwosectionswillbecombinedinEnglishonceaweek.Distribution area: humanities.

3�1 Rhetoric in Early Western Culturex, � Withycombe Focusesontheprincipalrhetoricaldevelopmentsthatoccurredduringseveralof thegreatperiodsofWesternthought,beginningwiththeclassicalconflictbetweentheSophistsandPlatonistsinGreece,totheemphasisontheliberallyeducatedpersonintheRo-manEmpire,therhetoricofthechurchintheMiddleAges, and concludingwith the study of logic andargumentduringtheScottishEnlightenment. May be electedasClassics371.

3��, 3�0 Special Topics in Rhetoric and Film Studies

�, � Intensive studies in special topics not generallyconsidered in other courses offered by the depart-ment.Thespecificmaterialswillvaryfromsemestertosemesterandmaycoversubjectsfromancienttocontemporarytimes.Thecurrentofferingsfollow.

3��A ST: Introduction to Television Studies�, � Corey Thiscoursebeginswithanexplorationoftelevi-sionhistoryand important technological and socialdevelopments.Inmappingoutthetelevisuallandscape,this course then introduces students to a range oftelevisionculturesandgenres.Throughgenressuchasnews,sitcom,drama,soapopera,sciencefiction,andreality-basedtelevision,studentswillexplorenarrativestructuresandpracticesoflooking.Thiscoursealsointroducescriticalapproachestothedebatessurround-ingtheculturalandpoliticalimplicationsoftelevisionviewing.Thesedebatesincludeaudience,effects,andrepresentationaswellastechnologyandsurveillance.Studentswillalsolearntoapplyavarietyoftheoreticalandmethodologicalframeworksinordertoanalyzetelevisionintextandpractice.

3��B ST: Introduction to Popular Culture�, � Corey ThiscoursetracesthestudyofpopularcultureintheU.S.Beginningwiththeadventofmassculture,studentswill explore cultural studies between theWorldWars,theevolutionofpostwarconsumerism,andthenfocusontheglobalcultureinwhichwepar-ticipatetoday.Studentswillexaminevariousartifactsofpopularcultureincludingadvertisements,comics,clothing,toys&games,andotherrelevanttextsfromprint,film,andtelevisionmedia.Studentswillstudythedevelopmentofpopularculturebyapplyingdif-ferentmethods and theories such asMassCulture,FrankfurtSchool,SocialSemiotics,andPostmodernapproaches.

3�0A ST: Gender in Popular Music and Dance

�, x Corey Fromballet, big bands andbelly dance to pop,punk,andpointsinbetween,thiscourseexploresis-suesofgenderinpopularmusicanddance.Studentswill learn to apply criticalmethods in order to un-derstandhowgenderisconstructedandstrategicallyused in these cultural forms. In analyzing conceptsoffemininityandmasculinity,studentswillexaminehowmusicanddancereflect,create,andcontestourunderstandingsofgenderandsexuality.Fromacriticalstandpoint,thiskindofanalysisfocusesonthetensionbetween the creative potentials for expression andissuesofrepresentationandcommodification.

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3�0B ST: Rhetorical Study of Kenneth Burkex, � Withycombe ExaminestheworksofKennethBurke,oneoftheleadingthinkersonrhetoricinthetwentiethcentury.ExaminesBurke’sworkfromcontemporaryandpost-modernperspectives.

3�0C ST: Body, Gender, Culturex, � Corey The human body has received a great deal ofattention in recent academic, political, andpopulardebates.Whilethereisnoconsensusonthe“mean-ing”ofthebody,itisclearlythecentralfigureinthecontest over issues such as sexuality, identity, andeven technology.The construction and function ofmasculinitiesandfemininitiesframestheexplorationofavarietyoftheoretical,philosophical,andpracti-calapproachestothebody.Studentswillprobethebody’sfundamentalsignificanceintheconstruction,experience, and understanding of gender, culture,andsocialrelationships.Alongwiththeseconcepts,studentswillexploreissuesofeconomy,technology,bodymodification,andtransgenderissues,aswellasthebodyinmovementcontextssuchasthegymandsport.

�01, �02 Independent Study1-3, 1-3 Withycombe, Hanson, and Sickels Studiesofrhetoricalandfilmicissuesincludingdi-rectedreadingsand/orapprovedprojects.Thestudentisexpectedtosubmitawrittenproposaltotheinstruc-tor prior to registration for the study. Prerequisite: consentofinstructor.

��� Rhetoric and Film Criticism�, x Hanson Studentsevaluatediverseformsofcommunicationsuchas speeches,film,writing, andadvertisementsusing a variety of critical perspectives includingNeoAristotlean, author, audience, genre, narrative,cultural, dramatistic, ideological, gender, semiotics,hyperrealism, power relations, and deconstruction-ism.Through a series of papers culminating in alengthy paper, usually the student’s thesis, students engageinscholarlywritingthatutilizesthesecriticalperspectives.Thegoalisforstudentstobecomemorearticulateinexpressingthesignificantwaysinwhichcommunicationinfluencespeople.Open only to and requiredofjuniororseniorRhetoricandFilmStudiesmajors.

��1 Thesis in Rhetoric and Film Studies2, x Sickels Researchandwritingof thesenior thesis.Open only to, and required of, senior majors.

��� Honors Thesis in Rhetoric and Film Studies

2, x Sickels Research and writing of the senior honorsthesis. Open only to, and required of, senior majors. Prerequisite: admissiontohonorscandidacy.

Science3�0 Special Topics in Science1-�; not offered 200�-0� Specialtopicsinscienceincludeinterdisciplinaryofferingsgenerallynotconsideredincoursesofferedbyspecificdepartments.Thematerialwillvaryfromsemester to semester.

3�1, 3�2 Independent Study1-3, 1-3 A. Dobson Discussionanddirectedreadingonatopicofinter-est to the individual student. Prerequisite:consentofinstructor.

SociologyKeithFarrington,Chair Bill Bogard Neal J. Christopherson Charles E. Cleveland HelenKim(on Sabbatical, Fall 2007)Gilbert MirelesKariNorgaard(on Sabbatical, Fall 2007)MichelleY.Janning (on Sabbatical, Spring 2008)Ronald F. Urban

Sociology coursesdealwith the structureand functioning of societies, the nature ofsocialinteraction,therelationshipbetweentheindividualandsociety,andthenatureofchangeinhumansocieties. A student who enters Whitman without any prior college-level preparation in sociologywillhavetocomplete36creditstofulfilltherequirementsforthesociologymajor.Coursescompletedinthesociologymajorapplytothesocialscience,alternativevoicesandquantita-tive analysis distribution areas. TheSociologymajor:Sociology117,207,367,490,either492or498;additionalworkinsociologytomakeatotalof36credits.Inthefinalsemesterinresidencethestudentmustpassa seniorassessmentconsistingofaone-and-a-half hour oral comprehensive examinationwhichwill includebothquestionsspecifictothestudent’s thesisaswellas tocourseworktaken throughout themajor. Courses taken P-D-Fmaynotbeusedtosatisfythecourseandcreditrequirementsforthemajor. The Sociology minor: Sociology 117,207,367;additionalwork in sociology foraminimumof18credits.CoursestakenP-D-F

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maynotbeusedtosatisfythecourseandcreditrequirementsfortheminor. The Sociology-Environmental Studiescombinedmajor:TherequirementsarefullydescribedintheEnvironmentalStudieslistingoftheCatalog.Coursescompletedinthismajorapplytothesocialscienceandscience(selectedcourses)distributionareas. Those students interested in teachingsociologyatthehighschoollevelshouldtakeSociology 330, and a selection of advancedproblemscourses(numbered257through348)as electives.Those interested in communityorganizationshouldtakeSociology259,260,267, 300, 307, 317, 347, 350.

110 Social Problems�, � Staff, Kim A systematic and in-depth introduction to thesociologyofsocialproblems.Thiscourseexamines,from a sociological perspective, someof themorecommonly-identifiedsocialproblemsincontemporaryAmerica,andanalyzesthestructureandcultureofthissociety,intheattempttodeterminehowandwhytheseproblemsareproducedandsustained.Threeperiodsperweek.Thiscourseisopentoallstudents,andcanbecountedtowardthe36creditsrequiredforamajorinsociology;however,thosestudentswhoarefairlycertainthattheywilldeclaresociologyastheirmajorandwhowishtotakeonlyonecourseattheintroduc-torylevelmaywanttoconsidertakingSociology117insteadofSociology110.

11� Principles of Sociology�, � Janning, Mireles A comprehensive introduction to the disciplineofsociology.Thecoursecoversbasictheoreticalandmethodologicalperspectives.Specifictopicsincludeculture, social interaction, deviance, socialization,organizations,theglobaleconomy,politicalsociology,racerelations,genderrelations,sexuality,socialmove-ments and themassmedia.Emphasis is placed onintegratingconceptualunderstandingwithobservationandanalysisoffamiliarsocialsettings.Threeperiodsperweek.Thiscourseisopentoallstudents,butisprimarilyintendedforstudentswhohavedecideduponorwhoareseriouslyconsideringsociologyasamajorfieldofstudy.Required ofallmajors;shouldbetakenas early in the student’s program as possible.

12� Religion and Society�; not offered 200�-0� Issame-sexmarriageareligiousissueorapoliti-calone?WasthefirstMatrixmovieBuddhist,Jewish,Christian,orsecular?Dopeoplereallygetsuckedintocults, and can deprogrammers get themout again?Whydosomanyethnicgroupshavetheirowntemples,mosques,orchurches?Whatiswitchcraft,andwhatdoesithavetodowithfeminism?Thisclassinvitesstudents to consider religion through the lenses ofsociologyandculturalstudies.Itwillexploretheinflu-

enceofreligiononsocialinstitutions,politics,socialmovements,andpopularculture,aswellasconsideringtheeffectsofsocietyandcultureonreligion.Topicsinclude:civilreligions;religionandthesocialorder;religion,gender,andrace;newreligiousmovementsand“spirituality”;seekerismandsecularization;reli-gionandsocialchange; religion inpopularculture;andreligionandviolence.Onlyopentofirst-yearandsophomorestudents.MaybeelectedasRel107.

20� Social Research Methods�, x Farrington Acoursedesignedtointroducethestudenttotheproceduresbywhichsociologistsgather,analyze,andinterpretfactualinformationaboutthesocialworld.Topicstobecoveredinthiscourseincludethepartwhichsocialresearchplaysinthelargerdisciplineofsociology,therelationshipsbetweensociologicalthe-oryandsocialresearch,researchdesign,measurementandtheoperationalizationofconcepts,probabilisticsampling, observational data-gathering procedures,surveyresearch,theuseofsecondarysourcematerials,andexperimentation.Required ofsociologymajors;open to students in other social science disciplineswithconsentofinstructor.

20� Social Statistics�, x Christopherson AcoursedesignedtocomplementandexpandupontheknowledgegainedinSociology207,asit intro-ducesthestudenttothevariousstatisticalproceduresbywhichsocialresearcherscarryoutthequantitativeanalysisofsociologicaldata.Topicstobeaddressedinthiscourseincludeunivariateandbivariatedescrip-tivestatistics,statisticalinference,andtechniquesofmultivariateanalysis.Thegoalsofthiscoursearetoinstill within the student an understanding of these proceduresatboththeconceptualandpracticallevels,andtoteachthestudenthowtoutilizetheseproceduresusing computer software packages.This course isparticularlyrecommendedforanystudentwhois(a)contemplatingwritingaseniorthesisinvolvingthecol-lectionandquantitativeanalysisoforiginalempiricaldata,and/or(b)consideringthepossibilityofpursuinggraduatestudy in thesocialsciences.Prerequisites: Sociology207orconsentofinstructor.Distributionarea:socialscienceorquantitativeanalysis. 230 Social Psychologyx, � Vick An introduction to the field of social psychol-ogyfrombothasociologicalandpsychologicalper-spective.Usingtheoryandmethodology,conceptualandexperientialtechniques,theeffectsofgroupsandindividualsononeanotherwillbeexamined.Emphasiswillbeplacedonincreasingawarenessofoneselfasa social being, aswell as exploring links betweenpowerandthesocialconstructionofhumanbehavior.Alaboratoryweekendisrequired.Team-taughtbyamemberofthesociologydepartmentandamemberof the psychology department.May be elected asPsychology230.Prerequisites: no fewer than three creditsinpsychologyand/orsociology,orconsentofinstructor.

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thecriminal justicesystemintheWallaWallaarea.Thiscourseisopentoallstudents,butpreviouscourseworkinsociologywouldbeveryhelpful.Offered in alternateyearswithSociology259.

2�� Race and Ethnic Group Relationsx, � Mireles ThiscourseininvestigateswaysinwhichpowerrelationsintheUnitedStatesinfluencecultural,eco-nomic,andpoliticalmeaningsofraceandethnicity.Avarietyofsociologicalmeaningsofraceandethnicityare explored. In addition to examining theoreticalframeworksregardingraceandethnicity,thecoursedraws upon historical analysis and considers cur-rentdebatesrelated toculturalpoliticsandidentity.Emphasisisplacedontheinterplayofrace,classandgenderintheUnitedStates.Intendedforsophomoresandjuniorswithatleastonepreviouscourseinsoci-ology.Distributionarea:socialscienceoralternativevoices.

2�� Sociology of Mental Health and Mental Illness

�; not offered 200�-0� Anexaminationoftheconceptsofmentalhealthandmental illness froma sociological perspective.Major issues tobeaddressed in thiscourse includea considerationof themeaning and implicationsofthe term“mental illness,’’ a discussionof themostimportant sociological and social psychologicaltheories ofmental illness, an examination of thesocietalreactionthatoursocietyhastraditionallymadetotheconditionofmentalillness,andananalysisofmodern methods of treatment for mental illness. This course is open to all students, but previous courseworkinsociologyand/orpsychologywouldbeveryhelpful.

2�1 Asian Americans in Contemporary Society

�; not offered 200�-0� This course serves as an introduction to socio-logicalresearchofAsianAmericanlife in theU.S.,primarily focusing on the post-1965 era.Wewillfocus onAsianAmerican immigration, politicalmovements,racialandethnicidentity,andeconomicand educational achievement.This class aims tohighlightthemultiple,heterogeneousexperiencesofAsianAmericansandsituatetheseinrelationtothoseofotherracialandethnicgroupsintheU.S.Studentswillbeevaluatedonactivein-classparticipationandattendance, critical analyses of classmaterials andliterature,amajorresearchpaper,andatake-homefinalexam.Distributionarea:socialscienceoralternativevoices.

2�� Sociology of the Bodyx, � Bogard This course examines the uses, representationsandtransformationsofthebodyinWesternsocietiesfrom theearly19thcentury to thepresent.Wewillstudythebody'srelationtotheemergenceofseveralinstitutions in society and its changing status as anobjectofknowledgeandpower.Topicscovered in-

Sociology

2�� Sociology of the Family�; not offered 200�-0� Asociologicalinvestigationofthemodernfamily.Thiscoursewillconsidertheuniquepositionwhichthefamilyoccupieswithinthelargersociety,andtheparticularpatternsofsocialinteractionwhichtypicallycharacterize individual familyunits.Specific topicswhichwillbelookedatinsomedepthinclude:1)thereciprocalrelationshipsbetweenthefamilyinstitutionandotheraspectsofmodernsociety;2) thevariousstagesofthefamilylifecycle;3)thestructuralposi-tions of men and women, both within the family and insocietymoregenerally;and4)thestresses,prob-lems,andconflictswhichoftendevelopwithinandaffectfamiliesinvariousways.Inconsideringtheseandothertopics,particularemphasiswillbeplaceduponthevarioustheoreticalperspectiveswhichhaveinformedtheworkoffamilyscholarsinrecentyears.Thiscourseisopentoallstudents,butpreviouscourseworkinsociologywouldbeveryhelpful.

2�� Gender and Society�, x Janning Whatisgender?Howdoesgenderinformourlivesandtheorganizationofsociety?Thiscourseprovidesa variety of theoretical, empirical, and narrativeresponsestothesequestions.Emphasisisplacedontheinterplaybetweentheoryandlivedexperienceina variety of interactional and institutional settings.Thecourseinvestigatestheeconomic,political,andculturaldimensionsofgenderrelationsinthecontextofraceandclass.Topicsinclude:theglobaleconomy,domesticwork, socialization, sexuality, violence,identity, the family, health, education, and socialchange.Distributionarea:socialscienceoralternativevoices.

2�� Sociology of Crime and Delinquency�, x Mireles Asociologicalexaminationofthepatterns,causes,andconsequencesofcriminalanddelinquentbehaviorinmodernsociety.Specifictopicstobestudiedinthiscourseinclude:1)theoriginsofandpurposesbehindcriminal law; 2) the various theories of crime anddelinquency; and 3) the relationships between thepublic’sperceptionofandconcernaboutthevariousforms of criminal deviance and the true impact ofthesebehaviorsuponsociety.Thiscourseisopentoall students,butpreviouscoursework in sociologywould be very helpful. Offered in alternate years with Sociology260.

2�0 Sociology of Criminal Justice�; not offered 200�-0� Asociologicalanalysisofthecriminaljusticesys-temasasocialinstitution.Inparticular,thiscoursewilltakeanin-depthlookattheworkingsofournation’spolice,court,andprisonsystemstodetermineexactlyhowtheseelementsofthecriminaljusticesystemop-erateinpractice,andhoweffectivelytheymeettheirdefinedobjectivesofcontrollingcrimeandprotectingthemembersofsocietyfromcriminalbehavior.Classlecturesandreadingswillbesupplementedbyfieldtripstoandspeakersfromthevariouscomponentsof

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cludethebody'sroleinmodernmedicine,sexualityandwork,itsstereotypedportayalsinthemediaanditsinterfaceswithmoderntechnology.Evaluationsarebasedonaseriesofshortpapersandprojects.Threeperiodsperweek.Opentoallstudents,althoughonecourseinsociologyorrelatedsocialsciencefieldisrecommended.

2�0 The History and Sociology of Rock ’n’ Rollx, � Farrington and Schmitz This coursewill examine the development andsignificanceofthemusicalgenretypicallyknownas“rock’n’roll,”fromitsoriginsinthe1940sand1950sto the present. In order to understand this important phenomenon, the coursewill explore the rural andurbanrootsofblues,jazz,andfolkmusicfromwhichmuchofrock’n’rollisultimatelyderived;thedevel-opment of theColdWar culture in the post-WorldWarIIyears;thesocialandpoliticalupheavalsofthe1960s;andtheculturalandpoliticalfragmentationofAmericansocietyinthepastthreedecades.Particularattention will be paid both to the development of a distinctyouth/alternativecultureinresponseto(andsupportiveof)thedevelopmentofrock’n’roll,aswellastothegradualacceptanceandintegrationofvari-ousformsofrockmusicintoconventionaleconomicandculturalsystems.ThecoursewillfocusuponthedistinctivehistoricaleventsandtrendsintheUnitedStatesthathaveshapedandbeenassociatedwiththistype ofmusic through the years, and subject theseeventsandtrendstotheoreticalanalysisfromavarietyofsociologicalperspectives.MaybeelectedasHistory290.Thisclasswillcombinelectureswithdiscussion,andtherewillbeout-of-classlisteningassignments,aswellaspapersandexamsorquizzes.

2�3, 2�� Special Topics in Sociology: Intermediate Level1-�, 1-� Anintermediatecoursedesignedtoreviewselectedtopics in sociology through lectures, seminars, orgroupresearchprojects.

2�� ST: Organizations, Occupations and Labor

�, x Mireles Thisseminarprovidesanadvancedintroductiontothestudyoforganizations,occupationalrolesandthe nature ofwork. Studentswill become familiarwithsociologicaltheoryandresearchthataddressesorganizations, occupations, industries, classes, andlaborunions.Thisincludessuchthingsastheoriginandfunctionofbureaucraticmanagement,industrialorganization,labormarkets,andtherelationshipbe-tweenoccupationandlifeexperience.Studentswillbeexpectedtoconductaclosestudyofaparticularindustrialsectororoccupationalsphereoverthecourseofthesemester.Thiscourseisdesignedforjuniorsandseniors.

300 Field Laboratory in Applied Sociology2, 2 Janning, Farrington Thiscourseprovidesstudentswiththeopportunitytoapplyasociologicalperspectivetoanyofanumberof“reallife”organizationalsettingsintheWallaWallaarea.Asthebasisforthecourse,studentsarrangeaninternshipatoneofthemanygovernmental,nonprofitand/orhumanserviceagenciesinthelocalcommunity,andcommitthemselvestoworknofewerthanthreehoursweekly in thisfieldplacementsetting.At thesame time the student is contributing time and tal-ent to theorganization inquestion,he/shewillalsobe observing, from a sociological perspective, theevents,activities,structure,anddynamicsofthisfieldenvironment.Thesefieldlaboratoryexperienceswillbesupplementedbyacademicreadings,aregularly-scheduledseminar,andthekeepingofadetailedfieldjournal.Thiscoursemaybetakentwice,foramax-imumof four credits.Prerequisite or co-requisite: Sociology117.

30� Human Communities�; not offered 200�-0� Itcanbearguedthatdisturbancesin thenaturalenvironmentarereflectionsofthechangingstateofthehumancommunity.Thiscourse investigates therelationshipbetweennatureandcommunitybyraisingquestionssuchas:whatis“thecommunity,”andhowhasitchangedinmodernityandpost-modernity?Whatare the contradictions in theAmerican communityand the environmental consequences?Why is theconceptofcommunityso idealized?Is“sustainabledevelopment”moreanaspirationofcommunitythanapossibilityinnature?Whatarethehistoricandmodernfeaturesofurbancommunities,andwhatistheurbanbasisforenvironmentalproblemsandsolutions?Towhatextentcancommunityandurbansocialprocessesbeviewedinecosystemterms?Whichformsofcom-munity best support the resolution of environmental problems?Thecoursedrawsfromsociologicaltheoriesofcommunityandthecity,casestudiestakenfromthedevelopedanddevelopingworlds,andcontactswithlocalcommunityorganizations.Therewillbeaseriesofshortpapersandasemesterresearchproject.

30� Environmental Sociology�, x Staff What social structural conditions produce eco-logical decline?What agricultural, extractive, andindustrialtechnologieshavedrivenglobalecologicalproblems?Howare societies around theworld im-pacted?Thiscoursewill reviewsociological theoryon the causes and consequences of ecological deg-radation and resource scarcity.Topicswill include:specificlocalandglobalecologicalproblems,theoriesanpoliticaleconomyoftheenvironment,thetreadmillof production, environment and risk, the sociologyofenvironmentalscience,globalizationandenviron-mentalmovements.Thecoursewillconsistoflecture,discussion,papersandanoutofclassproject.Wewillalsoviewanddiscussfilms.Thiscourseisopentoallstudentsbutpreviouscourseworkinsociologywouldbe very helpful.

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31� Population�; not offered 200�-0� Anintroductiontopopulationtheoriesandtoso-ciologicalresearchonpopulationgrowth,distribution,andcompositionwithinaworldcontext.Malthusiantheoryanditscriticswillreceivespecialattention,aswillpopulationissuesrelatedtosocialandeconomicdevelopment.Problemsoffoodproductionanddistri-bution,agriculturaldevelopment,andtheenvironmen-talconsequencesofdifferentfarmingsystemswillbeanalyzed in relation to population changes and thelargerprocessofsocialchange.Threemeetingsperweek.Designedforsophomoresandjuniors.

33� Seminar in Cultural Sociology�; not offered 200�-0� This seminar examines cultural dimensions ofsocialprocessesandexploreshowculturalcategories,symbols,andritualsareanalyzedsociologically.Top-icscoveredinclude:cultureineverydaysocialinterac-tions,identityandsocialstatus,cultureandinstitutions,symbolicpower,ritualsandevents,subculturesandcountercultures, social change,massmedia, andthearts.Thiscourse involves intensivereadingandwritingaboutclassicalandcontemporarytheoreticalapproaches toanalyzingculture,aswellasprojectsthatinvolveinnovativeresearchmethodsinculturalsociology.Prerequisite:consentofinstructor.

3�� Complex Organizations�; not offered 200�-0� This course is designed to provide the studentwiththetheoreticalconcepts,practicalmethods,andhistoricalbackgroundforthestudyofmoderncomplexorganizations.Thefocuswillbeonananalysisofthesocial conditions of organization froma variety ofsociological perspectives—classical, critical, inter-actionist, functionalist,andpost-structuralist—com-bining primary readingswith critical discussionsof each area’s contributions and limitations.Basicissuesexaminedincludetheoriginsandfunctionsofbureaucraticmanagement, technical rationality, rolespecialization, decision-making, and structures ofadministrative domination in contemporary society.Designed for juniors and seniors.

3�� Technology and Society�; not offered 200�-0� A critical approach to the social culture andhistoryof technology.Topicsvary,butmayincludethe development ofmass communications andwartechnologies,bio-research,nano-technologies,virtualsystems, power generation, etc., and their impactson social institutions and experience.Anumber ofinterdisciplinarymaterialswillbeused,rangingfromtechnical, ethnographic, and historical studies, toliterature, sciencefiction, and philosophy.Gradingisbasedonperformancewithina rangeofoptions,which include papers, individual or groupprojectsandpresentations,artwork,journals,andexperiments.Field trips to the Hanford reservation or other industrial sites in the region are planned at some point during the semester.

3�� Environmental Social Movements �; not offered 200�-0� Whydosocialmovementshappen?Whydosomesocialmovementssucceedinproducingchangewhileothers fail?What are differences between environ-mentalmovements in theU.S. and other nations?Howdodifferentexperiencesacrossgender,raceandclass inform theemergence,goalsanddynamicsofenvironmental socialmovements?This coursewillusemicro andmacro sociological theory to studysocialchange,reformandcollectivebehaviorusingenvironmentalmovementsandenvironmentalback-lashmovementsascasestudies.Wewillbringbothnationalandglobal focus toourstudyofcollectiveactionandsocialchange.Thecoursewillbereadingintensive.Wewillviewanddiscussfilms.Evaluationwillbebasedonreadingdiscussion,researchpapersand individual projects.This course is open to allstudents but previous coursework in sociology orrelatedtopicsisstronglyadvised.

3�0 Sociology of Hazards and Disasters�; not offered 200�-0� This course analyzes theways inwhichhumancommunitiespreparefor,respondto,andbringaboutcalamitous environmental change.Topics coveredinclude the social/natural interface, the social con-struction of hazards, risk analysis, environmentaljustice issues, myths about human behavior inemergencies, preparedness andwarning in disaster,the disaster cycle, sources of cooperation and con-flict, informal and formal responses to disaster andhazards, andproblemsof prediction and control in chaoticnaturalandtechnologicalriskenvironments.Studentswillcompleteshortpapersandasemesterresearchproject.

3�3 Environmental Justicex, � Staff Ecological degradation from deforestation todeclining salmon runs has human consequences:peoplelosejobs,facetoxicexposureandarecaughtinthemidstofconflictsoverscarceresources.Howdoessocialinequalitybasedonrace,gender,classandnationalityshapepeople'sexperienceofenvironmentalproblems?Theconceptsofenvironmentalracismandenvironmentaljusticerepresentthedisproportionateexposuretoenvironmentaldegradationfacedbythepoor,women,peopleofcolorandcitizensoftheSouth.Thiscoursewillexaminelocalandworldwideecologi-calproblemsfromtoxicexposuretoglobalwarmingthroughthelensesofmultipleinequalities.Wewillalsostudyavarietyofenvironmentaljusticemovements.Thecoursewillconsistoflectures,discussions,papers,filmsandanoutofclassproject.Designedforjuniorand seniors. Prerequisite: instructorconsent.

3�0 The Sociology of Everyday Life�; not offered 200�-0� Anintroductiontothesociologyofface-to-facein-teraction,communication,andthesocialconstructionofreality.Areascoveredincludesymbolicinteractionand dramaturgy, ethnomethodology, phenomen-ologicalsociology,andstudiesofhabitusandsocial

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space.Wewill read sociologicalworks byErvingGoffman,PierreBourdieu,AlfredSchutzandHaroldGarfinkel,amongothers,aswellasexamineeverydaylifethroughpopularmedia,filmandliterature.Evalu-ationsarebaseduponcompletionofajournal,finalpaper,andparticipationinclass.Intendedforstudentswithatleastonepreviouscourseinsociology.

3�� History of Sociological Theory�, x Bogard Acriticalexamination,beginningwiththeEnlight-enmentandextending to the late twentiethcentury,ofimportantWesternideasconcerningthenatureofsociety and social interaction.Questions addressedinclude:Howissocialorderpossible?Howandwhydo societies change?What is the roleof science insociology?Studentswill read a variety of primaryandsecondarysources,aswellasworksofliteratureillustratingtheoreticalconcepts.Evaluationisbasedonthecompletionofthreepapersorprojectsandonegrouppresentation.Twoperiodsperweek.Designedforjuniorandseniorstudentsinthesocialsciencesorhumanities;required ofsociologymajors.

3�� Contemporary Theoryx, � Bogard Anin-depthexaminationofsocialtheoriesafterWorldWarII.Topicscoveredmayinclude,butarenotlimitedto,poststructuralismandpostmodernism,sym-bolic interaction, phenomenological sociology, andfeminism.Studentswillreadavarietyofprimarytexts.Seminarformat;evaluationisbasedonacombinationofstudentpresentationsandafinalpaperorproject.Twoperiodsperweek.Designedforjuniorandseniorstudentsinthesocialsciencesorhumanities.

3�� Class, Status, and Power�, x Mireles An examination of the division of society intoclassesorstratawhicharearrangedinahierarchyofwealth, prestige, and power.This examinationwillincludeboththeoreticalandempiricalstudiesandwillfocusprimarily,althoughnotexclusively,onmodernindustrialsociety.Threeperiodsperweek.Offered in alternate years.

3�0 Educational Equalityx, � Kitchens Thiscourseexaminesseveralsociologicalmodelsof schooling and theways inwhich thesemodelsexplainthesocializingfunctionsplayedbyschools,especially as they relate to the school’s egalitarianmissioninademocracy.Topicsdiscussedwillincludethehiddencurriculum;trackingandtesting;teacherexpectation;class,culture,andcurriculum;andtheef-fectsofschoolfunding.Specificattentionwillbepaidtothewaysstudentswhodifferbyraceandethnicity,ability,gender,orclass,forexample,areaffectedbythe functions and structures of schooling.May beelectedasEducation360.

3�1, 3�2 Independent Study2, 2 Staff Readingand/orresearchinanareaofsociologyof interest to the student, under the supervision of a

facultymember.Maybetakenuptothreetimes,foramaximumof six credits.Prerequisite: consent ofinstructor.

�0�, �0� Seminar�; not offered 200�-0� Seminarsinselectedtopicsinsociologyprimarilyforadvancedstudents.Prerequisite:consentofinstruc-tor.

�0�A ST: Voting Rights and Latinos in Washington State

x, � Apostolidis and Mireles The goal of this course is for students to learnaboutthehistoryandpresentissuesconcerningracialminoritiesandvotingrightsintheUS,withaspecialfocusonLatinos.Themajorassignmentinthecourseisforeachstudent,workingindividually,tocarryouta“votingrightsassessment”andproduceaplanforvotingrightsimprovementforaspecificjurisdictioninWashingtonState.Thebasicquestionsmotivatingthesestudieswillbe:HowfairlyareLatinos repre-sented in the jurisdiction inquestion?What factors(legal-structural,social-economic,andpolitical-orga-nizational)accountforanyLatinounder-representationthatexists?Whatkindsofactionshouldbetakentoenhancerepresentativedemocracyandracialequalityin these jurisdictions?Studentswill conduct somepubliceducationalactivitiesregardingtheirresearchresults in the latter part of the semester. They will also dotheirprojectworkinconsultationwithanon-parti-san,non-profitcivicorganization.MaybeelectedasPolitics404.Prerequisites:consentofinstructors.

��0 Current Issues in Sociology2, x Janning and Bogard (Coordinators) Limited to, and required of senior sociologymajors.Studentswillmeetwiththeentirestaffeachweekfordiscussionsofandpresentationsoncurrentsociologicalideasandcontroversies.Mustbetakenthelastfallsemesterinwhichthestudentisinresidence.Oneperiodperweek.Prerequisite: Sociology117.Prerequisites or Co-requisites: Sociology 207 andSociology367.

��2 Directed Researchx, 2 or � Farrington (Coordinator) A course inwhich the student conceptualizes,designs, and carries out a senior thesis.Themajoremphasisinthiscoursewillbeuponthestudent’sownindividual thesis project,whichmaybe completedunder the supervision of any full-time member of the department. In addition, however, students will also beexpectedtoparticipateinevaluationsandcritiquesof the theses being written by the other senior majors inthecourse.Required ofallseniorsociologymajors,with the exception of those completing an honorsthesis.Mustbetakenthelastspringsemesterinwhichthestudentisinresidence.Prerequisites:Sociology117,Sociology207andSociology367.

��� Honors Thesisx, 2 or � Farrington (Coordinator) Designedtoallowthosestudentswhoqualifytheopportunitytocompleteaseniorthesisofhonors-level

Sociology

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quality.Requiresapplicationaccordingtoguidelinesforhonors inmajorstudy.Studentsenrolled in thiscoursemustalsoparticipateinandmeetallrequire-mentsoftheSociology492seminar.Required of and limitedtoseniorhonorscandidatesinsociology.Mustbetakenthelastspringsemesterinwhichthestudentis in residence.Prerequisites: Sociology117,Soci-ology207,Sociology367,andadmissiontohonorscandidacy.

SpanishMary Anne O’Neil, Chair, Foreign Languages and Literatures SpanishCarolyn Chandler AndrésLema-HincapiéElisabeth Entrena NohemySolórzano-Alberto Galindo Thompson CoursesinSpanisharedesignedtodevelopproficiencyinspeaking,writing,andreadingSpanishand in thinkingcriticallyaboutHis-panicliteratures,filmandcultures. Placementinlanguagecourses:Studentswith previous foreign language experienceshouldconsultthestatementonplacementinlanguagecoursesintheForeignLanguagesandLiteraturessectionofthisCatalog. TheSpanishmajor:Atotalof34creditstoinclude: Sixteen credits in the following requiredcourses:Spanish335,336,458,490. Atleast18additionalcredits tofulfill thefollowing four areas: 1. AtleastonecourseinSpanishPeninsular

literature at the 400 level. 2. AtleastonecourseinSpanishAmerican

literature at the 400 level. 3.AtleastonecourseinHispaniccinema

ortheatreinSpanishatthe400level. Note:AcourseinSpanishwhichcombines

twoofthethreeareaslistedabovecanfulfillonlyoneoftheareas.

4. Elective courseswhichmay includeSpanish 305/306, 325, one course inworld literature or film studies abovethe300level,oranycourseinSpanishnumberedabove336,orequivalent.

Note:Atleast23ofthe34creditsrequiredfortheSpanishmajormustbecompletedon-campusatWhitmanandnonemaybetakenforP-D-Forasindependentstudy.

Sociology, Spanish

In the fall semester of the senior year stu-dentsmajoringinSpanishmustpassaseniorassessmentconsistingof: 1. The successful completionofSpanish

490(theseniorseminar); 2.Thecompletionofanoriginal research

projectdiscussinganaspectofSpanish,LatinAmerican,and/orU.S.LatinoandLatina literature,film, or theater.Thisprojectwillbewritten inSpanish,useprimaryandsecondarysources,beap-proximately20pagesinlength(minusfootnotesandbibliography),andbeap-provedandguidedbytheSpanishseniorseminaradviser;

3.Andanhour-longoralexaminSpanish,where the student will defend the re-searchproject,answerquestionsaboutthe project in context of the field ofSpanish,LatinAmerican, and/orU.S.LatinoandLatinaliterature,film,orthe-ater,andanswergeneralquestionsaboutthestudent’sSpanishmajorprogramofstudy;

The Spanish minor:Aminimumof 18creditsbeyondtheintermediatelevel(Spanish205/206orequivalent).Those18creditsmustincludeSpanish335/336.Atotalofeighthoursof advanced language credit (one or bothofWhitman’s Span 305/306 courses or theequivalent in transfer credit) canbe countedfor the minor. Note:At least 12 of the 18 credits fortheminormust be completed on-campus atWhitman and none of these creditsmay betakenP-D-Forasindependentstudy.APcreditsdonotcounttowardthefulfillmentofthemajororminorrequirementsinSpanish. The LatinAmerican Studies minor forSpanishmajors:Twentycreditsasfollows: ThreeLatinAmericanhistorycourses. Eight credits from among the following

supporting courses:Anthropology250,259,History283,287,381,382,383,384,387,389,495,Spanish431,432,433,434,plus440-449,467,468,andWLit381-390/RFS368,whenthetopic is SpanishAmerican cinema orliterature(nottobeduplicatedinmajorrequirement credit), andother coursesby consent of the adviser(s) inLatinAmericanstudies.

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A minimum of eight credits in LatinAmerican history for this minormust becompleted atWhitman, and none of thesecreditsmaybetakenP-D-Forasindependentstudy. Note: Courses taken P-D-F prior to thedeclarationofalanguagemajororminorwillsatisfycourseandcreditrequirementsforthemajororminor.CoursestakenP-D-Fmaynotbe used to satisfy course and credit require-ments for the major or minor after the major orminorhasbeendeclared.Coursesnumbered206andbelow(orequivalent)willnotcounttowardthemajorGPAinSpanish.

10�, 10� Elementary Spanish�, � Chandler BasicSpanishgrammar,withemphasisonitsusethroughoral practice in class.Reading andwritingintroducedwithmore emphasis placed on them inthesecondsemesterofthecourse.TheuseofEnglishinclassisataminimum.Fourperiodsperweekplusrequiredlaboratorywork.StudentswhohavepreviousworkinSpanisharerequiredtotakeadepartmentalplacementexaminationforentrance.

20�, 20� Intermediate Spanish�, � Chandler Acomprehensive,progressiveSpanishgrammarreview.Dailyin-classconversationanddailywrittenhomework.Equalemphasisonproficiencyinthefourlanguage skills: speaking, listening comprehension,writing, and reading. The language of the students and the instructor isSpanish.Prerequisite:Spanish106.StudentswhohavenottakenSpanishatWhitmanpreviously are required to take a departmentalplacementexaminationforentrance.

30�, 30� Advanced Spanish: Topics in Contemporary Hispanic Culture�, � Galindo, Solórzano-Thompson Useofvarioustextandmediasources(literature,film,music,popularculture,etc.)toaccesscontempo-rarytopicsinHispaniccultureforadvancedconversa-tion,academicwriting,andgrammarpractice.StudentswillberequiredtodoresearchprojectsusingprimaryandsecondarysourcesinSpanish,writeshortcom-positions,participateinalldailyin-classdiscussions,completeadvancedgrammarexercises,andcollaborateinatleastonegroupcreativeproject.Classparticipa-tion,includingattendance,ispartofthegradeforthecourse.Prerequisite:allstudentsarerequiredtotakeadepartmentalplacementexaminationforentrance.

32� Translation: Healthcare and Language in the Walla Walla Community

x, � Galindo ThiscourseisdesignedforstudentswithaninterestinSpanish-Englishtranslationinmedicine,including

nursing,medical science, human rights advocacy,and scientific research. Spanish-language literarytextsandfilmswillbeusedtoexplorethefollowingtopics: theusesof languages inpatient/doctor rela-tionships,healthcareaccess,patients’rights,equality,developmentandhumanrights.Stresswillbegiventoclassdiscussion.Thecoursealsorequiresstudentparticipationinacommunityoutreachprojectwithalocalhealthclinicororganizationthroughouttheentiresemester.Taught inSpanish.Prerequisites:Spanish306orconsentofinstructor.

33�, 33� Introduction to Spanish, Latin American, and U.S. Latino and Latina Literature and Culture

�, � Lema-Hincapié, Entrena Asurveycourse thatprovidesanunderstandingandappreciationoftheSpanish-speakingandHispanicworld (LatinAmerica,Spainand theU.S.) throughlanguage,literature,film,theater,culture,geography,history,economics,sociopoliticalissues,folklore,andart.Thedifferentunitsinthiscoursearegeographicallyoriented,andtheywillfocusonindividualcountriesor particularHispanic groups.Emphasis in the fallwillbeonLatinAmericaandU.S.LatinoandLatinaculturalproduction;thespringsemesterwillfocusonSpain.Writingskillswillberefinedbythecompletionof research papers, and communication skillswillbe developed further by class discussions and oralpresentations.Taught in Spanish.Prerequisite: all studentsarerequiredtotakeadepartmentalplacementexaminationforentrance.Note:Spanish335and336canbetakeninanyorder.

��0-��� Topics in Spanish and Spanish American Theatre and/or Cinema

� An introduction to both Spanish and SpanishAmericanfilm.Thetopicwillchangewitheachof-fering,aswillthefilms,permittingadifferentvantagepointfromwhichtocentercriticalinquiry.

��1 ST: The Theatre and Poetry of Federico García Lorca

�, x Solórzano-Thompson ThisseminarwillexamineFedericoGarcíaLorca’sportrayalofpre-CivilWarSpainthroughcloseread-ingsofrepresentativetheaterandpoetryworks.Otherreadingswill include theoretical and critical textsaboutGarcíaLorcaandSpain.Themesdiscussedwillinclude:genderroles,gaydesire,politics,modernism,modernization,modernity,andpoetics.Atleastoneoftheassignmentswillbeacollectiveprojecttostageaplayand/oraselectionofoneoftheplays.Inadditionto this project, evaluationwill be basedonwrittenassignmentsinessayformandpresentations.Stressgiventodiscussion.TaughtinSpanish.Prerequisites: Spanish306orconsentofinstructor.

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��2 ST: Pedro Almodóvar’s Spainx, � Solórzano-Thompson ThisseminarwillexaminerepresentativefilmsbyPedroAlmodóvarspanninghiscinematiccareerfromthe1970’stothepresent.Thefocusofthecoursewillbe to decodeAlmodóvar’smultifaceted and oftencontradictoryportrayalofpost-FrancoSpain.Themesdiscussedwillinclude:gaydesire,transgenderissues,violence,sex,politics,andmodernity.Readingswillinclude theoretical and critical texts byPaul JulianSmith,MarshaKinder,TeresaVilaros,andSusanMar-tín-Márquez,amongothers.Studentswillbeevaluatedthrough presentations, written assignments in essay form,andagroupvideoproject.TaughtinSpanish.Stressgiventodiscussion.Prerequisites: Spanish306orconsentofinstructor.

��3 ST: Maricones, Travestis, Tortas, and Other Raros: Subjectivities in Queer Latin American Cinema

�, x Lema-Hincapié A studyof contemporaryfilms fromArgentina,Colombia, Cuba,Mexico, and Peru dealingwithqueer identities and socio-political issues.Topicscoveredare: the intriguingpoliticsofqueerbodies,ethicalandpoliticalcrossroads,queertheory,Christianbeliefs,andhowthefilmscondemnmicro-strategiesimplementedbytheStateandhegemonicinstitutionstomake queer desires invisible. Studiedfilmswillinclude:Y tu mamá también(2001),Fresa y chocolate (1994),Before Night Falls(2000),andLa venganza del sexo(1967).Studentswillbeevaluatedthroughpapers,presentations,andparticipation.Weeklyfilmshowingswillbescheduled.TaughtinSpanish.Prerequisites: Spanish306orconsentofinstructor.

��� Cervantesx, � Lema-Hincapié ReadinganddiscussionofCervantes’Don Quix-ote and Persiles and Sigismunda.Manycriticalap-proachesfocusonplot,characters,themes,andideas.EmphasisonhowtheseworksreflectasynthesisofthespiritualandsocialproblemsofSpainintheearlyseventeenthcentury.ConductedinSpanish.Offered every spring.

���, ��� Topics in Spanish and Spanish American Literature

� Designedtopermit thestudyof topics inSpan-ish Peninsular and/or SpanishAmerican literaturegenerallynotconsideredinothercoursesofferedbythedepartment.Thespecificmaterialwillvaryfromsemestertosemester.ClassisconductedinSpanish.

��� ST: Latin Lovers: The Discourse of Love in Twentieth-Century Latin American Fiction and Poetry

x, � Lema-Hincapié A studyof the constructionof loveobjects andsubjectsintwentieth-centuryLatinAmericanfictionandpoetry.Themesexploredwillinclude:therhetori-

cal techniquesof thediscourseof love, theculturalimplicationsofthatdiscourse,theintendedinteractionbetweenmind and body, and gender and sexualityinclusionsandexclusionsinLatinAmericanwritingon desire.Authors andworks studiedwill include:Sirena selena vestida de pena(2000)byMayraSan-tos-Febres, Crónica de una muerte anunciada (1981)byGabrielGarcíaMárquez,Tala(1938)byGabrielaMistral, and Veinte poemas de amor y una canción desesperada(1924)byPabloNeruda.Studentswillbeevaluatedthroughpapers,presentations,andparticipa-tion.TaughtinSpanish.Prerequisites:Spanish306orconsentofinstructor.

��0, ��1 Special Topics Taught in English�, � These courses cover topics in Spanish, LatinAmerican,andU.S.Latino/aliterature,film,theater,andculturegenerallynotconsideredinothercoursesoffered by the department.These courses taught inEnglish includeSpanish-languagematerial in trans-lation and/or presentEnglish-language literary andculturalproductionbyHispanicandLatino/apopula-tionsintheUnitedStates.Thespecificmaterialwillvaryfromsemestertosemester.ThesecoursescanbecountedtowardstheSpanishmajoraselectives,butdonotcounttowardstheSpanishminorastheyaretaughtin English.

��0 ST: Constructing the Caribbean�, x Galindo and Simek Thiscourseproposesacomparativestudyofdif-ferentCaribbeantraditionsandtheircontextsthroughavarietyofliterarytextsandfilms.WhilefocusingontheFrancophoneandHispanicCaribbean,wewillalsoengagewithexperiencesinothergeographicalareas,suchastheAnglophoneandDutch-speakingregions.Topicstobediscussedinclude:race,nationalidentity,gender,sexuality,migration, imperialism,globaliza-tionandlanguage.ReadingsanddiscussionwillbeinEnglish.MaybeelectedasWLit381A.

��1 ST: Media and Culture in Latino/Latin America

x, � Galindo ThiscoursefocusesontheincreasingpresenceofLatinosandLatinAmericansinthemediaasawayofexploredebatesoncultureandpolitics.Topicsforclassdiscussioninclude:mediabias,usesoflanguage,rep-resentation,marketingandbuyingpower,andpoliticalclout.Mediatobestudiedinclassrangesfromfilm,TVandradiotoprintanddigitaljournalism.Studentswill be evaluated through papers, presentations, and participation.AcollectiveclassprojectwillstudythecurrentrepresentationofLatinoandLatinAmericanculturesintheU.S.media.TaughtinEnglish.MaybeelectedasRFS368AorWLit382.

��0 Senior Seminar�, x Solórzano-Thompson A critical study of selected primary sources inSpanishPeninsularandSpanishAmerican literature

Spanish

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andcinema.Thestructureandmaterialofthecoursevaries from year to year, but is always designed in part tohelpSpanishmajorsprepareforthecomprehensiveoralexamination.Theanalysisoftextsandfilmsin-cludesdiscussionofavarietyoftheoreticalapproachesandcontestedissues.Thecourseisdiscussion-basedwithstudentleadersattimes.Shortcriticalpapersontheworksstudiedarerequired.Required of and open onlytoseniorSpanishmajors.Offered every fall.

��1, ��2 Independent Study2-�, 2-� Staff Designedtoallowtheadvancedstudenttopursuean individually designedproject, expressing a spe-cificinterestortopicinSpanishPeninsularliterature,and/orSpanish-Americanliterature,and/orcinemainSpanish.Thestudentmustproposeaproject,arrangeascheduledtimetodiscuss(inSpanish)theprojectanditsprogresswiththefacultymember,completetheprojectandsubmitwrittenevidence(inSpanish)ofthework.Evidenceoftheworkmayalsobepresentedinanoralormulti-mediaformatinSpanish,butthepresentationmustincludeorbeaccompaniedbysomewrittencomponent.Prerequisites:a)thecompletionofoneormoreadvancedSpanishcoursesatWhitmanaboveSpanish336;b)consentofatenure-trackmem-berofthefacultyinSpanishtodirecttheproject;c)aone-pageproposal(writteninSpanish)whichsetsforthasummaryoftheprojectandincludesatleastapreliminary bibliography. That proposal must be ap-provedbyamajorityofthetenure-trackmembersofthefacultyinSpanish.

��� Honors Thesisx, � Staff Designedtofurtherindependentresearchprojectsleading to the preparation of an undergraduate thesis oraprojectreport.Required of and limited to senior honorscandidatesinSpanish.Prerequisite: admission tohonorscandidacy.

See the World Literature section for literature courses offered in English by members of the foreign languages and literatures department.

Spanish, Sport Studies, Recreation and Athletics

Sport Studies, Recreation and AthleticsDeanSnider,Chair Julia Dunn Jeff NorthamMichelleFerenz ScottShieldsSkipMolitor

Adjunct Instructors:Jennifer Blomme Tom OlsonLauraCummins CaseyPowellMalcolmDunn BrienSheedyMichelleHanford RebeccaSickelsPeterMcClure Heidi TateAmyMolitor MikeWashingtonSamNorgaard-Stroich

Thedepartmentofsportstudies,recreationandathleticshasthefollowingfunctions:1)toprovideopportunityforallstudentstosecureinstructionandformalpracticeinavarietyofrecreationalandphysicaleducationactivities;2)toconductaprogramofintercollegiateath-leticsforbothmenandwomen;3)toscheduleandfacilitateopenrecreation,intramurals,andclubsportsfortheentirecampuscommunity;and4) toprovideacademicandprofessionalpreparation for leadership and teaching inphysicaleducation,athletics,athletictraining,andrecreation.

The Sport Studies, Recreation andAthleticsminor:Aminimumof20creditswiththefollowingrequirements: SSRA200First Aid SSRA490Practicum SSRA495Senior Seminar Anadditional15creditsinSSRAcourses:atleast13creditsmustbeincoursesnumbered300 and above.

Activity Courses The following courses are designed toprovidethestudentwithknowledge,guidance, and practice in awide variety of sport andrecreational activities.Amaximumof eightactivitycoursecreditswillbeallowedtoward

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thegraduationrequirement.Allactivitycoursesare graded credit/no credit. Intercollegiateathletic coursesmay be repeated for credit;otheractivitycoursesmaynotberepeatedforcredit.Specialfeeswillbeassessedinsomecourses.“F’’indicatesthecourseisofferedthefallsemesterand“S’’thespringsemester.

IndividualFitnessActivities 100 BeginningWeightTraining F,S 101 BeginningAerobicConditioning F,S 102 Jogging F,S 103 SportYoga x,x 104 Yoga F,S 105 BeginningSpeedand AgilityTraining F,S 107 Self-DefenseFitness x,x 109 Sportsmetrics x,x 123 Pilates F,x 201 IntermediateAerobicConditioning F,S 202 IntermediateWeightTraining F,S 205 AdvancedSpeedand AgilityTraining F,S

OutdoorSkillsActivities 119 MountainBiking(fee:$20) x,x 127 BeginningFlyFishing(fee:$25) F,x 138 RockClimbing(fee:$150) F,S 139 FlatwaterCanoeing(fee:$150) x,x 140 BeginningKayaking(fee:$150) F,S 142 WildernessSkills(fee:$75) F,x 226 GlacierMountaineering(fee:$400) x,x 238 IntermediateRockClimbing (fee:$150) F,S

IndividualSports 117 BeginningGolf(fee:$85) F,S 121 TriathlonSports x,S 217 IntermediateGolf(fee:$85) F,S

DualActivities 110 BeginningTennis F,S 111 BeginningRacquetball F,x 120 Fencing x,x 131 RacquetSports x,x 210 IntermediateTennis F,S 211 IntermediateRacquetball x,S

WinterSports 112 BeginningSkiing (fee:$250) x,S 113 CrossCountrySkiing

(fee:$225) x,x 114 BeginningSnowboarding (fee:$250) x,S 115 BeginningTelemarkSkiing (fee:$300) x,S 118 BeginningIceSkating (fee:$75) F,S 212 IntermediateSkiing (fee:$250) x,S

214 IntermediateSnowboarding (fee:$250) x,S 218 IntermediateIceSkating (fee:$75) F,S 312 AdvancedSkiing (fee:$250) x,S 314 AdvancedSnowboarding (fee:$250) x,S

Aquatics 130 Swimming F,x 230 AdvancedSwimming&Conditioning F,x

TeamSports 150 Soccer x,x 151 BeginningVolleyball x,x 251 IntermediateVolleyball x,x

IntercollegiateSports(forvarsityathletesonly) 252 IntercollegiateCrossCountry F,x 253 IntercollegiateSoccer(men) F,x 254 IntercollegiateSoccer(women) F,x 255 IntercollegiateVolleyball F,x 256 IntercollegiateSwimming x,S 257 IntercollegiateBaseball x,S 258 IntercollegiateBasketball(men) x,S 259 IntercollegiateBasketball(women) x,S 260 IntercollegiateGolf x,S 261 IntercollegiateSkiing x,S 263 IntercollegiateTennis(women) x,S 264 IntercollegiateTennis(men) x,S

2�0 Wilderness First Aidx, 1 Sheedy ThisWFA/WFR recertification course is an in-troductorylevelcoursedesignedtoprovideleaders,guidesandrangersan introduction toFirstAidandpatientcareinremotesettings.Specialtopicsinclude,butarenotlimitedto:woundmanagementandinfec-tion,realigningfracturesanddislocations,improvisedsplintingtechniques,patientmonitoringandlong-termmanagement problems, plus up-to-date information on environmental emergencies.Emphasis is placedonprinciplesoftreatmentanddecisionmaking,notthememorizationoflists.Uponsuccessfulcompletionofthecourseatwo-yearWildernessMedicineInstituteofNOLSWildernessFirstAidcertificationwillbeissued.Alllevelsoftrainingandexperiencearewelcome.ThiscourseincludesHeartsaverCPR.The16-hourWFAsectionandthefour-hourCPRsectionofthecoursewillbetaughtoveroneweekend.Pleasecheckwithinstructorforrefundpolicy.Gradedcredit/nocredit.Fee: $225

2�2 Wilderness First Responderx, 2 Sheedy ThisWilderness First Responder course is anationally recognizedcourse that trainsparticipantsto respond to emergencies in remote settings.The80-hourcurriculumincludesstandardsforurbanandextended care situations.Special topics includebutarenotlimitedtowoundmanagementandinfection,

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realigning fractures and dislocations, improvisedsplintingtechniques,patientmonitoringandlong-termmanagement problems, plus up-to-date information on allenvironmentalemergenciesalongwithadviceondrugtherapies.Emphasisisplacedonpreventionanddecision-making,notthememorizationoflists.Uponsuccessfulcompletionofpracticalandwrittenexamsatwo-yearWMIofNOLSWildernessFirstRespondercertification and a two-yearAdultHeartsaverCPRcertificationwillbe issued.Gradedcredit/nocredit.Fee: $575

3�2 Wilderness Stewardship Program Expedition: Backcountry Skiing

x, 1 Norgaard-Stroich A course designed for individuals interested indevelopingwildernessexpeditionskills inavarietyof skill areas.The skills and theories coveredwillbedirected toward tripplanning, riskmanagement,hazardawarenessevaluationandavoidance,hardandsoft skilldevelopment,conflict resolution, leavenotrace,rescueskills,leadershiptechniques,multidaytrips, rigging, and groupmanagement techniques.Sea kayaking, glaciermountaineering, backcountryskiing andwhitewater boating are the four typesof expeditions thatwill beofferedand these topicswillrotatefromyeartoyear.ThisclasswillinvolvepreparationclassesatWhitmanbeforegoingontheexpeditionwhichwillrunforoneortwoweeksandwouldoccurduringSpringBreak.Gradedcredit/nocredit.Prerequisites:consentrequired.Fee:$375.

Lecture Courses Theseprofessionalcoursesaredesignedforstudents who wish to study the theory, methods andphilosophyofphysical education and todevelopleadershipskillsinthefield.

200 First Aidx, 1 Ferenz A course designed to prepare students to giveemergencytreatmentbeforeregularmedicalcarecanbegiven.CPRandfirstaidcertificationmaybeearned.Gradedcredit/nocredit.Fee:$15.

2��, 2�� Athletic Leadership I, Athletic Leadership II

1, 1 Ferenz The goal of this course is to introduce studentleaders on athletic teams to leadership education.Studentswillexamineleadershipcharacteristicsandtheoriesandapplythemtotheathleticsetting.WeeklyseminarswillbemixedwithguestlecturersfromtheWhitmancommunitythatepitomizevariousleadershipqualities.Studentswillkeepweeklyjournalstrackingtheirprogressinleadershipdevelopmentandanalyzingtheir application of various leadership principles.Studentswillalsocompletetwogroupprojects(oneeachsemester).Gradedcredit/nocredit.

30� Lifeguard Training x, 2 Blomme AcoursedesignedtocertifyastudentinLifeguard-ing.Thecoursewillincludebothclassroomandpoolinstruction; topics covered include personal safety,water rescue, guarding technique andCPR.Fee: $45.

323 Higher Education and Sport2; not offered 200�-0� HighereducationinAmericaandintercollegiatesporthavehadadifficultandsometimesscandalousrelationshipformanyyears.Fromthefirst intercol-legiateathleticscontestinthemid-1800stotherecentreports of theKnightCommission, themissions ofuniversitiesandcollegesaroundthecountryandthegrowingcommercialisminathleticsoftenhavebeenatodds.ThiscoursewillexaminethedevelopmentofhighereducationinAmericaandtheroleofathleticsin our institutions of higher learning.

32� Philosophy of Sport2; not offered 200�-0� Thiscourseexaminesourfascinationwithsportsandwhat roles athletics play in our institutions ofhigherlearningandinoursociety.Theclasswillstudyaselectedgroupofphilosophicalessaysandarticlesonthe nature and purpose of sport, of a game, of play, and ofcompetition.Theclasswillalsoconsideranumberof ethical issueswithin the context of playing andcoachingsports. Offered in alternate years.

32� The Culture of Sports2; not offered 200�-0� Thiscourseexaminessportsfrombothanhistoricalandasociologicalperspective.Ourworldhasarichhistoryofsportthroughoutrecordedtime,andalthoughplayhasbeenacommonpartofexistence,thereasonsforplayhavechangedwithchangingcultures.Studentswillconsiderthesechangingpatternsandtheplaceofsportinvariousculturesoftheworld;concentrationonAmericansport. Offered in alternate years.

32� Gender and Sport 2, x Ferenz This coursewill cover thehistoryofwomen insport, examine the impact ofTitle IX, and discusscurrenttrendsinwomen'sathletics.Thecoursewillinclude lecture and discussion aswell as severalshortpapers.Twotextsandadditionalreadingwillberequired.Taughtinalternativeyears.

32� The Story of Sport2; not offered 200�-0� The coursewill addresswhat elements of theathleticexperiencemakesportssuchapopulartopicoffiction.Throughreadingshortstories,novels,andviewingfilms,studentswillexamineboththeretellingof sports moments as well as what it is about sport that drawsourattention.Themestobestudiedwillincludetheunderdog,teamwork,leadership,andcheating.Stu-

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dentswillalsobeaskedtoexaminethesignificanceofsportsstoriesintheirsocialandhistoricalcontexts.

332 River Guide Leadership2, x Norgaard-Stroich A course designed for individuals interested indeveloping the technicalskills, leadershipskillsandtheoreticalfoundationsforleadingtripsinadynamicriverenvironment.Theskillsandtheoriescoveredwillbe directed toward trip planning, riskmanagement,hazardawarenessandavoidance, legal implications,hard and soft skill development, conflict resolution,leavenotrace,riverhydrology,rescueskills,leadershiptechniques,multidaytrips,rigging,andgroupmanage-menttechniques.Skillsforpaddleraftsandoarrigswillbethefocusofthiscoursebutmanagementofotherwhitewatercrafts suchaskayaksmaybediscussed.Prerequisite:consentofinstructor.Fee: $375.

33� Sea Kayak Guide Leadershipx, 2 Sheedy A course designed for individuals interested indeveloping the technical skills, leadership skills,seamanship skills and theoretical foundations forleadingkayak-touringtripsinbothoceanandinlandwaterenvironments.Theskillsandtheoriescoveredwillbedirectedtowardsafetyandriskmanagement,travelskills,rescueprocedures,boat-handlingskills,leadership,hardandsoft skilldevelopment, conflictresolution,leavenotracepractices,expeditionplan-ning,navigationandgroupmanagement.Thiscoursewillalternatebetweenbeingofferedlocallyandbeingofferedinmoredistantlocationssoastoprovidedif-ferentteachingenvironmentsanddifferenteconomicchoice.Instructor consent required. Fee:$400.Note: This is a theory class offered with standard grading.

33� Applied Sport Psychology2; not offered 200�-0� This course examines a body of psychologicalstrategiesinherentinmotorskillperformance,observesandteststhesestrategiesinavarietyofpracticalsitua-tions and attempts to determine their possibilities and effectivenessastoolsforenhancingtheperformanceof both the individual athlete and the team.

33� Biomechanics3; not offered 200�-0� Thiscoursehasbeenstructuredtoprovidethebasicprinciplesofhumanmovement;anintroductiontotheorganization, structure, and functionsof thehumanbodyinmotionandrestthroughtheexaminationofits various tissues, organs, systems, and their interre-lationships.Laboratoryexperienceswillexpanduponlecturetopics.AcoursewithnoprerequisitesdesignedfortheSSRAminor.Twolecturesandonelaboratorypracticumperweek.Recommendedcourses,SSRA390 and Biology 110. Offered in alternate years.

3�0 The Theory of Strength and Conditioning2; not offered 200�-0� Thiscoursewillbetaughtasa lecture/labcom-bination.Theclasshasbeenstructuredtoprovideanintroductiontospeed-strengthtraining.Theclasswillincludethetopicsofaerobicandanaerobiccondition-ing,intervalandsprinttraining,agility,coordinationand balance exercises, and specific exercises forstretching.Studentswillbetaughtandhavehands-onexperiencewithfreeweighttrainingexercises,weighttrainingmachines,bodyweightresistanceexercises(i.e.,plyometrics)andOlympicweighttrainingmove-ments. Studentswill spend time assistingwith theadministrationofthefitnesscenteranddevelopinganawareness of liability and legal responsibilities in the profession of strength and conditioning.Paper andquizzeswillberequired.Prerequisites: Beginning and IntermediateWeightTrainingorconsentof instruc-tor.

3�� Coaching Soccerx, 2 Washington Acoursedesignedforstudentsinterestedincoach-ingsoccerat thehighschool level.Stress isplacedonthebasicfundamentalsofsoccerandtheoriesofoffenseanddefense, includingmethodsof teachingthese phases. Offered in alternate years.

3�� Coaching Baseball2; not offered 200�-0� Acoursedesignedforstudentsinterestedincoach-ingbaseballatthehighschoollevel.Stressisplacedonthebasicfundamentalsofthegameandonthevariousmethodsofteachingthesephases.

3�0 Coaching Basketball2; not offered 200�-0� A course designed for students interested incoachingbasketballatthehighschoollevel.Stressisplacedonthebasicfundamentalsofthegameandonthevariousmethodsofteachingthesephases. Offered in alternate years.

3�� Coaching Swimming2; not offered 200�-0� Acoursedesignedforthecompetitiveswimmerand/oraquaticsstudentinterestedincoachingswim-ming at the clubor high school level.Emphasis isplacedonanalysisofstrokes,startsandturns,trainingtechniques,workout design, dry-land training, andpsychologyofcoaching.Includesacoachingpracti-cumwiththelocalU.S.S.team. Offered in alternate years.

3�� Coaching Volleyball2; not offered 200�-0� A course designed for students interested incoachingvolleyball at thehigh school level. Stress is placed on coaching theory, basic fundamentalsof volleyball, andmethods of teaching. Offered in alternate years.

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3�0 Coaching Tennis 2; not offered 200�-0� A course designed for students interested incoachingtennisatthehighschoollevel,club,and/orparksandrecreationdepartment.Stressisplacedonpreparing for theUnitedStatesProfessionalTennisAssociation (USPTA) coaching certification test.The course offers aweeklyon-court practicumex-periencewithplayersofvaryingability.Consentofinstructor.

3�� Coaching Skiing2; not offered 200�-0� Acourseemphasizingtechniqueandmethodsofskicoaching:alpine-slalomandgiantslalomskiing;crosscountryfreestyleandclassicskiing.Thecoursewillbescheduledforthefallsemestertoallowforbothclassroomandon-snow instruction. Itwill preparestudentsfortherigorsofU.S.SkiCoachesAssociationcertificationexams. Offered in alternate years.

3�0 Outdoor Leadershipx, 2 Norgaard-Stroich A course designed for individuals with aconsiderable interest and experience in at leastone outdoor adventure sport who are interested in leadingororganizingadventuretrips.Theskillsandtheory coveredwill be directed towardsmountainand whitewater adventures, food planning, legal implications of leadership, hazard awareness andavoidance,navigation,avalancheawareness,mountainfirst aid, andminimum impact camping. Severalweekend outingswill be coupledwith classroomstudies. Fee:$175.Not open to seniors.

3�� Recreation Leadership2, x A. Molitor AcompaniontoourpresentSSRA380,OutdoorLeadership.This course is designed to provide theclassroomandtextbooktheoryofrecreational lead-ership,whileSSRA380aims toapply skills to thefield.Thefollowingelementswillbeincluded:1)basichistoryofrecreationandoutdooradventureleadership;2)anexaminationofthemodelsandtheoriesofout-doorrecreation;3)ananalysisofleadershiptheoriesincludingastudyofeffectiveleadershipqualitiesandstyles;4)anunderstandingofthechallengesoflead-ingspecialpopulations(i.e.,youthatrisk,physicallydisabled,elderly);5)practiceplanninganddesigningan outdoor adventure pursuit.

3�� Advanced Climbing Systems and Site Management

2, x Sheedy This course is designed for strong climbersinterested in furthering their skills andmanagingan institutional climbing site.Emphasiswill be ondeveloping an awareness of liability concerns andhow tomitigate risk.Topics thatwill be coveredinclude:movementonrock,knotsandropesystems,anchors,protectionplacement, rappelling,belaying,

leadclimbing,following,rescuetechniques,outdoorteachingtechniques,safetyandclimbingphilosophy.Offered in alternative years. Fee:$400.

3�0 Introduction to Sports Medicine�, � Fall: Staff; Spring: Dunn Acoursedesignedtomeettheneedsofstudentsdesiringtopursueacareerinsportsmedicine(physicaltherapy,athletictraining,ororthopedicmedicine)orstudentswhowill coachor teachyoungathletes. Itincludesthestudyofanatomyandkinesiologyastheypertaintothemorecommoninjuriesincurredbyanathletic population. Injury, prevention, recognition,andrehabilitationarestressedinboththelectureandlaboratoryexperiences.Fee:$25.

3�� Advanced Techniques in Sports Medicine�, � Fall: Dunn; Spring: Staff Thiscoursestructureprovidesacontinuationofmaterial learned in SSRA390.Through hands-onexperience, studentswill learnadvancedevaluationtechniques,discussadministrativeandorganizationalconcernsforatrainingroom,explorethebroadspec-trumofsportsmedicinejobsettings,andparticipateinapracticalapplicationofrehabilitationtechniques.Instructional unitswill include specific joint injuryevaluation,physiological effectsofmodalities,mo-dality set-up, exercise rehabilitation,massage, andrehabilitation protocol design. Studentswillworkindividually with injured athletes to evaluate injury as well as to design and supervise rehabilitation pro-grams.Laboratoryexperiencewillexpandonlecturetopics.Coursedesignplansfortwolecturesandtwolaboratorydaysperweek.Prerequisite:SSRA390-Introduction to Sports Medicine. Fee: $30. Not open tostudentswhohavecompletedSSRA396or399.

3�� Elementary Physical Education Methods3; not offered 200�-0� A course designed to introduce students to theconcepts and content ofmovement education andphysicaleducationactivitiesforchildrenK-8.Includesprinciples, skill development, themes,methods,fit-nessconcepts,curriculumdesign,observation,andapracticuminthepublicschools.

��� Independent Study Research1-3, 1-3 Dunn, Snider, Sheedy Forstudentswhoareinterestedinundertakingauniquesportstudiesactivityoranin-depthanalysis(including extensive library research or collectingexperimental data related to sports studies and/orrecreation).Studentsmustreceivepriorapprovalfortheselectedactivityorprojectpriortoregistration.Awrittenreportofresearchworkwillberequiredforstu-dentsregisteringformorethanonecredit.Thiscoursemayberepeatedforatotalofsixcredits.Prerequisite: consentofinstructor.

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��0 Physical Education Practicum2, 2 Fall: Northam; Spring: Shields Acourse for upperclass students only, involv-ing a supervised, extendedexperience as a teacher,coach or leader in an area inwhich the student isknowledgeableandqualified.Includesthreegeneralclassroomsessionsandbothoralandwrittenreports.Mayberepeatedoncewithaseconduniqueproject.Thiscoursewillbegradedcredit/nocredit.Prerequi-site:consentofinstructor.

��� Physical Education Senior Seminar2, x Molitor Thiscoursewillexplorecurrenttopicsandissuesinphysicaleducation.Discussionswillcenteraroundselectedreadingsandtopics.Requiredcapstonecoursefor sport studies minors.

TheatreThomas G. Hines, ChairCynthia CrootChristopherPetit(on Sabbatical, Fall 2007)NancySimon

Adjunct Faculty:DanKwongAlanMcEwenMaryMcClungRobinWaytenickSmasne Coursesanddramaticproductionsareof-fered to provide the student with rigorous, demandingprofessionaltrainingandaculturalbackgroundwithwhich to attain the higheststandards in theatre. Allclasseswithoutstatedprerequisiteoranindicatedlevelofdifficultyarerecommendedtoanystudent,regardlessofclassstanding. TheTheatremajor: Theatre 125, 245, 246, 247,248,and490;onecoursetobeselectedfromTheatre278,345,366;fourcoursestobeselectedfromTheatre233,234,371,372,377,379;twocreditsinTheatre231,232;toprovideaminimumof35credits. TheTheatreminor: Theatre 125, Theatre 245or246;threecoursestobeselectedfromTheatre233,234,371,372,377,379;onecreditin Theatre 231 or 232.

10� Introduction to the Theatre3, x Hines Howdoesaproductionofaplaycomeintobeing?Howdoesascriptcomparetoaperformance?Whoarethepeoplewhocreatetheatre,andwhataretheirprocesses?Howdothetheatrespaceandtheaudience

affectaproduction?Thecoursewillusethefirstsemes-ter of the Harper Joy season as laboratory for the study of theproductionprocess.Thecoursewillexaminethe elements of drama, their interaction, and theirrealization in theatricalproductionandwill includeattendanceatandevaluationoftheatreperformances.Open to all students.

12� Beginning Acting I3, 3 Fall: Croot, Staff; Spring: Croot Designed to help the student begin to realizehis/herpotentialasanactorandtohelphim/herfindasystematicwayofapproachingarole.Emphasisonconcentration, imagination,movement,working intermsofobjectivesandrespondingtoothers.Studentsengageinactingexercises,sceneworkandassignedreading. Openonlytofirst-yearstudentsandsopho-mores.

12� Beginning Acting IIx, 3 Croot, Petit AcontinuationofTheatre125.StudentsbuildontheactingfundamentalstheylearnedinBeginningAct-ingI.Includesadditionalscenework,actingexercises,and assigned reading. Prerequisite: Theatre 125. 222 Computer Applications for the Theatrex, 3 Hines Anintroductiontocomputerapplicationsasanaidtodesign,problemsolving,andmanagement.Labswillexaminethepotentialforcomputeruseinthetheatre(posterandadvertisingdesign,scanningandeditingofartwork,renderinganddraftingofscenery,researchandrecordkeeping).Consentofinstructorrequired.

22�, 22� Intermediate Acting�, � Simon Firstsemester:anactor’sworkontext,approachestoplayingShakespeare,actinginplaysoftheRestora-tionandeighteenthcentury.Secondsemester:actinginplaysofthelatenineteenthcentury,approachestoplayingChekhov,actingincontemporarynon-realisticplays, preparation of a formal audition. Theatre 225 is a prerequisite for 226. Prerequisite: Theatre 126.

231, 232 Rehearsal and Performance1, 1 Hines Rehearsalandperformancebyselectedstudentsinmajorproductions.Prerequisite:consentofinstructor.Courseexemptedfrom18-creditenrollmentlimitation.Activity credit limitation applies.Maybe repeatedfornotmore than twocreditsper semester.Gradedcredit/nocredit.

233 Theatre History from the Middle Ages to 1�00

�; not offered 200�-0� The history of European theatre from the Middle Agesthrough1800,examiningasappropriatesocial,political,andreligiousattitudes,architecture,designand technicalpractice,businessandadministration,acting, audiences, and critical theory. Emphasizes

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thepracticalvalueof theatrehistoryfor thestudentattendingorworking in today’s theatre.Threeperi-odsperweek.Studentscompletewrittenorpracticalprojects.Offered in alternate years.

23� Theatre History from 1�00 to the Present�; not offered 200�-0� The history ofEuropean andAmerican theatrefrom1800 to thepresent,examiningasappropriatesocial,political,andreligiousattitudes,architecture,designandtechnicalpractice,businessandadminis-tration,acting,directing,audiences,andcriticaltheory.Emphasizesthepracticalvalueoftheatrehistoryforthe studentattendingorworking in today’s theatre.Threeperiods perweek.Students completewrittenorpracticalprojects.Offered in alternate years. 2�2 Seminar in Contemporary Theatrex, 3 McEwen An indepthsurveycourseof recentplays fromaroundtheworld.Discussionbased,thecoursewillexplorethenatureofplayscomparedtothewrittenword.Content changes every semester.The coursecontentincludescontemporarytopicsorissueswithemphasisonproductionsinLondonandNewYork.Mayberepeatedonceforcredit.

2�� Play Production3, x McEwen Anintroductiontotheelementsoftheatretechnol-ogy.Emphasisisgiventotheproductionprocess,theorganizationofpersonnel,theequipmentandarchitec-tureofthetheatre,andtheequipmentandtechniquesusedintheconstruction,rigging,andpaintingofscen-ery.Classlecturesanddiscussionsarecomplementedbyproductionassignments.Co-requisite:TheatreLab247. Open to all students.

2�� Play Productionx, 3 Hines An introduction to theelementsof theatre tech-nology.Emphasis is given to the equipment,mate-rials, and methods used in stage lighting, drafting, costuming,andsound.Classlecturesanddiscussionsare complemented by production assignments.Co-requisite:TheatreLab248.Open to all students.

2�� Play Production Laboratory1, x McEwen Laboratory exercises in theatre technology.LabprojectswillallowpracticalapplicationsoftheclassmaterialscoveredinPlayProduction245.Open to all students.Mayberepeatedforcredit.

2�� Play Production Laboratoryx, 1 McEwen Laboratory exercises in theatre technology.LabprojectswillallowpracticalapplicationsoftheclassmaterialscoveredinPlayProduction246.Open to all students.Mayberepeatedforcredit.

2�� Movement for the Actor3, x Croot Aphysicalapproachtothecraftofacting.Throughthe exploration of physical acting techniques, ex-perientialworkshops,andthestudyofperformanceskills,thecourseisdesignedtoincreasethestudents’accesstotheirphysicalinstrumentsandtheirabilitytoarticulatethemselvesonstage.Prerequisite: Theater 125orconsentofinstructor.

2�� Voice and Diction for the Actor3, x Croot Focuses on the discovery and release of thestudents’ natural voice. Includes an exploration ofrelaxationandbreathingtechniques,vocalexercisesandperformanceskillstoexpandthestudents’vocalcapabilities.Studentspreparepoetry,proseandscenes.Prerequisite:Theater125orconsentofinstructor

2�� Performance Ensemblex, 3 Petit Thiscourse focuseson thepracticalapplicationof performance techniques from255, honing skillstoward creating actor-generatedmaterial.Throughcomposition,improvisation,andcharacterstudy,theclasswilldevelopaphysicalapproachtothecraftofacting,andworkasanensembletocreateanoriginalperformance.Prerequisite:Theatre255orconsentofinstructor

2�� Costume Construction Techniques3, x Smasne An introduction to theatrecostumeconstructionthroughhands-onprojectstailoredtothestudent’sskilllevel.Emphasisisplacedonthetechniquesnecessaryforcreatingcostumesandincludeshandsewingandmachine sewing fromcommercial patternswith anintroductiontocostumedesignprinciples. 2�� Costume Designx, 3 Smasne Theprocessofdesigningcostumesforthetheatretaughtthroughprojectsandclassdiscussions.Includesanintroductiontoscriptanalysis,periodresearchandrendering techniques for the costumedesigner fol-lowedbytheconstructionofafullcostumedesignedby the student.

3�� Lighting Design for the Theatre3, x Hines The process of lighting design for the theatre.Emphasisonscriptanalysisandconceptdevelopment,theformationofdesignideas,theequipment,thetech-nologies,thegraphicstandardsofstagelighting,andthecommunicationanddefenseofdesignconceptstotheproductionteam.Prerequisite: Theatre 246.

3�� Graphics for the Theatre: Scenic Drafting and Modeling�; not offered 200�-0� Theprocessofcommunicatingtheatricaldesignconcepts and solutions using graphic techniques.

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Emphasisisgiventodraftingandmodelconstruction.Projects will reflect established theatre graphicstandardsandthecriteriaforportfoliopresentations.Offered in alternating years with Theatre 367.

3�� Scenic Design for the Theatrex, � Hines Aesthetics and the process of scenic design forthetheatre.Emphasisonscriptanalysisandconceptdevelopmentastheyrelatetoproductionneeds, theformationofdesignideas,theresearchofappropriatechoices,andthecommunicationanddefenseofdesignchoicestotheproductionteam.Mayberepeatedoncefor credit.Prerequisite:Theatre 245 or consent ofinstructor.

3�� Graphics for the Theatre: Scenic Drawing and Painting�; not offered 200�-0� Theprocessofcommunicatingtheatricaldesignconcepts and solutions using graphic techniques.Emphasisondrawing,renderingandscenepainting.Projectswillreflectestablishedtheatregraphicstan-dardsandthecriteriaforportfoliopresentations.

3�1 Dramatic Literature: Medieval through Eighteenth Century�, x Simon and Staff AcourseinthehistoryanddevelopmentofWesterndrama from the Middle Ages through the eighteenth century.Dramatists to be studiedmay include theWakefieldMaster,Marlowe, Shakespeare, Jonson,Lope deVega,Molière,Racine,Congreve,Beau-marchais, andSheridan.MaybeelectedasEnglish371orWorldLiterature371.Offered in alternate years. Distribution area: humanities.

3�2 Literature of the Modern Theatrex. � Simon and Staff Astudyofthedirectionsmoderndramahastakenfromthenineteenthcenturytothepresent.Dramatiststo be studiedmay includeBüchner, Ibsen, Strind-berg,Chekhov, Shaw, Pirandello,O’Neill,Brecht,andPinter.MaybeelectedasEnglish372orWorldLiterature372.Offered in alternate years. Distribution area: humanities.

3�� Ancient Theatre�; not offered 200�-0� The origin anddevelopment of ancient theatre,especiallyofGreektragedy,throughaclosereadingofancientplaysinEnglishtranslation.Inadditiontoancientplays,wewillreadmoderncriticalresponsesto those plays.May be elected asClassics 377 orWorldLiterature377.Open to all students. Offered in alternate years.

3�� Theatre History: The Twentieth Centuryx, � Simon An exploration of influential developments intheideaandpracticeoftheatreduringthetwentiethcentury.Prerequisite: Theatre 233 or 234. Offered in alternate years.

3�1, 3�2 Special Topics1-�, 1-� Designedtopermitclosestudyofparticularareasoftheatrenotcoveredintheregularcurriculum.Topicsofferedareannouncedeachyear.

3�1A ST: Autobiographical Writing and Performance

3, x Kwong PerformanceartistDanKwongwillleadagroupof ten students in creating individual ten-minuteperformance pieces or collaborative pieces basedonautobiographicalmaterial.Studentswillperformtheirpiecesas theopeningeventof theHarperJoyTheatreseason.ThisclasswillmeetduringHarperJoyTheatrerehearsalhours,Monday-FridayandSundayeveningsandSaturdayafternoons.PerformancedatesareSeptember26-30.Prerequisite: sophomore, junior, orseniorstandingandconsentofDepartmentChair.

3�1B ST: Scene Painting for the Theatre3, x Hines, McClung Anintroductiontothetools,materials,andtech-niquesusedbyscenepaintersinthetheatre.Practicalstudentpaintingprojectsincludesurfacepreparations,colormixing, paint applicationmethods, and fauxfinishes.

3�2A ST: Theatre Properties, Design and Construction

x, 3 McClung An introduction to the design and constructionof props for the theatre. Student projects includescriptanalysisandresearch,pre-productionplanning,creative construction and painting techniques, andproblem solving.

3�2B ST: Modern German Theatrex, � Babilon ThiscourseexaminesGerman,SwissandAustriantheatrefromthemid-19th-centuryonwithanemphasisonmodernismsinceBüchner and20th-centuryandcontemporaryavant-gardestyles.Throughthereadingofplaysandtheoreticaltextswewillinvestigatethehistorical, socialandartisticconditionsofGerman-language theatre.Wewill also examine influencesbyinnovativedirectorsduringtheWeimarRepublic,thoseinexileorinvolvedinNazicollaborationandpostWWII reconstruction, theatre experiments ofthe 1960s and 1970s, as well as in East German and post-reunificationtheatre.StudentswhoreadtextsinGermanandcompletewrittenassignmentsinGermanmayelect to take this course for credit inGerman.Otherwise,allreadings,discussionandassignmentsinEnglish.MaybeelectedasGerman387orWLit381.

��� The Director in the Theatre I�, x Simon Throughreading,discussion,exercises,andscenework,exploresthehistory,function,requisiteskills,andongoingpreparationofthedirectorinthetheatre.

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Considersplayselectionandanalysis;thedirector’sworkwith theplaywright, designer, stagemanager,anddramaturge;casting;rehearsalprocedures,andthedirector’sworkwith theactor.Prerequisites: junior standing,consentofinstructor,abasicacquaintancewith dramatic literature and thework of the actor,designerandtheatretechnician.

��� The Director in the Theatre II�; not offered 200�-0� Explorationofspecificchallengesthroughreading,discussion, and extensive scenework.Explorationof the productionprocess throughdirecting a play.Thismight be in LunchboxTheatre, the StudentOne-ActPlayContest,ahighschoolorcommunitytheatre,oranothervenueapprovedbytheinstructor.Abrief introduction to thework of the director asadministrator. Prerequisite: Theatre 465.

��1, ��2 Independent Study1-�, 1-� Staff Readings or a project in theatre not covered inregularcourses.Thestudentmustsubmitadetailedproposal to the instructor in thesemesterprecedingtheanticipatedstudy.Thestudent isresponsibleforany expenses incurred in completing the project.Prerequisites: junior or senior standing, consent ofinstructor.

���, ��� Advanced Acting�, � Fall: Staff; Spring: Petit A continuing exploration of acting as process.Focusesondevelopingskillsnecessarytobecomeaprofessionalactor.Emphasisonlivingtruthfullyunderimaginary circumstances so that the actor, action,character,andtextcometolife.BeginningMeisnerexercises,Williamsonmovement exercises, sceneandmonologueworkinvolved.Prerequisite: Theatre 226.

��0 Senior Project3, 3 Staff Involves the development and execution of aprojectreflectingthestudent’sprimaryareaoftheatrestudy.Thestudentworkscloselywithafacultyprojectadviserduringtheprocess.Thefinalprojectisevalu-atedbythatadviserandtwootherfacultymembers.This course is limited to and requiredof all seniortheatre majors. Prerequisites:previouscourseworkintheareaofstudyandtheatrefacultyapproval.Maybetakenduringthefirstorsecondsemesterofthesenioryear.

��� Honors Thesis3, 3 Staff Preparationofundergraduatethesis.Required of and limited to senior honors candidates in theatre.Prerequisite:admissiontohonorscandidacy.

World Literature Courses in world literature are designed to enable students to pursue their interests in literature beyond linguistic, cultural, ordepartmental boundaries. Classes and read-ings are in English, but students with foreign languageproficiencyareencouragedtoreadintheoriginallanguage.ThecoursesaretaughtbythemembersoftheForeignLanguagesandLiteraturesDepartment.ThematerialmaybedrawnfromvariousliteraturessuchasChinese,French,German,Japanese,andSpanish. TheminorinWorldLiterature: A min-imumof20creditsinworldliteraturetoincludeatleastthreecoursesnumberedabove300andatleastonecoursenumberedbelow300.

120 Myth, Folktale and Children’s Literature�; not offered 200�-0� Study of international myths, folktales, andchildren’sliterature.Severalapproachessuchaslit-erary,graphic,structuralist,folklorist,psychological,andgenderedwillbeappliedtothestudyofAfrican,American,Asian,andEuropeantalesandbooksforchildrenfromtheadult’sviewpoint.Twopapersandafinalexaminationwillberequired.

200 The Literature of Peace �, � Henry Reading anddiscussionof a groupof religiouspeaceactivistsofthetwentiethcentury(DorothyDay,Gandhi,MartinLutherKing, Jr.,ThomasMerton,AbrahamJoshuaHeschel,DanielBerrigan,ThichNhatHanh,andBernieGlassman)andofthereligioustextsthatinspiredtheirnon-violenttheories.Somefilmsandvideoswillbeincorporatedintotheclass.Severalpapers;oralpresentationsinclass;noexams.Open to all students.

201-20� Special Topics in World Literature, Intermediate Level

�, � Coursesunderthiscategoryexploreselectedtopicsin world literature at the intermediate level.

22� Chinese Folk Literature�; not offered 200�-0� Introducesstudents to literaryworksthatreflectChinesefolkbeliefstohelpdevelopanunderstandingofChinesepopularculture.Readingsincludeballads,narrative poems, short stories, novels, and plays. ThroughanalysisoftheseliteraryworksinthelongspanofChinesehistory,studentsstudycrucialaspectsofanoldAsianculture.Moderntheoriesofculturalstudies,whenappropriate,areappliedtotheexamina-tionofspecificliteraryworks.Open to all students.

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2�� German Film�; not offered 200�-0� Germanfilmfromtheearlyexpressionistmaster-piecesbyPabst,throughNazidirectors,thepostwardirectors, and concludingwith some of the newgenerationoffilmmakerslikePraunheimandTreut.ReadingsincludeexcerptsfromKracauerandAdorno.Inadditiontoregularclassmeetings,aweeklyvideoscreeningofapproximatelytwohoursrequired.Shortcriticalpapers,classdiscussion,andafinalexamina-tionarerequired.MaybeelectedasRhetoricandFilmStudies368.Offered in alternate years.

31� Classical Chinese Drama�; not offered 200�-0� Classical Chinese drama from the thirteenthcenturyYuandramatothepresentPekingOpera.PlaysselectedfromtheYuan,Ming,andChingdynastiesforreadingandanalysis.Chinesetheatricalconventionssuchasmasks,facialmake-up,costumes,acting,andstagingareintroducedanddiscussedbeforeandafterviewingseveralPekingOperavideotapes.

31� Modern Chinese Literature�, x Wei-Peng Chinese poetry, drama, and fiction since thebeginningofthetwentiethcentury.StudyingwritingsfrombothmainlandChinaandTaiwan.Knowledgeofpre-modernChineseliteratureisnotrequired.

32� Masterworks of Classical Japanese Literature

�; not offered 200�-0� Japanese prose and poetry from the eighth through the nineteenth centuries.Works includeThe Many-oshu, Japan’searliestpoeticanthology;The Tale of Genji,thefirstnovelintheworldtobewrittenbyawoman;The Tale of the Heike,describingtheriseofthesamuraiethic;thepoemsofSaigyoandRyokan;and the haiku of Basho and Buson.

32� Modern Japanese Literature�; not offered 200�-0� Selected novels, short stories, film scripts, andpoems representative of styles and themeswhichcharacterize twentieth-century Japanese literature.Filmscriptsdiscussedinconjunctionwithaviewingofthefilmsthemselves.

3�2 Topics in Francophone Literature�; not offered 200�-0� TheFrenchlanguageandculturewereimposedtovaryingdegreesonpopulationsacrosstheglobeoverthe course of France’s 17th-19thCentury imperialexpansion.Thiscourseisdesignedtopermitthestudyof individual literary movements, genres, authors, and criticalapproachespertinenttotheFrancophoneliter-arytraditionsthatemergedfromthiscontactbetweencultures.MaybetakenforcredittowardtheFrenchmajor.

3��-3�0 Special Authors in World Literature� AcoursedesignedtopermitthestudyofindividualsignificantauthorsinWorldLiterature.

3�1 Dramatic Literature: Medieval through Eighteenth Century

�, x Simon and Staff A course in the history and development ofWestern drama from the Middle Ages through the eighteenth century.Dramatists to be studiedmayincludetheWakefieldMaster,Marlowe,Shakespeare,Jonson,LopedeVega,Molière,Racine,Congreve,Beaumarchais, and Sheridan.May be elected asEnglish 371 or Theatre 371. Offered in alternate years.

3�2 Literature of the Modern Theatrex, � Simon and Staff Astudyofthedirectionsmoderndramahastakenfromthenineteenthcenturytothepresent.DramatiststobestudiedmayincludeBüchner,Ibsen,Strindberg,Chekhov, Shaw, Pirandello,O’Neill, Brecht, andPinter.MaybeelectedasEnglish372orTheatre372.Offered in alternate years.

3�� Ancient Theatre�; not offered 200�-0� The origin anddevelopment of ancient theatre,especiallyofGreektragedy,throughaclosereadingofancientplaysinEnglishtranslation.Inadditiontoancientplays,wewillreadmoderncriticalresponsestothoseplays.MaybeelectedasClassics377orTheatre377. Open to all students. Offered in alternate years.

3�1-3�� Special Topics in Cinema� Acoursedesignedtopermitthestudyofspecialtopicsintheareaofworldcinema.Topicsmightin-cludetheworkofanindividualdirectororofseveraldirectors, national surveys,filmas social, political,andculturalhistory,orcriticalapproaches.

3�1A ST: Constructing the Caribbean�, x Galindo and Simek Thiscourseproposesacomparativestudyofdif-ferentCaribbeantraditionsandtheircontextsthroughavarietyofliterarytextsandfilms.WhilefocusingontheFrancophoneandHispanicCaribbean,wewillalsoengagewithexperiencesinothergeographicalareas,suchastheAnglophoneandDutch-speakingregions.Topicstobediscussedinclude:race,nationalidentity,gender,sexuality,migration,imperialism,globaliza-tionandlanguage.ReadingsanddiscussionwillbeinEnglish.MaybeelectedasSpanish470.Distributionarea:humanitiesoralternativevoices.

3�1B ST: Modern German Theatrex, � Babilon ThiscourseexaminesGerman,SwissandAustriantheatrefromthemid-19th-centuryonwithanemphasisonmodernismsinceBüchner and20th-centuryand

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contemporaryavant-gardestyles.Throughthereadingofplaysandtheoreticaltextswewillinvestigatethehistorical, socialandartisticconditionsofGerman-language theatre.Wewill also examine influencesbyinnovativedirectorsduringtheWeimarRepublic,thoseinexileorinvolvedinNazicollaborationandpost-WWII reconstruction, theatre experiments ofthe 1960s and 1970s, as well as in East German and post-reunificationtheatre.StudentswhoreadtextsinGermanandcompletewrittenassignmentsinGermanmayelect to take this course for credit inGerman.Otherwise,allreadings,discussionandassignmentsinEnglish.MaybeelectedasGerman387orTheatre382B.

3�2 ST: Media and Culture in Latino/Latin America

x, � Galindo ThiscoursefocusesontheincreasingpresenceofLatinosandLatinAmericansinthemediaasawayofexploredebatesoncultureandpolitics.Topicsforclassdiscussioninclude:mediabias,usesoflanguage,rep-resentation,marketingandbuyingpower,andpoliticalclout.Mediatobestudiedinclassrangesfromfilm,TVandradiotoprintanddigitaljournalism.Studentswill be evaluated through papers, presentations, and participation.AcollectiveclassprojectwillstudythecurrentrepresentationofLatinoandLatinAmericancultures in theU.S.media.Taught inEnglish.MaybeelectedasRFS368AorSpanish471.Distributionarea:humanitiesoralternativevoices.

3��-3�0 Special Studies in World Literature� Selected problems of developments in anon-English literature. Such topics asMedievalCourtlyLiterature, ScandinavianDrama,EuropeanRomanticism,Twentieth-CenturyGerman fiction,Existentialism,theEnlightenment,thePicaresqueandSymbolismmaybestudied.Allmaterialwillbereadin English translation.

3��A SS: The Poet Monk in Japanese Literature

�, x Takemoto The focus of this coursewill be to explore thenexusbetweenMahayanaBuddhistideasandclassicalJapaneseliterature.Wewillattempttodiscoverhowmonks and poets used the vocabulary of JapaneseBuddhismnot only to createworks of fiction andpoetry,butalsotoarticulateanddevelopavocabularyofJapaneseliteraryaesthetics.Inparticular,wewillreadpoemsandshortnarrativesbyBuddhistrecluses,includingSaigyo,Ippen,Ikkyu,Basho,andRyokan.Studentswillbeaskedtowriteshortpapers,giveoralpresentations,submitalongertermpaper,andpartici-pateinafinaloralexamination.AllreadingswillbeinEnglish,butabackgroundinJapaneselanguagewouldbeextremelyhelpful.Notopentofirstyearstudents.Distributionarea:humanitiesoralternativevoices.

3��B SS: The German Discovery of Sex�, x Tobin Inthelatenineteenthandearlytwentiethcenturies,German-speakingculturediscoveredsexandsexualityinabigway:sexualorientation,sexualperversionsandsexualdisordersbecamethesubjectofmajorliteraryandscientificinquiry.Muchofthiscreativeandschol-arlyenergyhadasignificantimpactglobally:conceptssuchas“homosexuality,”“heterosexuality,”“masoch-ism,”“sadism,”and“transvestism,”firstintroducedin the German-speaking world, have structuredinternationaldiscoursesof sexuality. In thiscourse,wewillreadliteraryauthorssuchasThomasMann,Sacher-Masoch,Schnitzler,Wagner andWedekind,documentsoftheearlysexualrightsmovementandmedicalsexologists,aswellaspsychoanalytictextsbyFreud.Allreadings,discussionandassignmentsinEnglish. Distribution area: humanities or alternative voices.

3��A SS: The Holocaust: Documentations and Representations

�, x Blau In thiscoursewe lookathowtheeventsof theHolocaustaredocumented,remembered,andrepre-sentedinavarietyofgenres,includinghistory,diary,memoir,poetry,fiction,andfilm.ThesetextswilltreatJewish life in Germany from Hitler’s rise to power untilthewar’send,JewishexperiencesinPolishandLithuanianghettosandcamps,post-Holocaustwritingoncomingtoterms(ornot)withthepast,andwaysinwhichthatpastispresented.ReadingsmayincludeworksbyVictorKlemperer,IlseAichinger,EmmanuelRingelblum,YitzkhakKatznelson,AvromSutzkever,PrimoLevi,NellySachs,PaulCelan,PeterWeiss,andArtSpiegelman.Historical and theoretical texts byauthorssuchasMarionKaplan,GideonGreif,Adorno,LawrenceLanger,andJamesYoung.Distributionarea:humanitiesoralternativevoices.

3��B SS: Latinos in the United States After �/11x, � Galindo Thisseminarfocusesontheproductionofculturethroughliteratureaftertheeventsof9/11fromLatinoandLatinAmerican points of view.The seminarquestionsthelegalandillegalhumantrafficbetweentheAmericaspayingcloseattentiontohowliteratureandfilm engagewith political issues.Discussionswill concentrate on the ramifications of terrorism,biopolitics,crisismanagementandbodiesofevidenceinliteratureandfilm.Stresswillbegiventoclasspar-ticipation.ClasswillbeheldinEnglish.Distributionarea:humanitiesoralternativevoices

3��C SS: Faust and the Faustian x, � Tobin JohannesFaust, a shadowyhistoricalfigure ac-cusedofperformingactsofnecromancyinsixteenth-centuryGermany,quickly captured the attentionoftheliteraryandculturalworld,comingtostandinfor

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modernity,technology,progressandallthedealswiththedevilthatthosedevelopmentsentail.Inthiscourse,wewillstudythethreemostfamousliterarytextsonFaust, by Marlowe, Goethe, and Thomas Mann, as well asculturaldocumentssuchastheearlychapbooksonFaust,Gounod’sopera,andPabst’sfilm.StudentswhoreadGoethe’sFaustinGermanandcompletewrittenassignmentsinGermanmayelecttotakethiscourseforcreditinGerman.Otherwise,allreadings,discus-sionandassignmentsinEnglish.MaybeelectedasGerman388.Distributionarea:humanities.

3�� The Pursuit of Happiness and the French Enlightenment

�, x Iverson Eighteenth-centurywritersplacednewemphasison the desires and wellbeing of human individuals, evenastheystruggledtoarticulaterevolutionaryso-cialandgovernmentalstructuresthatwouldpromotecollectiveharmony.ThiscoursewillanalyzehowtheauthorsoftheFrenchEnlightenmentbrokewiththetraditionsoftheOldRegimetodefinearadicallynewvisionofhappiness,grounded insecularprinciples.Readingswillincludeliterary,philosophicalandpoliti-caltexts,byauthorsincludingBeaumarchais,Diderot,DuChâtelet,Graffigny,Montesquieu,Rousseau,SadeandVoltaire.Shortessays,classpresentationsandamulti-mediaproject.TaughtinEnglish.MaybeelectedasFrench487.

3�0A From Realism to Naturalism: The Second Empire in France (1��2-1��0)

x, � Hurlburt 1853:Haussmanbeginsworkon thegreatbou-levardsofParis,demolishingtheoldneighborhoods.1857:FlaubertandBaudelairearebroughttotrialonchargesofobscenityforMadameBovaryandFlowersofEvil.1863:the“Salondesrefusés”displayspaint-ings byMonet,Manet&Pissaro to a disbelievingpublic.Infact,muchofwhatwetodayconsidertobequintessentiallyFrenchdatestothisturbulentperiodinFrenchhistoryandculture.InthiscoursewewillstudytherealistandnaturalistmovementsinFrance,thebirthofimpressionismandthemarriageofscienceandliteratureinthestudyofsocietythroughauthorssuchasFlaubert,Baudelaire,Nerval,DaudetandZola.TaughtinEnglish.MayelectedasFrench488.

3�0B Yiddish Literature: Love, Death and Afterlives

x, � Blau InthiscoursewewillexamineworksbyclassicandmodernYiddishwriters,includingSholemAleichem,I.L.Peretz,S.Ansky,DerNister,DovidBergelson,andIsaacBashevisSinger,fortheirthematictreatmentof love, death, survival, and worlds and beings beyond thegrave.NotonlythesubjectmatterofmanycentralYiddishliteraryworksmaybedescribedintermsofthesethemes;wewillalsoexplorethemetaphoricaluseof“love,”“death,”and“afterlives”intheoreticalapproaches toYiddish literature and its production,reception,andtranslation.Theclasswillalsoinclude

currentfictioninEnglishthatportrayswaysinwhichYiddish literature may be read and understood today.Distributionarea:humanitiesoralternativevoices.

3�1, 3�2 Independent Study1-3, 1-3 Staff Directedreadingandpreparationofacriticalpaperor papers on a topic suggestedby the student.Theprojectmustbe approvedby the staff.Thenumberof studentsaccepted for thiscoursewilldependonthe availability of the staff. Prerequisite:consentofinstructor.

3�� Contemporary Literary Theory �; not offered in 200�-0� Thiscoursewillexposestudentstothemajorcon-temporarytheoreticalapproachestoliterarystudies.Wewillexamineabroadarrayofcriticalschoolsandperspectives,includingreader-responsetheory,femi-nism,poststructuralism,andpostcolonialstudies.Wewillpayspecialattentiontotherecent“EthicalTurn”inliterarystudiesinfluencedbytheworksofFrenchphilosophersEmmanuelLevinasandJacquesDerrida.MaybetakenforcredittowardtheFrenchmajor.

Student Life Thecollegeprovidesstudentsrichoppor-tunitiesforleadershiprolesandforcontributingtopolicyformulation,anditsupportsanactivecampussociallife;acomprehensivewellnessprogram;excellentrecreationalprograms,in-cludingvarsitycompetitionandanextensiveprogram of intramural sports; and awide-ranging program of extracurricular studentactivities.Twoguidingprinciplesthatunderlieourapproachtotheco-curriculararethatcon-nection is preferable to separation and thatembracingdiversityisanimportantcomponentof student learning. The offices of theDean of Students andtheDeanoftheFacultydirectandcoordinateawiderangeofstudentservices.TheDeanofStudentscoordinatesnew-studentorientation,housing and residential life, food services,counseling,healthservices,thecareercenter,theinterculturalcenter,theacademicresourcecenter, security, and the campus center.TheDeanoftheFacultycoordinatespre-majorandacademic advising, post-graduate fellowshipandscholarshipprograms,andforeignstudy.

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The Residential Campus Residence halls and houses are designedtoassiststudentstosucceedacademicallyandto develop personally. Residential living is an integralpartoftheWhitmaneducationalexpe-rience.Allsingleundergraduatestudentswhoareunder21yearsofageatthestartofeachsemesterandhavenotyetlivedoncampusforfoursemestersarerequiredtoliveoncampus.No designated family housing is available on campus. Studentsmayselectfromavarietyofresi-dences.WiththeexceptionofPrentissHallallresidential facilities are coeducational.Threeresidencehallsareclusteredonthesouthsideofthecampus:AndersonHall,for138students;William O. Douglas Hall, for 70 students in suites of eight students each; and PrentissHall,a residence for145women,houses thethree Whitman sororities as well as women not affiliatedwith a sorority.CollegeHouseprovides apartment-style livingwith kitchenfacilities for 37 students. JewettHall houses167 students, LymanHouse is a traditionalhall with two-room suites for 99 students, and MarcusHouseprovidesspacefor27studentswithmostlysinglerooms.NorthHall,whichhouses70residents, isachoiceforreturningand transfer students featuring mostly single and double rooms. Coed language houses, such as French,Japanese, Spanish, andGerman, further theacademic and cultural interests of studentsstudying a foreign language.Approximatelysix-to-ninestudentsaswellasanativespeakerreside in each house.Other special-interesthousesaretheMulti-EthnicHouse(MECCA),whichfosterscommunicationbetweenminorityand international students and the Whitman community;theEnvironmentalHouse,focusingon environmental and ecological issues; theFineArtsHouse,which promotes programsemphasizingstudioart,theater,andmusic;theGlobalAwarenessHouse,which focuses onworld issuessuchashunger,population,andhumanrights;theAsianStudiesHouse,formedtopromoteunderstandingofAsiancultureandissues;andtheWritingHouse,whichprovidesresourcestoencouragethegrowthofwritingasadiscipline.TheCommunityServiceHouseencouragesdiscussionsofserviceissuesamong

Student Life, Student Services

studentsandtheWhitmancommunityandhasa community services requirement.TamaracHouse programs activitieswith an outdoortheme. Fournationalfraternitiesmaintainchapterhouses near the campus. Each has its owndining, sleeping, study, and recreational fa-cilities. Justasitisimportanttoliveoncampus,itisequallyimportanttoeatoncampus.Eatingoncampushelpstointegratethestudentintothecampus,providestheopportunityforsectionstospendtimetogether,contributestocommunitywithin the halls, and allows further opportunity forstudentstointeractwithfacultyoutsidetheclassroom.Thecollegeoperates threedininghalls, located inJewett,Lyman,andPrentisshalls.Studentswholiveintheresidencehallsarerequiredtosubscribetoaboardplan(seeexceptions under “Board” in theCharges section).DinnersaredeliveredtotheinteresthousesMonday-Thursdayforcommunalfam-ily-styledining.Studentslivingoff-campusareencouragedtoeatnoonmealsincollegedininghallsandmaysubscribetooneofseveralboardplans. Whileitisdifficultforthecollegetoprovidehighlyspecializeddietsinthedininghalls,BonAppétit(thecollege’sfoodserviceprovider),aswellas theHealthCenter,willworkwithstudentswhohavedietaryconcerns.Therearevegetarian and vegan alternatives at every meal. Residentsofthecollege-ownedhallsmayeatin any of the dining rooms, while residents of thefraternitiesnormallysubscribetotheirowndiningservices.

Student ServicesAcademic Resource Center The center provides resources for allstudents who want to improve their study skills, or seek academic advice.Thedirectorisavailabletoserveasatemporaryacademicadvisertoanystudent,andcanofferindividualacademiccounselingsessionsbyappointment.The StudentAcademicAdvisers (SAs) arepartof thecenter’sstaff.TheSAslive in thefirst-yearresidencehallsandprovideacademicsupport to new students; they arrange study

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skills presentations to groups on such topicsastimemanagement,analyticalreading,exampreparation and other skills that contributeto improvingoverall academic effectiveness.AssistanceisalsoofferedthroughtheAcademicResourceCenter to studentswith disabilitiesand those who demonstrate a need for tutors, notetakers,oradaptivetechnology.Additionalinformation can be found on theWhitmanCollege Web site at http://www.whitman.edu/academic_resources/.

DisabilityPolicy WhitmanCollegeiscommittedtoprovidingstudentswithdisabilitiesfairandequalaccesstoitsprograms.Onceastudentwithadisabilityhasbeenadmittedtothecollege,heorshewillhave equal opportunity to participate in andbenefitfromallthecollege’sprogramsandac-tivities.Wheneverastudentwithadocumenteddisabilityneedsmodificationofacademicre-quirements,facilities,servicesorprocedures,thecollegewillmakeeveryreasonableefforttomeet the student’s needs. StudentsrequestingacademicaccommodationsforadocumenteddisabilityshoulddiscusstheirneedswiththeAssociateDeanofStudents,ClareCarson,310 Memorial.For complete policy go tohttp://www.whitman.edu/academic_resourcesorhttp://www.whitman.edu/righttoknow.

Welty Center-Counseling Professionally-trainedcounselorsareavail-able to provide personal and psychologicalcounselingtostudentsatnocharge.Counselorsassist individuals and groups with personal and academic concerns, career choices, in-terpersonal relationships, and other areas of concernor interest.Aconsultingpsychiatristisavailabletostudentsonedayperweek.TheCounseling Center offers a variety of personal growth opportunities, includingworkshopsandprogramsonlisteningandcommunicationskills, stressmanagement, and assertivenesstraining. Whitman’s professionally-supervised peercounselingprogramandtheStuartReli-giousCounselorprovideadditionalcounselingresources.All counseling is confidential.

Welty Center-Health Services ThemedicaldirectorandthedirectoroftheHealth Center are responsible for the health

Student Services

service.The on-campusHealthCenter,witha12-bedcapacity,isstaffedbynursesaroundtheclock.Duringtheacademicyear,theHealthCenterservesasanoutpatientfacilityforthemanagement of minor injuries and illnesses, and it offers inpatient care for health-relatedconditions not requiring hospitalization.Illness prevention and health education areemphasized. TheHealth Center physicianmaintainsregularlyscheduledhoursoncampusMonday-Fridaymornings.Thephysicianwill arrangeforhospitalizationofstudentswhennecessaryand refer to outside resources as indicated.Limitedpost-operativecaremaybeprovidedattheHealthCenter.ThedirectoroftheStudentHealthCenter,who is a family nurse practi-tioner, is also available to see students on an appointment basis. Full-time students may see thenursepractitionerwithoutcharge,aswell.All full-time students may access HealthCenter resources and may see the HealthCenterphysicianwithoutcharge. If a student wishestoconsultaprivatephysician,theHealthCenterstaffmayrecommendcompetentlocalspecialistswhenrequestedtodoso.Whenevera student is treated away from the Health Cen-ter,theexpensesincurredwillbethestudent’sresponsibility.A dietician is available on alimitedbasisforconsultationsatnochargetostudents—studentsmustcallwellaheadoftimetomakeanappointment.Aphysicaltherapistand a massage therapist are also available on anappointmentbasis;thereisachargefortheirservices. Anonymous HIV testing is available at no cost.Thecostofothertestsandservicesmustbeassumedby the student.Somemedicines,bandages,andtheloanofcrutches,etc.,maybeprovidedfreeofcharge.Apharmacyserviceisavailable.Allergyantigenregimesprescribedbyhomephysiciansmaybecontinuedat theHealthCenteratanominalcost.Thecollegechargesforphysicalexaminationsforoutsideagencies,employment,matriculation,orothereducationalinstitutions. Studentsmust submit aMedical ReportFormwith indicated testsand immunizationsbefore registration can be finalized at thecollege. Registration for classes cannot becompleted untilHealthCenter clearance hasbeen obtained.

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Accident and Health Insurance It is mandatory for all students to have healthandaccidentinsurance.Forthosewhodonotalreadyhavemedicalinsurance,Whit-manCollegeoffers agroupmedical-surgicalhospitalplantostudentsatareasonablecost.International students must have either the WhitmanCollegestudentinsuranceplanoranequivalentU.S.policy. Eachyearthefeeforthecollegeinsurancepolicywillbeincludedonthestudentbill.Ifthestudenthasotherhealthandaccidentinsurance,proof of insurancemust be provided to theHealthCenterinordertoreceiveawaiverofthecollegeinsurancepolicy(thismustbedoneeachyearthestudentisenrolled).Thisproofofinsurancemustbereceivedbytheendofthethirdweek of each academic year, atwhichpointtheinsurancefeewillberemovedfromthestudentbill.Theinsurancecarrierandtheinsurancepolicynumberwillbecomeapartofeachstudent’spermanenthealthrecord.

It is the student’s responsibility tounderstand his orher insurance plan andknowhowtoaccesscoverage.Weadvisethateachstudentcarryapersonalinsurancecardatalltimes.

If hospitalization or outsidemedical ser-vicesareneeded,theHealthCenterwillassistthestudentinlocatingsuitablemedicaltreat-ment.Thecostforsuchservice,however,mustbe assumed by the student. Thecollegeprovides“secondary”accidentinsurance forvarsity athletes who sustain injuriesdirectlyrelatedtotheirsport.Thiscov-erageappliesonlytointercollegiateathletics,not club sports or intramural activities.As asecondaryinsurance,thecoveragewillpaythebalancedueafterthestudents’primarypersonalinsurancehaspaid.

Intercultural Center Fosteringdiversity, inclusion,and respectfor all in the Whitman Community is one of thegoalsoftheInterculturalCenter.TheCenterworks to strengthenWhitman’s interculturalcommunity and ensure a positiveWhitmanexperiencefor thosefromhistoricallyunder-representedbackgrounds.TheCenteralsoseeks

toenrichtheexperienceoftheentirestudentbodyandcommunitybyprovidingopportuni-ties to engage and educate the campus as awholeonissuesrelatedtodiversity.Workingtogetherwithavarietyofcampusconstituen-cies, the InterculturalCenter facilitates andencourages ongoing dialogue on issues ofdiversitybetweenstudents,staff,andfaculty. The Intercultural Center team providesacademicandsocialsupportformulticulturaland international students.The international/multicultural student orientation,mentoring,individual counseling and advising sessionsare a few of the opportunities available to as-sist students with their transition to Whitman College and Walla Walla. The Center also helps bringdiverseperspectivesandexperiencestothe campus by sponsoring various speakersandevents;ithousesacollectionofbooksandvideosrelatedtodiversityandmulticulturalis-sues;andprovidesinformationaboutinternshipand scholarship opportunities.Additionally,translationservicesformorethan30languagescanbeaccessedthroughtheCenter’slanguagebank. Student internsarean integralpartof theInterculturalCenter team.They assistwiththe many programs and events sponsored by the InterculturalCenter andhelp to promotediversityandmulticulturalismintheWhitmancommunityandatlarge.Throughouttheyear,the Center sponsorsworkshops, speakers,programsandculturaleventsthatarefreeandopentothewholecommunity. The student-led diversity organizationsareamong themostactiveclubsoncampus.They provide leadership opportunities for stu-dents andpromotediversity/multiculturalismby sponsoring speakers, discussion panels,musicalevents,dances,festivalsanddinners.Inaddition to themulti-ethnic interesthouse(MECCA),thereare12activediversitygroups:AmericanIndianAssociation;AsianCulturalAssociation;BlackStudentUnion(BSU);ClubLatino;CoalitionagainstHomophobia;Femi-nistsAdvocatingChange andEmpowerment(FACE);HuiAloha;InternationalStudentsandFriendsClub(ISFC);DesiStudentAssociation;Gay,Lesbian,Bisexual,TransgenderandQues-tioning (GLBTQ); Shalom; andVietnameseClub.

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The Career Center The Career Center assists students through-out their years at Whitman in the various stagesoftheircareerdevelopment,includinglocalon-campusandoff-campusemployment,preparation for summer jobs, internships, and full-time employment.The services offered include: •assessing students’ skills, interests, and

abilities through individual advising and interestinventories;

•workingwith students toexplorecareeroptionswhich are appropriate to theirinterestsand/ormajor;

•assisting students in accessing experi-encesinwhichtheycangainknowledgeofandexposuretopossiblecareeroptionsthroughsummerjobsorinternships,localwork opportunities or volunteer experi-ences;and

•preparingstudentstoorganizeandconductajoborgraduateschoolsearch.

Through using the referencematerials intheCareerCenter’sCareerResourceLibrary,accessingtheCenter’shomepage,andutilizingthe alumnidatabase (CareerConsultantNet-work),studentscangatherinformationaboutvarious careerfields, find information aboutinternshipandfull-timeworkopportunities,andlearn about career-related activities inwhichtheymayparticipate.Inaddition,studentsmayattendagraduateschoolfairandacareerandinternshipfairwhere theymaymakecontactwithemployersfromvariousfields. TheCareerCentercoordinatesthe“AlumniCareerSeries”program,whichprovides stu-dentstheopportunitytointeractwithpersonswhoareaccomplished in theirchosencareerfields.Theguestswhocometocampusforthisprogramspanabroadrangeofcareersandsharewithstudentstheirinsightsabouttheirchosencareerareas. Additional information on the Career Center can be found on the Internet athttp://www.whitman.edu/career_center.

Reid Campus Center The Reid Campus Center serves as a community center for all members of thecollege—students, faculty, staff, alumni, andguests. To support the residential nature of the

Whitmancampus,theReidCampusCentermeetsmanyday-to-dayneedsthroughanorganizationof professional staff, student employees, student volunteers,andcommittees. The Reid Campus Center sponsors nu-merous programs includingweeklymusicalperformances in theCoffeehouse, arts andcraftsworkshops, and a late-night Saturdayseries. Resources in the Reid Campus Centerinclude theBookstore, theStudentActivitiesOffice, thePostOffice, theConferences andEvents Office, the Outdoor Program, theWhitmanCafé, theCenter for CommunityService,theCareerCenter,andtheInterculturalCenter.Other facilities and services includeastudentgroupresourceroom,studentworkrooms, a darkroom, a copy center,meeting-and-dining rooms, a lounge, an art gallery, an automaticteller,vendingmachines,refrigeratorrentals,campuslost-and-found,sign-upsforthecharteredholidaybusservice,bulletinboardsforadvertisingandnotices,outdoorequipmentrental,andthebicyclerepairshop.TheReidCampusCenterhousestheAssociatedStudentsofWhitmanCollege (ASWC), thePioneer newspaper, the blue moon(literaryjournal),andKWCW-FMstudent-operatedradiostation.

Student ActivitiesThe Outdoor Program TheOutdoorProgram(OP) isanoutdoorrecreationcooperativesponsoredbyboththecollegeandtheAssociatedStudentsofWhitmanCollege(ASWC).ThemainfunctionoftheOPis to assist people in their outdoor pursuits. The primarygoalistomanageriskssoastooffersafeandrewardingrecreationalexperiencesinadditiontoprovidingqualityrentalequipmentinthefieldsofhiking,backpacking,climbing,flatwater andwhitewater kayaking, rafting,canoeing,fishing,crosscountryskiing,snowshoeingandtelemarkskiing.Activitiescatertonovice,beginner,andintermediateskilllevels.On campus theOP is active in organizingvisiting speakers, slide shows, instructionalseminars, classes, and films. The annualTetonGravityResearchskifilmandtheBanffMountainFilmFestivalareexamplesofsome

Student Services, Student Activities

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of the presentations available.TheOP alsooversees the Sherwood climbing facilitiesandthefirst-yearpre-orientation“Scrambles”wilderness trip program.Outdoor Programactivitiesareopentoanyoneatanytime. Another important function of theOut-doorProgramistoteachoutdoorskills,bothelementary and advanced, in such areas aswildernesssafety,firstaid,kayaking,climbing,skiing,canoeing,mountaineering,andoutdoorleadership.Theprogramisaresourceforthoseinterestedinplanningtheirowntrips,explor-ing the outdoor surroundings of Walla Walla, purchasingequipment,orobtaininginstruction.Magazines,books,videos,equipmentcatalogs,buyers’guides,maps,literatureonrecreationalprograms, and travelogues are onfile at theprogramoffice. TheOutdoorProgramisnotaclub.Thereare no dues; anyone, regardless of abilityor skill level,may participate.Through theOutdoor Program, all students interested innoncompetitive, non-motorizedpursuitsmayshare adventures.

Campus Activities Board TheCampusActivitiesBoard (CAB) isagroupofstudentsandstaffmembersdedicatedtobringingabalancedprogramofeventstothecampus.CAB assistswith advice and ideasfor events, co-sponsorship, and event plan-ning.CABmaintainsaconsiderableresourcelibraryofartistsandbookingagents.Itisalsoresponsibleforproducingseveraleventseachyear (i.e. great drive-inmovie, semi-formaldanceandcasino).TojoinpleasecontacttheStudentActivitiesofficeat522-4436ore-mailcab@lists.whitman.edu.

Center for Community Service TheCenterforCommunityService(CCS)servesstudentsinterestedincommunityserviceby acting as a volunteer clearinghouse andliaisonbetweenthecommunityandWhitmanCollege. It is a central coordinating officefor on- and off-campus volunteer efforts.The CCS attempts to promote citizenshipand public service as an integral part ofeducationandoflife.TheCCSalsoprovidestheWhitman communitywith opportunitiesto begin volunteering through Volunteer Fairs,

student-led community partnerships likeWhitmanMentors, the StoryTime Project,andgroupactivitiessuchasMakeADifferenceDay, Service Saturdays, andAlternativeSpringBreaks. It is the intentof theCCS toeducatetheWhitmancommunityregardingtheimportanceofcommunityserviceandtocreateopportunities for students to have meaningful learningexperiencesinservice.TheCCSalsoworkswiththeCommunityServiceHouse,aninterest house designed for students interested in pursuing community service individually,andtopromoteaserviceethiconthecampusas a whole.

Intercollegiate and Intramural Athletics WhitmanCollegeaffirmstheclassicalidealthatphysicalfitnesscomplementsintellectualdevelopment. Whitman’s programs of sport studies, recreationandathleticsaredesignedto contribute to the liberal education of ourstudents as they engage their minds and bodies invigorousfitnessandwellnessactivity. Whitmansupportsathleticsfortworeasons:1) astheytrainandstrivetoexcel,student-ath-letescomplementandstrengthentheeducationtheyarepursuing;and2)athleticscontributesinuniquewaystocampuslifeandfostersastrongsenseofcommunity. Toachievetheseends,thecollegeprovidestheresourcestoenableteamsandindividualstocompeteeffectivelywithconferenceopponents,and to enable those individuals and teams who qualify to compete at regional and nationallevels. TheathleticsprogramatWhitmanCollegeis designed to: • support the overall institutional mission

ofthecollege; • beconsistentwiththeprinciplesoffair

playandamateurathletics,asdefinedbyNCAAlegislation;

• be supportive of the overall academicsuccessofstudent-athletes;

• be supportive of the overall health and welfareofstudent-athletes;

• becommittedtotheprincipleofequalaccesstoathleticopportunitiesbymenand women.

Whitman holds membership in the National CollegiateAthleticAssociation(DivisionIII)

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and theNorthwestConference (NWC).Thecollege fieldsmen’s andwomen’s teams inbasketball, skiing, swimming, tennis, soccer,cross country, and golf.Women compete involleyball, and men in baseball. The NCAA IIIdoesnotpermitathleticscholarships. Departmentofsportstudies,recreationandathletics staffmembers supervise intramuralprograms;about70percentofWhitmanstu-dentstakepartinsuchintramuralsportsasflagfootball,basketball,soccer,volleyball,tennis,softball, and ultimate frisbee.The collegealso sponsors several club sports programs,including rugby, lacrosse, softball, ultimatefrisbee,andcycling. SherwoodCenter,theathleticcomplex,un-derwent major renovation in 1997 and in 2004. It features a 1,400 seat gymnasium, racquetballandsquashcourts,dancestudioandindoorandoutdoorclimbingwalls. Thecollegehasfourindoortenniscourtsinthe Bratton Tennis Center as well as four lighted outdoorcourts. BakerFergusonFitnessCenter,thenewestathleticfacility,featuresa30-meterswimmingpoolanda10,000-square-footfitnesscenter. Baseball games take place at 3,000-seatBorleskeStadium.Thegolfteampracticesat18-holeMemorialGolfCourse.SkierstrainforAlpineandNordiceventsattwoexcellentskiareaswithinanhourofthecampus.ThenewWhitman athletic fields host themen’s andwomen’ssoccerteamsinadditiontoavarietyofclubandintramuralcompetitions.

Cocurricular Activities Cocurricularactivitiesaugmentclassroomexperiences, often providing students thechance to apply someportion of their theo-reticalstudiestopractical,realisticworkandlaboratorysituations.Thecollegeencouragesstudentstocreatenewactivitiesthatenhancethelifeofthecampus. Musically-inclined students performwith the College Wind Ensemble, Chamber Orchestra, Chorale, Renaissance Consort,and,byaudition, theWallaWallaSymphonyOrchestra; still others perform in solo orsmallgrouprecitals.Studentsneednotmajorin theatre to perform orwork backstage atWhitman’s Harper Joy Theatre, nor must they

Student Activities

majorinEnglishtosubmititemsforpublicationin blue moon,theWhitmanliterarymagazine.There are opportunities forwork, includingsome paid employment, on the Pioneer, the studentweeklynewspaper.Studentsenthusedabout performing plays, poetry, and prose, engaginginpoliticalargument,andinspeakingin general may join Whitman’s outstanding speech anddebate program,which has beenrankedamongthebestinthenation.

Student Organizations Mostgroupsandorganizationsarestudent-run; nearly all involve students in planningand carryingout their programs.The largestoftheself-governinggroupsistheAssociatedStudents ofWhitmanCollege (ASWC), ofwhich every student is amember.ASWCconductsitsaffairsthroughanelectedExecutiveCouncil,StudentSenate,andappointedHouseof Club Representatives. In addition to planning all-campus social activities and programs,ASWCisresponsibleforoversightandbudgetallocationsforthePioneer weeklynewspaper,radio stationKWCW-FM, and other specialevents. AmonghonoraryandserviceorganizationsoncampusarePhiBetaKappaacademichon-orary andSigmaDeltaPi Spanish honorary.Othergroupsfocusonspecific interestssuchassports,recreation,health,music,leadership,women’s programs, and religious interests. Manystudentorganizationsmaintainhomepages on the Internet at http://www.whitman.edu/index/student_orgs.html or http://www.whitman.edu/student_activities/directory/index.html.

Greek Life Whitman’s fraternities and sororities provide a comprehensive program for student in-volvement,growth,andfriendship.WithineachGreekorganization,membersfindacademicas-sistance,personalsupport,communityservice,alumniconnections,andsocialopportunities. AllsevenGreekorganizationsatWhitmanhavewell-established scholarship programs,incorporating one-on-one tutoring, studytables,andseminars.Whitman’sGreekgroupsare actively involved in local and nationalcommunity service efforts, supporting suchorganizationsastheAmericanCancerSociety,

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AidtotheBlind,SpecialOlympics,Children’sHomeSociety, andCourtAppointedSpecialAdvocates.Aseachself-governedGreekgroupmakesdecisions,rangingfromcreatingbudgetsto implementing social policies, theGreeksystemisanexcellentvehicleforlearninganddisplayingleadershipskills. ThethreenationalsororitiesresideinPren-tissHall,whereeachgroupmaintainsitsownsection, completewith a chapter room anda lounge.Eachof the four fraternities has ahouseontheedgeofcampus,wheremembersreside.

Code of Conduct All persons associatedwith the collegeshare in thecommon responsibility tocreateaclimateconducivetothepursuitoflearningandfreeinquiry.Thecollegeregardsstudentsas maturing individuals with a large measure of personalfreedom;atthesametime,itexpectsthemtoacceptresponsibilityfortheiractions.While Whitman does not attempt to impose a uniformmoralstandard,itdoesexpectstudentstoconductthemselveshonorablyandinwayswhichreflectrespectfortherightsoftheothermembersofthecommunity.Insomeinstances,thediversityinherentingrouplivingrequiressomeconcessionsofindividualfreedoms.

General Policies The Student Life Committee, with amembership of six students, three facultymembers, and three administrators, reviews all out-of-classstudentmattersandrecommendspolicies.This committee has provided theframeworkwithinwhich living groups havestudied and created rules and regulations.Among the general policies stated by thecommittee are these: 1) students are heldindividually responsible for maintaining standardsofconductthatmeettherequirementsofdecency,therightsofothers, thebehaviorpatterns of a democratic society, and theparticularneedsof theWhitmancommunity;2)socialregulationsofwhateveroriginshouldensure adequate consideration for the rightsof individual students to privacy and thepreservationofindividualdignityandcomfort,and an atmosphere consistentwith, and infurtheranceof,thebasiceducationalpurposeof

thecollege;3)allmembersofthecommunityhavetheresponsibilityforadherencetolocal,state,andfederal laws;and4)residencehallstaff members are available to mediate disputes andenforceresidencehallregulations. TheDeanofStudentsOffice, throughthepowers delegated to it by the president and facultyofWhitmanCollege,maymakesuchrequirementsexplicitwithspecificregulationstowhatever extent is considered necessary.Thecollegealsoreservestherighttochangeits regulations affecting the student body atanytime;suchchangesapplytoallstudents, includingprospectivestudents,thosecurrentlyenrolled, and former students returning to college. Students and their parents should realizethatthecollegedoesnotactin loco parentis. Eventhoughregulationsexistinordertoassurethat allmembers of the college communitymay participate in their academic pursuitswith aminimum amount of hindrance, thecollegedoesnotcontrolstudents’lives.Inallof its interactionswith the college, studentsare assumed to be responsible for themselves. While striving to maintain as secure anenvironment as possible, the college cannotguarantee the safety of its students.

Regulations Each living group is responsible foradequate guarantees of the primary use ofresidencehallsandfraternityhousesforstudyand sleeping, and of the fundamental right of eachresidenttoreasonableprivacy. The Board of Trustees has approved sev-eral policies—including policies on alcoholuse,druguse,sexualmisconduct,andsexualharassment—intendedtoensurethatWhitmanCollegeremainsanenvironmentbasedoncon-siderationandrespectfortherightsofothersanddesignedtosupportthecollege’sacademicmission.These policies are available in theWhitman College Student Handbook,whichispublished annually.

Student Right to Know Information WhitmanCollegehasincludedinformationthatyouneedtoknowconcerningthecampusand its policies athttp://www.whitman.edu/righttoknow.Thisinformationincludesinstitu-

Student Activities

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tionalinformation,alcoholpolicies,graduationrates,FERPA(FamilyEducationalRightsandPrivacyAct), services available to studentswithdisabilities,institutionalsecuritypoliciesandcrimestatisticsandotherinformationthatyoumightfindhelpful.Aprintedcopyofthisinformation is available upon request fromDonnaCumminsattheDeanofStudent’sof-fice,MemorialBuilding302.

Admission Whitman’sadmissionprocessisselectivetoassureastudentbodywithexcellenceinbothacademicandextracurricularpursuitsandwithvariedethnicandgeographicbackgrounds.Toachievethisbalance,theAdmissionCommit-teeevaluatesscholasticrecords,thequalityofwrittenexpression,testscores,extracurricularactivities, and letters of recommendations.Evidenceofmotivation, discipline, imagina-tion, creativity, leadership, andmaturity arealsoconsidered. Although60percentof theenteringfirst-yearstudentsgraduatedinthetop10percentof their secondary school classes, there arenoarbitraryentrancerequirementsorquotas.It is recommended that candidates completefour years of secondary school Englishandmathematics, three years of laboratoryscience,and twoyearseachofhistory/socialsciencesandforeignlanguage.TheAdmissionCommittee looks for those candidateswhoexcelinthemostdemandingcoursesoffered. An applicant’s financial position is notreviewed by the Admission Committee, nor is itacriterionintheadmissionprocess.About47 percent of current students demonstratefinancialneedandatotalof86percentreceivesome form of financial aid—scholarships,grants, employment, or loans. All students who need assistance are encouraged to apply forfinancialaid. WhitmanCollegehasastrongcommitmentto the principle of nondiscrimination. Inits admission and employment practices,administration of educational policies,scholarship and loan programs, and athleticand other school-administered programs,WhitmanCollege does not discriminate onthebasisofrace,color,sex,gender,religion,

Student Activities, Admission

age,marital status, national origin, physicaldisability,veteran’sstatus,sexualorientation,gender identity, or any other basis prohibited byapplicablefederal,state,orlocallaws.

Admission Procedures Fall admission application due dates areNovember15andJanuary1forEarlyDecisionapplicants; January 15 forRegularDecisionfirst-yearcandidates;andMarch1forRegularDecisiontransferapplicants.Transferstudentsmay apply under either option. It is advanta-geoustocompleteadmissioncredentialsearly.QualifiedapplicantswhofilecredentialsaftertheRegularDecisiondeadline datesmaybeadmittedonlytotheextentthatspaceisavail-able. Notification dates for admission are asfollows:December 15 forEarlyDecision I,February1forEarlyDecisionII,April1forRegularDecisioncandidates,andApril15forRegularDecisiontransfercandidates. TheapplicationdeadlineforspringsemesterisNovember 15.Notification of admissiondecisionsaremailedDecember1.

Early Decision First-Year Candidates EarlyDecisionisanoptionforcandidateswhohaveselectedWhitmanastheirfirst-choicecollege.Somestudentsreachthisdecisionearlyinthecollegesearchprocess.Otherstakemoretime toconsider avarietyof collegesbeforethey arrive at a clearfirst choice.Whitman,therefore,conductstheEarlyDecisionprocessin two rounds. The first-round deadline is November 15; the second-round deadline isJanuary1.Admissiondecisionsforeachdatearerenderedwithinfourweeksofthedeadline,andfinancialaidawardswillbemadeassoonaseachadmittedcandidate’sfinancialaidfileiscomplete.WhitmanconsidersEarlyDecisionapplications before those of studentswhoaremakingmultipleapplicationstocolleges.CandidateswhoareadmittedEarlyDecisionagreetowithdrawtheirapplicationsfromothercolleges anduniversities andnotify themoftheir intention to attend Whitman.

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didateshould takeoneof therequiredtestsnolaterthanOctober(EarlyDeci-sionI)of thesenioryear inorder thatscore reportsmay reach theOffice ofAdmission byNovember 15. (Scoresfrom the November and Decembertest dates may be submitted for Early DecisionIIapplicants.)

If a Regular Decision applicant, the candidate should take one of therequiredtestsnolaterthanDecemberinthesenioryearinorderthatscorereportsmayreachtheOfficeofAdmissionbyJanuary 15.

ArrangementsfortakingtheSATIortheACTmustbemadedirectlywiththetestingagency,andtheresponsibilityformaking thesearrangements restswiththecandidate.

8. If an Early Decision applicant, anEarly Decision Agreement provided by Whitman’sOfficeofAdmission.

Transfer Students StudentsapplyingfortransferstandingmustsubmittotheOfficeofAdmission,345BoyerAvenue, Whitman College, Walla Walla, WA 99362,thecredentialslistedaboveforfirst-yearapplicantsandthefollowingcredentials: 1. Official Transcripts fromeachcollege

or university attended. 2. The College Official’s Report Form

available as part of the Common Ap-plicationfortransferstudents.

The following guidelines also apply: 1. A School Reportisnotrequiredofap-

plicantswho graduated two ormoreyearspriortothetimeofapplicationorwhowillhavecompletedtwoyearsofcollegeworkbythetimeofenrollmentat Whitman.

2. Transferapplicantsmustsubmitanaca-demicrecommendationfromacollegeorhighschoolteacher.

3. TheSATI,administeredbytheCollegeBoard, or the ACT, with the writing test administeredbytheAmericanCollegeTestingProgram,isnotrequiredofap-plicantswhowillhavecompleted twoyears of collegework by the time ofenrollment at Whitman.

Admission

Applications for Admission Whitmanparticipateswithanationalgroupofmorethan300collegesthatencouragestheuseoftheCommonApplication.ThepurposeofaCommonApplicationistoreducerepetitionincompletingformswhenfilingapplicationstoseveralselectivecolleges.TheCommonAppli-cationisavailableatmosthighschoolguidanceofficesthroughouttheUnitedStatesonpaperandontheWeb.Astudentmayphotocopytheformandsendthecompletedapplicationwithappropriatefeestoasmanycollegesasheorshewishes. In addition to submitting the Common Application,studentsmustalsocompletetheWhitmanPersonalSupplement. Applicantsareencouragedtosubmitcreden-tialsutilizinganelectronicapplication. Applications toWhitman College areavailable on paper and on our Web site www.whitman.edu.

Admission CredentialsFirst-Year Students Students applying for first-year standingmustsubmittotheOfficeofAdmission,345Boyer Avenue, Whitman College, Walla Walla, WA99362,thefollowingcredentials: 1. The Common Application. 2. An official transcriptofthesecondary

schoolrecord. 3. A School Reportcompletedbytheap-

plicant’ssecondaryschoolcounselor. 4. An academic recommendation froma

secondaryschoolteacher. 5. A Personal Supplement provided by

Whitman’sOfficeofAdmission. 6. A nonrefundable application feeof$50,

remittancemade payable toWhitmanCollege. (Using guidelines distrib-uted by the College Board for test fee waivers, applicants sufferingfinancialhardship may have this fee waived by writtenrequestsubstantiatedbyacoun-selororprincipal.)

7. Scoresoneither of the following tests: theSATI(ScholasticAssessmentTest),administered by the College Board, or the ACT, with the writing test admin-isteredbytheAmericanCollegeTestingProgram.

If an Early Decision applicant,thecan-

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International Students Internationalstudents(studentswhoarenotU.S.citizens,U.S.permanentresidents,greencardholders,orrefugees)mustsubmittotheOf-ficeofAdmission,345BoyerAvenue,WhitmanCollege, Walla Walla, WA 99362-2067, the credentialslistedaboveforfirst-yearortransferapplicantswiththefollowingadditions: 1. An official score report from the Test of

EnglishasaForeignLanguage(TOEFL).ATOEFLscoreof560(for thepaper-basedexam)or85(fortheinternet-basedexam)isrequired.

2. An official score report from the Test of WrittenEnglish(TWE)ifpossible.Thetest is offered in connectionwith theTOEFLinselectedmonths.ForstudentswhohavetakentheTOEFLinamonthwhen the TWE was not offered, the TWE resultsarenotrequired.

3. The College Board International Student Financial Aid Application form and the International Student Certification of Finances form. These forms are requiredeveniffinancialneedisnotaconsideration.Theinformationpro-videdon these forms is used to issue an I-20.

The following guidelines also apply: 1. TheSATI,administeredbytheCollege

Board, is not offered in the People’sRepublic ofChina; therefore, it is notrequired for students applying fromChina.

2. EarlyDecisionorspringtermadmissionis not an option for international students unless financial aid is not aconsideration.

3. AllcredentialsmustbereceivedintheOfficeofAdmissionatWhitmanCollegeno later than January 15.

Admission Provisions Thecollegerequiresfinaltranscriptsofallhighschoolandcollegework.AMedicalReportForm,mailed from theOffice ofAdmissionafterreceiptoftheenrollmentdeposit,isalsorequired. Spaceinacollegeresidencehallisassuredautomaticallywithadmissionforallfirst-yearstudents.Aroommateassignmentquestionnairewillbesenttocandidateswiththeofferofad-mission.

Anenrollmentdepositof$300isrequiredto reservea student’splace in theclass.ThedepositforEarlyDecisioncandidatesmustbemailed by February 15 and is non-refundable. Thedeposit forRegularDecisionFirst-YearadmissioncandidatesmustbemailedbyMay1, the National Candidates Reply Date, and is non-refundable. For transfer students, the depositmustbemailedbyMay15.Studentsentering spring semester must pay their deposit byDecember 15.When late applicants areadmitted on a “space available basis,’’ thedepositisduebythedatewhichisstipulatedinthe letter of admission and is non-refundable. Admission may be deferred for up to one fullacademicyear,butthedepositmustbepaidby the date stated in the letter of admission and isnot refunded if the student choosesnot toenroll. The $300 enrollment deposit is heldin reserve by the college for the student.This deposit is returned upon graduation or withdrawal from Whitman if there are no unpaid chargesremainingonthestudent’saccount(see“Deposit”intheChargessection).Priortotherefund of the deposit, students with federal loansmust have an exit interviewwith theStudentLoansManager.Additionally,anexitinterview with a member of the administrative staff,scheduledthroughtheDeanofAdmissionand FinancialAid, is required prior to therelease of the enrollment deposit if the student leaves prior to graduation.

Non-Degree-Seeking Students A person may apply through the Admission OfficetoattendWhitmanasanon-degree-seek-ingstudentifheorshewishestotakecertaincourses but not pursue a degree program.Non-degree-seeking students register on aspaceavailablebasisandmustsecurewrittenpermissionfromtheprofessorafterthefirstdayofthesemester.Ifanon-degree-seekingstudentwishesatanytimetobecomearegularstudent(i.e.,pursueadegreeprogram),heorshemustfileallapplicationcredentialsforconsiderationby theAdmissionCommittee (see also non-degree-seeking students underClassification of Students, and under Tuition).

Admission

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Auditors Apersonmaybe admitted to the collegeas an auditor with the permission of the Dean ofAdmission and FinancialAid and of theinstructorwhose class he or she desires toattend.Auditorsarenotallowedin“activity”coursesorincourseswithstudioorlaboratoryexercises.Nocreditisallowedforauditedworkandnopermanent recordof auditedwork iskept.However,auditorsmustpayanauditor’sfee(seeAuditors and Auditor’s Tuition).

Veterans WhitmanCollege’sacademicprogramsofstudy are approvedby theHigherEducationCoordinatingBoard’sStateApprovingAgency(HECB/SAA) for enrollment of personseligible to receiveeducationalbenefitsunderTitle38andTitle10,U.S.Code.Thecollegemayallowcreditformilitaryserviceactivitieswhich have educational content to studentswhopresentacceptablemilitaryrecords.Suchdocumentationshouldbesubmittedaspartoftheadmissioncredentials.Theregistraristheveteran’sbenefitsofficialforthecollege.

Charges Tuition pays for considerably less thanthe true cost of aWhitman education,withthe remainder provided by income fromthe college’s endowment and by gifts fromalumni and other friends of the college. Ineffect, then, these revenue sourcesprovide apartial scholarship to all students, regardlessofwhethertheyreceivefinancialaid. Whitman reserves the right to adjust its charges,thoughchargeseffectiveatthebegin-ningofasemesterwillnotbechangedduringthat semester.

Summary of Charges Charges for a two-semester year at Whitman, forastudentlivinginaresidencehall,are:Tuition ................................................$32,670ASWC(studentassociation) .....................310Board(MealPlanC) ..............................4,490Room(standardrate) ..............................3,820Booksandsupplies(estimated) .............1,400

Admission, Charges

Additionalcoursefees,thecostofprivatemusiclessons,andpersonalexpenseswillvaryfrom student to student. At Whitman and in theWallaWalla community, costs of social,recreational, and extracurricular activitiestend to be relativelymodest.The inclusivebudget—thatis,atypicalbudgetforastudenttakingadvantageofallcustomarytypesofcol-legeactivity—isabout$42,500ayear.

Payment of Charges Charges are due and payable prior to the beginningofeachsemester.Chargesmustbeeitherpaidinfullorarrangementscompletedto setup a payment plan before students may officiallyenrollinclassesatthecollege. FullPaymentPlan:AllchargesnetofanyfinancialaidmustbepaidbycashorchecktotheBusinessOffice. MonthlyPaymentPlan:Parentsorstudentsmay arrange for payment through the Business Office.Thetermsare10monthlyinstallmentsbeginning August 15, 2007, and ending May 15,2008.Theannualenrollmentfeeis$45.Allunpaidbalances,coveredbydeferredpaymentagreements,willbeassessedfinancechargesequivalenttoninepercentperyear.EnrollmentintheplanshouldbecompletedbeforeJuly15.Formore information, contact theBusinessOffice. Whitman College issues statements monthly onthechargesandcreditstothestudent’sac-count.All unpaid balanceswill be assessedfinancechargesequivalenttoonepercentpermonth. It is the student’s responsibility to be knowledgeable about and to remain currentinpaymentforchargestohisorheraccount.EnrollmentinclassesmaybedeniedforfailuretokeepcurrentoncollegeorGreekorganizationaccounts. TranscriptsforacademicworkdoneatWhit-manwillnotbeprovidedifthereisanaccountbalanceowedtothecollegeoraGreekorga-nization.WhitmanCollege uses a collectionagency to collect delinquent accounts andthesecostsareaddedtothedebtatthetimeitisreferredtothecollectionagency.Whenap-propriate,informationconcerningsuchpastdueaccountswillbeprovidedtocreditbureaus.

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dining hallmeals perweek. In addition, theplanincludes$500Flexdollars,whichmaybespentinthedininghalls,Café’66,Café’41inthe library, or the Espresso Cart. Mealsmayonlybeusedforthebenefitofthecardholderandarenottransferabletoothers.Flexdollars,butnotmeals,remainingattheendofthefallsemesterwillcarryovertospring,butbothmealsandFlexdollarsremainingattheendofspringwillnotcarryovertothenextsemesterandarenotrefundable.Studentswhowish to eat more meals or buy more food in the CafémayaddadditionalFlexdollarsinincre-mentsof$50. TwooptionaladditionstotheUltimateFlexBlockPlanare: PlanAwith $650 Flex: 160meals persemesterplus$650Flexdollarspersemester($2,485persemester). PlanAwith $800 Flex: 160meals persemesterplus$800Flexdollarspersemester($2,635persemester).

PlanB:TheFlexBlockPlan 220 meals plus $150 Flex dollars persemester, available to all students ($2,245per semester).TheFlexBlockPlan allowsyoutoeatany220dininghallmeals(Prentiss,Jewett,andLymandininghalls)outoftheap-proximately330mealsofferedoverthecourseof the semester. This averages out to about two meals per day, or about 14 dining hall meals perweek.Inaddition,theplanincludes$150Flexdollars,whichmaybespentinthedininghalls,theCafé’66,Café’41inthelibrary,orthe Espresso Cart. Mealsmayonlybeusedforthebenefitofthecardholderandarenottransferabletoothers.Flexdollars,butnotmeals,remainingattheendofthefallsemesterwillcarryovertospring,butbothmealsandFlexdollarsremainingattheendofspringwillnotcarryovertothenextsemesterandarenotrefundable.Studentswhowish to eat more meals or buy more food in the CafémayaddadditionalFlexdollarsinincre-mentsof$50. Twooptional additions to theFlexBlockPlanare: Plan Bwith $300 Flex: 220meals persemesterplus$300Flexdollarspersemester$2,395persemester).

Charges

Tuition RegularfulltuitionchargeswillbeappliedtoallstudentsunlesstheyareauditingclassesorhavebeengrantedspecialstudentstatusbytheDeanofStudents.TuitionchargesincludesbenefitssuchasaccesstotheHealthCenterandother student programsbut does not includecoursefeesorotherclassspecificchargesasindicatedelsewhere.Fulltuition(persemester).................$16,335Special tuition (see special students andnondegree-seekingstudentsunder Classification of Students);doesnotprovideforregularstudentprograms,specialcoursefees,etc.percredit.......$1,370Auditor’stuition;percredit....................$685

Resident Meal Plan Options WhitmanCollegehascontractedwithBonAppétittooverseecampusfoodservice.BonAppétit’s staff, including an executive chef,servehealthyhighqualityfoodandbeveragesinawarm,friendlyenvironment.StudentsmaymakechangestotheirmealplansuntilthefirstFridayafterclassesstarteachsemester. Mealplansstartwhenstudentsarefirstal-lowedintotheirroomsandarenotactivewhencollegeisnotinsession. PlansA,B, andC are each designed toprovide more than enough meals and food for thetypicalcollegestudent.AnyplanmaybeenhancedwithextraFlexdollarsforthosewhoexpecttowantmoremealsduringhoursthatthedininghallsareclosed,areaccustomedtolatenightsnacking,oranticipateheavyuseoftheEspressoCarts.Pleasenoteformealplanningpurposesthatthefallsemesterusuallyhas108board days and the spring semester usually has 112.MealPlansmayonlybechangedthroughthefirstweekofclasses.

PlanA:TheUltimateFlexBlockPlan 160 meals plus $500 Flex dollars persemester,availabletoallstudents,designedespeciallyforathletes,debaters,choirmem-bers,andotherstudentswithcommitmentsduringregularmealhours ($2,335per se-mester).TheUltimateFlexBlockPlanallowsyoutoeatany160dininghallmeals(Prentiss,Jewett,andLymandininghalls)outoftheap-proximately330mealsofferedoverthecourseof the semester. This averages out to about 10

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Plan Bwith $450 Flex: 220meals persemesterplus$450Flexdollarspersemester($2,545persemester).

PlanC:TheTraditionalPlan 21mealsperweek,availabletoallstu-dents($2,245persemester). The Traditional Planprovidesyouwithaccessto21mealsperweek inPrentiss, Jewett, andLymandininghalls, (about330mealspersemester).Whilethe plan’s 21meals perweekmay be usedonly in these locations, theTraditional PlanmaybesupplementedwithFlexdollarsin$50increments.Astudentmayeatatothercampuslocations,suchastheCafé’66orenteradininghallmorethanonceduringthesameperiodonlyifFlexdollarsareaddedtotheTraditionalPlan.Mealsmayonlybeusedforthebenefitofthecardholderandarenottransferabletoothers. Two optional additions to the Traditional Planare: PlanCwith$150Flex:21mealsperweekplus$150Flexdollars($2,395persemester). PlanCwith$300Flex:21mealsperweekplus$300Flexdollars($2,545persemester).

PlanD:TheNorthHallBlockPlan 160 meals per semester, available onlyto third- and fourth-year students and toresidentsofNorthHall($1,740persemes-ter).TheNorthHallBlockPlanisrestrictedto students living in North Hall, or those who havealreadycompletedtheircollegeresidencyrequirementsandchoosetoremainincampushousingwhere ameal plan is required.Thisplan allows you to eat any 160 dining hall meals (Prentiss,Jewett,andLymandininghalls,plusNorthHallbreakfast)outoftheapproximately330mealsofferedoverthecourseofthesemes-ter. Mealsmayonlybeusedforthebenefitofthecardholderandarenottransferabletooth-ers.Flexdollars,butnotmeals,remainingattheendofthefallsemesterwillcarryovertospring,butbothmealsandFlexdollarsremain-ingattheendofspringwillnotcarryovertothenextsemesterandarenotrefundable.Studentswho wish to eat more meals or buy more food intheCafémayaddadditionalFlexdollarsinincrementsof$50. Two optional additions to the North Hall BlockPlanare:

Charges

PlanDwith $150 Flex: 160meals persemester plus $150Flex dollars ($1,890persemester). PlanDwith $300 Flex: 160meals persemester plus $300Flex dollars ($2,040persemester).

PlanE:TheTamaracHouseFlexPlan A minimum of $800 Flex dollars persemesteravailableonlytoTamaracHouseresidents.Thisisthebasemealplanrequiredfor all residentsofTamarachouse.AllotherResidentMealPlansarealsoavailable.

Nonresident Meal Options Nonresident studentsmay purchase anyof the resident meal plans and also have the additionaloptionwhichfollows:

PlanF:TheCustomFlexPlan Aminimumof$50Flexdollars,availableonlytooff-campusstudents. TheCustomFlexPlanisforstudentswhoarenotrequiredtopurchaseanyoftheplansabove (and choose not to do so).Youmaychargethisplantoyourstudentaccount.TheFlexdollarsfromthisplanmaybeusedatanydininghall,theCafé’66,Café41inthelibrary,andtheEspressoCart.AdditionalFlexdollarsmaybepurchasedinincrementsof$50.Flexdollarsmaybe purchased at:www.whitman.edu/bon_appetit.Flexdollarsremainingattheendoffallsemesterwillcarryovertospring,butFlexremainingattheendofspringwillnotcarryoverandarenotrefundable.

FlexDollarsandDiscounts AmajorbenefitofFlexdollarsisthattheyarenotsubjecttothe8.3percentWashingtonState sales tax. In addition, if you useFlexdollarstopurchase“allyoucaneat”mealsinPrentiss,Jewett,andLymandininghalls,youwillbechargedaspecialdiscountedFlexdollarprice:Breakfast: RetailCashorStudentChargeprice$7(inc.tax) Flexdollardiscountprice$6/Yousave$1Lunch: RetailCashorStudentChargeprice$9(inc.tax) Flexdollardiscountprice$7/Yousave$2Dinner: RetailCashorStudentChargeprice$11(inc.tax) Flexdollardiscountprice$8/Yousave$3

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Daily Total: Retail Cash or Student Charge price $27 (inc.tax) Flexdollardiscountprice$21/Yousave$6

Adding Flex Dollars to Existing MealPlans Ifyousubscribetoanyofthemealplans,youmaymakeadditionaldepositsofFlexdol-lars anytime during the semester. Additional deposits,in$50increments,willbechargedtoyourstudentaccount.Flexdollarsmaybepur-chasedat:www.whitman.edu/bon_appetit. Flexdollars remaining at the end of fall semester willcarryovertospring,butFlexremainingattheendofspringwillnotcarryoverandarenot refundable.

Room Duetothenatureofourresidentialcollege,all single undergraduate students who are under 21yearsofageatthestartofeachsemesterorhavenotyetlivedoncampusforfoursemestersarerequiredtoliveoncampus. For new students rooms are reserved at the time the enrollment deposit is paid. There is no housing deposit. A student who moves off campusinviolationofthecollegeresidentiallivingpolicywillbechargedaminimumof60percentoftheapplicablesemester’sroomandboardrateplusanyotherappropriatecharges. Returning students who have reserved a roomduringspringhousingselectionfor thefollowingfallsemesterandwhodonotaccepttheirhousingassignment,willbecharged$300.Theonly exceptions to this chargeare thosestudentswhowillnotbeenrolledatthecollegefor the fall semester;e.g., transferring,studyabroad,leaveofabsence. StudentswhowillbegonefromcampusfallsemesterneedtonotifytheResidenceLifeOf-ficebyJune23. Thechargemadeforroomsdoesnotpermitthestudenttheuseofroomaccommodationsduring therecessesof thecollegeyearwhenthebuildingsareclosed. StandardroomrateinAnderson,Douglas,North,Marcus, Jewett,Lyman,Prentiss, andtheInterestHouses,eachstudent,per semester .........................................$1,910

Singleoccupancyofaroominany residencehall,persemester .................$2,415RoomrateinCollegeHouseeach student, per semester ............................$2,205 PremiumRooms:Whenavailable,studentsmay select double rooms as singles.Whenthisoccurs,thestudentwillbecharged$150abovethesingleroomrate.Ifthecollegefindsitnecessarytousetheadditionalspaceinsucha room, the student will be refunded, on a proratedbasis,anychargesabovethestandardroom rate.

Deposits and Application Fees ApplicationFee (seeAdmission Credentials) ......................$50 Duewhenapplicationismadeandnon-refundable.Enrollment Deposit (seeAdmission Provisions) .....................$300 Due from new students upon notice ofacceptancebytheAdmissionCommitteeandrefundable upon graduation or withdrawal from Whitman. Failure to pay the deposit by the date stipulated in the letter of admission will resultinthecancellationofthestudent’sofferofadmissiontothecollege.I.D.Card(onreplacement) ......................$15

Health Center Fees (see Health Service) There is no charge to students for basicmedical, nursing, or in-patient care at theHealthCenter regardless of insurance cov-erage.However, laboratory studies, x-rays,andphysicianvisitsmadeatoutsidefacilitiesare the student’s responsibility. Non-boarding studentsarechargedaminimalboardfeeformealstakenattheHealthCenter.Thecollegewill charge for allphysical examinations formatriculation,overseasstudy,PeaceCorpsorotherinstitutions.Thecollegewillchargeforprescriptionmedicines,laboratorytestsdoneintheCenter,andservicesprovidedabovethosenormally available. There is a separate fee for the Whitman Col-legestudentinsuranceplanthatcanbewaivedonceproofofinsurancehasbeenprovidedtotheHealthCenter(see“AccidentandHealthInsurance”).Thecostforafullyearofcoveragein2006-2007was$772.Thecostatpress-timeisunknownbutanincreaseisexpected.

1�� / Charges

Associated Student Government Fee(Mandatory)Full-time,on-campusstudent, per semester ............................................$155

Study Abroad FeeStudyAbroadFee(persemester) ............$250 FeedueuponsubmissionofapplicationforstudyabroadtoInternationalStudiesPlanningCommittee. The fee is nonrefundable, unless the student is denied admission into the study abroad program.LateFee:Alatefeeof$50isdueatthetimeofapplicationforapplicationsthataresubmittedafter the Whitman deadline.

Institutional Refund Policy Refundswillbeawardedonlyinthecaseofapprovedwithdrawals(describedinthe“Aca-demics,Withdrawals”sectionoftheCatalog)fromthecollege.Therefundschedulebelowappliestotuitionandfeecharges,appliedmusicand fee courses.A studentwhomoves fromaresidencehallafter thesemesterbegins,orfailstomoveintoaroomreservedforsecondsemester,will be refunded roomcharges forthesmallerof40percentorthatdeterminedbytherefundschedulebelow.Boardchargeswillbeproratedonaweeklybasisasofthedateofwithdrawal,exceptforaminimumchargeof$100persemester. Thepercentageofchargesrefundedisbasedonthepassageoftotaldaysofinstructioncom-mencingwiththeofficialfirstdayofclassesforthesemesteronthroughtothedateofofficialwithdrawal.Thefirstdayofinstruction ........................ 100%Day two through day eleven ....................... 80%Daytwelvethroughdaysixteen .................. 60%Day seventeen through day twenty-one ...... 40%Daytwenty-twothroughdaytwenty-six ..... 20%Afterdaytwenty-six .......................... No refund

Federal Student Aid Refund Policy To determine the amount of funds that must be refunded to federal student aid programs, the institutionmust determine the percentage oftimethestudenthasbeeninattendanceduringthesemester.Themaximumamountoftimea studentmayattendclasses andhave fundsreturned to any of the federal programs is 60 percent.

The calculation for the return of federalstudentaidfundstotheprogramsiscompletelyseparate from the calculationof charges andrefundswith regard toWhitmanscholarship.Thefollowingisanexampleofhowthecollegewouldcalculatethepercentageofrefundandtheamountstobereturnedtoeachprogram. Jane, a sophomore, last attended class on October 21. She has attended 52 days of classes and the percentage of her charges will be 52% (total number of days attended, 52, divided by the total number of days in the semester, 100). The amount of the refund (total costs for the semester less actual charges) is then 48%.

Fixed charges for the semester ..........$17,143Jane’s scholarship for the semester ...$10,000

Jane’s federal aid for the semester: Subsidized Stafford Loan .................$ 500 Parent PLUS Loan ........................... 3,000 Federal Perkins Loan ...................... 1,500

Total ......................$5,000

Refunded to federal programs ..............$2,400 ($5,000 x 48%)

Subsidized Stafford Loan .................$ 500 Perkins Loan .................................... 1,500 Parent PLUS Loan ............................ 400

Total refunded to federal programs......$2,400

The funds that are to be returned to the variousprogramsmustbereturnedinacertainorder. The following is a list of federal pro-grams, in order of refund. 1. UnsubsidizedFederalStaffordLoan 2. SubsidizedFederalStaffordLoan 3. FederalPerkinsLoan 4. FederalPLUSLoan 5. FederalPellGrants 6. FederalSupplementalEducationalOp-

portunity Grant 7. Other federal, state, private or institu-

tionalsourcesofaid 8. Thestudent

In this example, the collegewould notreducetheamountofthestudent’snon-federalscholarship.Thecollege’sInstitutional Refund Policy would govern the return of non-federal funds.

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Financial Aid WhitmanCollegeprovidesacomprehensive,diversifiedfinancialaidprogram—includingscholarships,grants,employmentopportunity,andloans—toassistinfinancingacollegeed-ucation.Awardstakeintoaccountavarietyofcircumstances:somearebasedonneedalone,some on merit alone, but most are based on acombinationofbothelements.Thecollegespent approximately$15million last year insupport of studentfinancial aid.The collegedoes not take home equity into account inanalyzingfamilyassetsfordeterminingneed. Manyeconomistshavepointedouttheenor-mous potential return from an investment in an educationatatopliberalartsandsciencescol-lege.AtWhitman,weexpectthatstudentsandfamilieswillconsiderthemanyloanprogramsthatareavailableforfinancingthisinvestment,withoutincurringexcessivelevelsofdebt. FinancialassistanceforWhitmanstudentsderivesfromtheresourcesofthecollege,out-sideprivate and corporate sources, and stateand federal governments. Federal aid programs includePellGrants,AcademicCompetitivenessGrants,SMARTGrants,SupplementalEduca-tionalOpportunityGrants,FederalWork-Study,StaffordLoans,andPerkinsLoans.ThestateofWashingtonoffersStateNeedGrants, theEducationalOpportunityGrant for qualifiedtransferstudents,astatework-studyprogramandtheWashingtonScholarsprogram. Awards to students with need are based on financialinformationcontainedintheFinancialAid Profile (Profile) filedwith theCollegeScholarshipService (CSS) and theFreeAp-plication for Federal StudentAid (FAFSA)filedwiththefederalprocessor.FinancialAidapplicantsmustcompleteboththeProfileandtheFAFSA. Financialaidawardsaremadeforoneaca-demicyear.Awardsmaybemadetostudentsinsuccessiveyearsoftheircollegeattendance.FinancialaidisavailableforeightsemestersatWhitmanor,inthecaseofstudentstransferringcredits tothecollege, theequivalentofeightsemesterswhen transfer credit andWhitmanattendanceiscombined(regardlessofwhetherornotfinancialaidwasreceivedatthepreviousinstitution). Fifteen credits is the equivalentof one semester. If a student is unable to earn

the necessary credits to complete degreerequirements in eight semesters, the studentmaypetitiontheAdmissionandFinancialAidCommitteeforaninthsemesteroffinancialaid(seeResidence). StudentsshouldfileaProfileandaFAFSAaccordingtothefollowingschedule:Profile: EarlyDecision I candidates submitted to

CSSbyNovember15 EarlyDecisionIIcandidatessubmitted to

CSSbyJanuary5 Regularadmissioncandidatessubmittedto

CSSbyFebruary1 ReturningstudentssubmittedtoCSSbyApril

15 Returning studentsmust complete their

financialaidfilebyMay15. The Profilemust be submitted online at

www.collegeboard.com. Whitman’sCSScodeis4951.FAFSA: All students should file the FAFSA as

soonastheirparents(inthecaseofde-pendentstudents)orthestudent(inthecaseofanindependentstudent)filethe previousyear’staxreturn—butnolaterthan May 1.

TheFAFSAshouldbesubmittedonlineatwww.fafsa.ed.gov. If both the student and at least one parent have a federal PIN,theymayusethePINstosigntheform online. Otherwise, the signature andcertificationpageneedtobeprintedout, signed and submitted to the federal processor.

Whitman’sfederalcodeis003803. Aspartoftheirapplicationforneed-basedfinancialaid,alldependentnewandreturningstudentsmustsubmitacopyoftheirowntaxreturnandtheirparents’taxreturnforthemostrecentyear.Independentstudentsneedtosub-mitacopyoftheirtaxreturn. Late applicationswill be considered andadditionaloffersmadetolateapplicantsonlytotheextentthataidfundsareavailable.

College Scholarship Service TheCollege Scholarship Service (CSS),affiliatedwith theCollegeBoard, collectsinformationaboutthefinancialresourcesoftheapplicant’sfamilyfromparentsandstudents.

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Copies of the Profile and a computationalanalysisoftheProfilearesenttothecollegesoruniversitiestowhichtheapplicantisapplyingforfinancialaid. In thisway, theCSSoffersto thecollege theadvantageofanswers toasetofuniformquestionsonthebasisofwhichneedcanbemorefairlyjudged.Itprovidestheapplicant the advantage of completing onlyone statement in support of several requestsforfinancialaidwhich theapplicantmaybemaking.Inaddition,itassurestheapplicantofanopportunitytoexplainfullyhisorherneedforfinancialassistance.

Free Application for Federal Student Aid Federal regulations require each studentwhoreceivesfederalstudentaidfundsthrougha post-secondary institution have on file atthatinstitutionacopyoftheinformationandanalysisfromtheFreeApplicationforFederalStudentAid.This information is transmittedelectronicallytotheinstitutionfromtheFederalCentralProcessor.Inorderfortheinstitutionto receive thedata, the studentmustput theinstitution’sname,address,and federalcodein the appropriate place on the application.TheinstitutionmaynotcertifyaStaffordLoanwithout the information nor may an institution disbursePellGrant,SupplementalEducatonalOpportunityGrant, PerkinsLoanorFederalWork-Study funds to a studentwithout thisdata.

Financial Aid Probation InordertoreceivefinancialaidfundsfromWhitman College, the federal government, and the state of Washington, students must maintain goodacademicstandingandmustmakesatis-factoryprogresstowardgraduation.Thegradesandcreditsearnedthatarenecessaryforgoodacademicstandingandsatisfactoryprogressarepublished in the Academic Standardssectionof this Catalog. Whitman’s Board of Review willplacestudentsinaprobationarystatusiftheyfailtomeetthestandards.Studentswhodonotmeetgrade-pointstandardswillbeplacedonacademicprobation;studentswhodonotmeetprogressstandardswillreceiveaprogresswarning.Ineitherinstance,thestudentswillbeonprobationasrecipientsoffinancialaid.The

maximumperiodoffinancialaidprobationistwoconsecutivesemesters,duringwhichtimeastudentwillmaintaineligibilityforfinancialaid. If a student does not resume good standing and/ormake satisfactory progress after twoconsecutivesemestersofprobation,heorshewill lose eligibility for Whitman-administered financialaid.Astudentwholosesthateligibilitymay appeal for reinstatement to the Admission andFinancialAidCommittee.

General Whitman Scholarships Whitmanscholarships,awardedbythecol-lege(one-halfeachsemester),aregiftswhicharecreditedtotherecipient’stuitionandroomandboardcharges.Ascholarshipisnotaloan,anditsacceptanceplacestherecipientundernomore obligation than that of remaining in good academic standing andmaking satisfactoryprogresstowardgraduation.Acompletestate-mentoftheconditionsoftheofferisincludedwith the offer of a need-based scholarshipaward.

Other Gift Aid Available TheSupplementalEducationalOpportunityGrants (SEOG), the PellGrants,AcademicCompetitivenessGrant(ACG),SMARTGrant,andWashingtonStateNeedGrantsaregiftaidprovided by the federal and state governments. All five programs are based on financialneed, and none require repayment.Unlessa recipient’s need changes later in the year,Whitman’soriginalawardofgiftaid(Whitmanscholarshipand/orfederal/stategrants)isaone-yearcommitmenttothatamountoftotalgiftaid. The award may be made before information regardingtheapplicant’squalificationforgiftaid outside the college is known.When theapplicantlaterqualifiesforgovernmentalgiftaid, such as theSEOG, a PellGrant,ACG,SMARTGrant,orstateneedgrant,Whitman’sscholarship awardwill be reduced by theequivalent amount, thereby freeing funds sothat more students may be helped.

Loan Opportunities Several types of loan funds are availablethroughthecollege.Those,includingthePer-kinsLoanandtheStaffordLoan,areregulatedbythefederalgovernment.Eachprogramhassomeunique features:ThePerkinsLoan is a

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program of borrowing for students who dem-onstrate a high degree of need. The student has the obligation to repay the loan, after leaving college,ataninterestrateoffivepercentandaminimumpaymentof$50monthly.TheStaffordLoan programmay be need-based or non-need-based. Within a 10-year period following collegeattendance,thestudentisobligatedtorepaytheloanatafixedrate,whichwas6.87percentafterJuly1,2006,andrequiresamin-imummonthlyrepaymentof$50. Many students are offered alternative loans tohelpwiththeireducationalexpenses,whentheamountoftheirfinancialaiddoesnotmeettheir demonstrated need, and the student does notmeettheneedlevelforPerkinsLoan. There are several existing alternativeloan programs, and Whitman will send those students who are offered an alternative loan, information about the various loan programs available.Theinterestratesandapplicablefeesvary, and we suggest that students and parents read the information provided about the loans carefullybeforemakingadecisionaboutwhichloanprogramtochoose. Interest on the loans is the responsibility of the family throughout the life of the loan, butmaybedeferredalongwiththeprincipaluntilthestudentleaveshighereducation.TheOffice of FinancialAid Serviceswelcomesyourquestionsaboutthealternativeloans,andwillbehappytoassistyouwiththeapplicationprocess. Short-termloansareavailablethroughtheStudentLoanOfficetomeetsuddenfinancialneedsconfrontingstudents. Whitman encourages students and theirparents touse loan funds.Loansplace someresponsibility forfinancinghigher educationonthestudent,enablinghimorhertoreceivefinancial assistancewhenneeded and to paysomeofthecostoftheeducationatatimewhenheorsheisbetterabletodoso.Consequently,thecollegeexpectstogivestudentsconsiderablefinancialhelpintheformofloans.However,the college also expects students to borrowprudently. Students should not exceed theamounttheyneedtomeeteducationalexpenseswhenborrowing. Inquiries arewelcome andshouldbesenttotheOfficeofFinancialAidServices.

Employment Opportunities AllWhitmanstudentswhoapplyforfinan-cialaidareofferedemploymentopportunities.The offer of federalwork studyopportunityoftengivesastudentprioritytreatmentinac-quiringpart-timework,howeverjobsarenotguaranteed.Thereisconsiderablecompetitionforthemost“desirable”jobs.

Named Scholarship Funds ThankstothegeneroussupportofWhitmanalumniandfriends,thecollegeawardsover$15millionannuallyinscholarshipassistancetoitsstudents.Scholarshipfundsareprovidedfrombothnamedendowmentsandannualcontribu-tions.Scholarshipawardsarebasedonfinancialneedand/ormerit.Inthefallofeachacademicyear,studentsarenotifiedofthespecificfundsfromwhich their scholarships are drawn.Namedscholarshipfundsarelistedbelow:

TerryAbeyta-HispanicThomasR.AdkisonJudge David H. AllardMildred Ebrel AllisonAlexanderJayAndersonCharles E. and Margery B. AndersonGordonShawAndersonLouisaPhelpsAndersonWilliam and Jeanie AndersonJohnStirlenApplegate-TeachingFrancesJaneFordBaggs-MontanaBakerBoyerBankDorseyS.BakerFrancesPaineBall-ArtGeorge Hudson BallDorothyFialaBeaupré-DramaDavidBeegle-EnvironmentalStudiesPeterG.BehrLilithJ.BellandNancyBellEvans-MusicHenryBendix-MusicDonaldL.andAnneA.Bentley-MathWilliam E. Berney - DramaAugustaW.BetzJacobBetzJacobBetz,Jr.Agnes M. BigelowRussell A. BigelowBlackburnSistersJay W. and Gladys BlairGrantS.andEttaS.Bond-WashingtonE. Herbert BotsfordBoyceFamily-Pre-MedicalArthur BoyerStephenJ.BoylesEmmaJaneKirschBrattain-MusicRobertBratton-OlympiaHighSchoolRobertH.andMaryReedBrome-SeniorWomen

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LorraineG.BronsonJames A. and Mary Ellen Gowing Broughton-MusicEmory BundyAdam BurgenerBurgessFamily-MinorityStudentsRobert B. BurgessThomasBurkeBurlington NorthernByerleyInternationalStudentsBarbaraHanleyCampbell-RooseveltHighSchoolRichardL.andAlanK.CampbellDr. Thomas M. CampbellHughS.CannonFoundationCecilV.andHelenR.CarpenterForrestC.andWillenaLongCationIva I. Cauvel - WomenLorettaM.Caven-First-Year/SophomoreWayne ChastainBen B. Cheney FoundationSusanE.ClarkWilliamS.andEllaS.Clark-Washington/ Oregon/IdahoClass of 1926Class of 1930Class of 1945 War YearsClass of 1949Class of 1951Class of 1953Class of 1961Class of 1962Classof1964-MiddleIncomeClass of 1969Classof1970-Junior/SeniorClassof1988-SeniorRichardH.ClemRichardH.ClemandArthurMetastasioClarenceandLoisC.ClemanMaurine Clow - MontanaHelen M. Cole and Marie DuBois J. M. ColemanJohnCyrilandMaryAlexanderColemanConnell FamilyWayne A. and Eileen Cummins CollierVernConrad-MusicCordesFamily-MusicJean CordinerElmerG.andEthelH.Cornwell-SEWashingtonPaulineCorthellSteveS.CoverFrederickR.CowleySusanDeeCoxG.DudleyandLoisDambacherDamonFamily-English/HistoryJ.LelandDanielJohnM.Davis-Pre-EngineeringAnnLongtonDayDavid DealKennethA.andElizabethDickAward-IdahoEthelMeansDicksonArthur F. DouglasWilliamO.Douglas-Valedictorian

FrederickDudgeonHaroldE.Dupar,Jr.-ForeignStudentsEdward EbenRichardS.F.EellsThomas H. ElliottMyrtleE.FalkEdwardL.Farnsworth-Wilbur,WashingtonAreaMiltonW.andLucileE.Field-TeachingJohnFreemanFike-BellevueHighSchoolJohn J. FisherFloydW.Fitzpatrick-WallaWallaAreaHarold and Annaliese FlehartyForbes-Jacobs-HistoryNancyMorrisonFrascoDavidW.Gaiser-Pre-MedicalRobert E. GardnerPaulGarrettRalph GibbonsGary and Cheryl GibsonMichaelandSusanGillespie-Science/Pre-MedLionelC.andDorothyH.GilmourGordon E. GloverDr. Harry B. and Gertrude GoodspeedRoy GoodwinElmina E. GrahamRobert W. GrahamJohn GravenslundGeorgeH.Grebe-PortlandPaulR.GreenDr.AlbertWrightGreenwell-Pre-MedicalWilliam E. and Harriet A. Grimshaw - Medicine/LawLelandB.Groezinger,Jr.-EconomicsMixailPetrovichGromov- ForeignLanguageStudentsJohnJ.andStellaA.GurianLaVerneMansfieldHaganandPaulHaganJuliaCrawfordHarris-MusicFred D. HarudaJeannette Hayner - First-year FemaleHearst FoundationCarroll and June HeathIrmaGraceKesterHendersonandChesterG.

HendersonMargaretta HerbertMary Olive Evans HigleyMaryOliveEvansHigley-MusicIda Belle Martin Hoegh HaroldF.andOlgaJohnsonHolcombeThomas HowellsJames Fee Huey - WashingtonRichardandDorothyHundley-MusicHarrison Harden HungateBradley J. Hunt - MeritHunter InternationalVieIllonaHopkinsHusted-MusicBonnieJeanHyre-MusicRobertW.Jamison-Pre-MedicalRichardandAlviaS.JansenArthurPayneJaycoxSarahDelaneyJenkinsJeffreyL.Johnson

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JeanJaycoxJonesNettieLangdonJonesIsabelleWeltyKeithCarletonH.andCarolynM.Kelley-

WashingtonJohnG.KellyJohnG.andMarthaM.KellyMohammedNasirKhan-InternationalJuddD.KimballSnyderandIngridKingMargaretGentryKirkMargaretBradfordKittel-Art/HistoryRodneyPhelpsKittel-Music/PhysicsMarionKlobucher-TeachingVirginiaLeeKnightRalphandVivianKnudsenAmyJaneReichertLadley-KappaKappaGammaGeraldDeRossLadley-SophomoreGraceLazersonCynthiaAnnLechnerMarionLeFevre-ForeignLanguageMaryEmilyWintersLeggeMiriamEdwardsLeRoux-MusicFerdinandLibenow-AmericanIndianRobertC.LileIrisMyersLittleandAgnesLittleGeorgeSolomonandThomasLivengoodFredP.andMiriamLincolnLoomisHarryC.Luft-Colville,WashingtonTristramS.Lundquist-Sophomore/JuniorBerthaC.MacDougall-VoiceAngelineM.Malloy-MusicWilliamMantzH.ArchieandChristinaMarshallAnn Inman Martin - IdahoC.W.“Bill’’Martin,Sr.StephenH.MathewsNancyEllisMathiasen-WomenChesterC.Maxey-BetaThetaPiGertrudeMaxwell-Junior/SeniorRuthC.McBirneyHelenLanierMcCownandWilliamLanier McCown-Pre-LawEdnaMcEachern-MusicMcFaddenFamily-Merit/Science/MathRussellF.andMargaretGibbsMcNeillWilliamandLoranMeidingerAnnieCarterandAlbertMetcalfRolandE.Miller-MusicRussell T. Miller SandraMiner,M.D.W.L.andDorothyMinnickFrankG.andSallyTaylorMitchellOrlaL.MoodyRobertL.andElsieP.MooreJoseph O. MountKitSheehanMullerMurr Family FoundationL.T.MurrayFoundationCharlesandPatriciaNelson/Great-WestLife- Colorado/Washington/OregonNon-traditionalStudent

Northrup FamilyEdward R. and Dorothy J. O’BrienWilliamL.andKathrynWilliamsO’Brien- ScienceandEconomicsPaulO’ReillyHarold OttesenFrancesPenroseOwenEdwardA.Paddock-IdahoRoyRossPainterIdaS.ParkinsonElizabethJonesParry-MusicB.F.ParsonsMildredH.Patterson-UtahRobertPatterson-SociologySaraLloydPekarskyandAbrahamL.Pekarsky- JewishStudentsMaryS.PenroseJ.LoganandIvyWadsworthPeringer-First-yearJosephHartshornPerryHowardS.PfirmanPhiDeltaThetaGraceF.andAndrewJ.Phillips-OlympiaHigh

SchoolGraceFarnsworthPhillipsPhillips,Wade,andCroninHaroldAllenPiper-EconomicsNaShuntaePleasant-Miles-SpecialNeedsWallaceM.PollardEstellePowellHelenTowerandHelenTorreyPrattBurrillL.Preston,Jr.JohnP.PrivatPugetSoundFirstGenerationDr.WilliamE.andLorrainePurnellArthurL.RaabergRachelKesterRall-Female/ArtsorHumanitiesEmeliaandFreemanRamsey-MusicJohn T. RamstedtYvonne RavasseHomer ReedPeteandHeddaReidEstherBienfangRichardsonandRosella WoodwardRichardson-PianoStephenL.RiddellMaryAnnMorenRinggold-MusicVictorandNoraRobartRotary Club of Walla WallaOrrinSageCatherine,Matilda,andElizabethSagerSalzmanMedica-SpeechandDebateBessieSandonFredricF.SantlerKennethandMarthaPhilipsSchillingMarieSchmidtDavidandAlmaSchoesslerSigmundandRoseSchwabacherJohnM.ScottGordonScribnerSecurityPacificBankEstherandDelbertShannon-Yakima/ProsserDonaldSheehanHaroldL.andHelenM.Shepherd

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CameronandMarionSherwood-PoliticsClaireSherwood-WomenDonaldandVirginiaK.SherwoodGeneKellySherwoodRobertandNadineSkotheimEmmaA.SmithJ.Malcolm“Mac’’Smith-PoliticalScienceScottBradfordSmith-StudyAbroadRalphWaldoandAimeeSnyder-BusinessMarilynSparks-TheatreElizaHartSpauldingSpokaneAreaAshlockScholarshipCharlesF.Stafford-Pre-LawMarjorieHaddonStansfieldAgnesC.SteereandDavidC.Campbell-MusicDavidStevens-EconomicsMaryJ.StewartSamuelandAltheaStroumGeorgeIIandMyrtleBondStruthersElbridgeandMaryStuart- Washington/Oregon/IdahoRichardK.StuartJosephL.StubblefieldTrustW.PriceandRuthS.Sullivan-Junior/SeniorNormandLynnSwick-SpecialNeedsSumioandMiiTaiEdmund TaylorLucilleM.ThomasFrankandLillianThompson-Teaching3-2 EngineeringAgnesStephansonTibbits-WomenWintonA.TicknorEdandRosaViolaTucker-First-yearSherrelTuckerRobert TugmanGuy M. UnderwoodNathaniel W. and Bessie O. Usher - WashingtonDean and Esther VailWilliam E. Wadsworth - First-yearMarjorie E. WardJamesPrenticeWarnerandJohnLeighCarrieWelchTrustDr. Robert Welty and Eva RobersonMaryF.andSarahWheelerVelmaHarrisWhitlockWhitmanAlumniAssociationRobertL.Whitner-HistoryEuniceV.WiemerJeanD.Wilkinson-MinorityStudentsJuneWilsonWilliams-MusicRobertJackWilliams-MusicA. D. WilsonRon WittenEdna Mae WoodwardGeorgeWoodward-MathematicsDexterK.Yamada-ChemistryRobertandJacquelineYoungAugustaWilsenBetzandKatharinaBetz ZimmermanCarrollL.Zimmerman-ScienceBerthaH.ZoellnerEducationalFund

Special Scholarship Programs AlexanderJ.AndersonScholarships are merit-basedscholarshipsawardedtoenteringstudentswhohaveachievedhighacademicexcellenceintheircol-legepreparatorywork.Theseawardsforthecurrentyear are $8,000, and are renewable for four years.Studentswho receive need-basedfinancial aidwillbe awarded theAlexander J.AndersonScholarshipas part of their need-based financial aid package.Those students who do not demonstrate need will receive theAlexander J.AndersonScholarship andany othermerit-based scholarships forwhich theyqualify.Allapplicantsforadmissionareconsideredforthescholarship.Theawardisbaseduponacalcu-lationofgrade-pointaverage,SATorACTscores,andsubjectivecriteria. Walter Brattain Scholarships are merit-based scholarshipsawardedtoenteringstudentswhohaveachievedhigh academic excellence in their collegepreparatorywork.Theseawardsforthecurrentyearare$10,000,andarerenewableforfouryears.Studentswhoreceiveneed-basedfinancialaidwillbeawardedtheWalterBrattainScholarshipaspartoftheirneed-basedfinancialaidpackage.ThosestudentswhodonotdemonstrateneedwillreceivetheWalterBrattainScholarshipandanyothermerit-based scholarshipsforwhichtheyqualify.Allapplicantsforadmissionareconsideredforthescholarship.Theawardisbaseduponacalculationofgrade-pointaverage,SATorACTscores,andsubjectivecriteria. Campbell Music Scholarships are awarded to aselectgroupofenteringstudentsinrecognitionofexceptionalmusicaltalentandachievementfromtheproceedsof theAgnesC.SteereTrust.Thegeneralpurposeof thisscholarshipprogramis torecognizestudentswhowillcontributetotheexcellenceoftheWhitmanmusic community.More specifically, theCampbellMusicScholarswillcontributethroughthestudyoftheinstrumentorvoiceonwhichtheyhavesuccessfullyauditioned,andthroughperformanceintheappropriatecollegeensemble,chamberorchestra,choir, or band.Theminimum scholarship award is$500annually;themaximumis$2,000annually. W. O. Douglas Scholarships are awarded to selectedapplicantsfrombackgroundsthatareunder-represented atWhitmanCollege.The scholarship(combinedwithotherscholarshipandgrantaid)isinanamountdesignedtoadvantagetheapplicant. StephenB.L.PenroseScholarships are merit-basedscholarshipsawardedtoenteringstudentswhohaveachievedhighacademicexcellenceintheircol-legepreparatorywork.Theseawardsforthecurrentyear are $6,000, and are renewable for four years.Studentswho receive need-basedfinancial aidwillbe awarded theStephenB.L.PenroseScholarshipas part of their need-based financial aid package.Those students who do not demonstrate need will receive theStephenB.L.PenroseScholarship andany othermerit-based scholarships forwhich theyqualify.Allapplicantsforadmissionareconsideredforthescholarship.Theawardisbaseduponacalcula-

Financial Aid

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tionofgrade-pointaverage,SATorACTscores,andsubjectivecriteria. The Paul Garrett Scholarships for Men are supported by the threemillion-dollar PaulGarrettWhitmanCollegeTrust,which also provides foradmissionrecruitmentinareasremovedfromWash-ington, for travel of scholarship candidates to thecollege,andforasenior-yeartripforthePaulGarrettscholarstoNewYorkCitytovisitfinancialandbusi-nesscenters.Studentswhodonotdemonstrateneedwillreceivea$2,500scholarship.Boththemerit-basedand need-based awards are renewable for a total of eightsemesters,includingsemesterstransferredfromother colleges anduniversities. Studentswhohavedemonstratedneedwillreceive100percentoftheirneedingiftaid,whichmayincludefederalorstategrantsaswellasthePaulGarrettScholarship.Scholarsare those “whose personal qualities and records ofachievementholdpromisethattheywillassumerolesofconstructiveleadershipinbusinessandindustryintheir mature lives.’’ Awards are not limited to those readytodeclarevocationalaims,butitishopedthattherewill be a significant number of PaulGarrettScholarswhowilllateremergeasresponsibleleadersofbusinessand industry.PaulGarrett ’13wasvicepresidentanddirectorofpublicrelationsforGeneralMotorsCorporation.ThetrustalsohelpsthecollegecompeteinanationalmarketforfacultybyprovidingforseveralstipendstoPaulGarrettFellowsatWhitmanCollege,facultymembersrecognizedforhighprofes-sionalqualitiesandteachingcompetence. National Merit Scholarships are awarded to selectedNationalMeritfinalistswithWhitmanasthesponsoringorganization.Thecollegeawards$1,000,plusanymerit-basedscholarshipthestudentiseligiblefor, to students who do not apply for, or who do not qualify for need-based scholarship. Studentswhodemonstrateneedwill receive an additional $2,000inNationalMeritScholarship. President’sScholarships are awarded to entering studentsinrecognitionofexceptionaltalent.Studentsmayqualify foraPresident’sScholarship inanyofthefollowingtalentcategories:academic,art,debate,ordrama.Scholarshipsintheprogrammeetallofthestudent’s demonstrated needwhen combinedwithotherscholarshipsorgrantsfromanyothersourcesandvaryfrom$2,500to$34,000(accordingtoneed).President’sScholarshipsforstudentswithoutneedwillbe$2,500. The ClaireSherwood MemorialScholarshipsfor Women were established in the memory of ClaireSherwoodbyherparents,DonaldandVirginiaSherwood. Recipients of these scholarships areoutstanding women students who are both deserving and needy. Women students without demonstrated financialneedwillbeawarded$2,500.Studentswhohavedemonstratedneedwillreceive100percentoftheirneedingiftaid,whichmayincludefederalorstategrantsaswellastheClaireSherwoodMemorialScholarship.Thescholarshipisrenewableforatotalof eight semesters, including semesters transferred

Financial Aid

fromothercollegesanduniversities.ClaireSherwoodScholars,likePaulGarrettScholars,aresenttoNewYork in their senior year for a career enrichmentexperience.Theirexpensesforthetriparepaidbythescholarshipprogram.

AwardsSallyAnnAbshire-FacultyandStudentResearch

AwardBates Foundation Award - Wind EnsembleSheilaBerger-3-2EngineeringAwardBorleskeAthleticTrophyMignonBorleskeAthleticTrophyfor WomenJ.StanleyBrodeMemorialBiologicalLife StudyAwardDavid Campbell Award for Outstanding SeniorRecitalistConnieJillCarlstromAward-JapaneseStudiesCherryProductionAwardsElyChertokAwardinSociologyClassof1986MinorityStudentAwardEdithBlackmanMerrellDavisAwardsDovell-GoseSpeechAwardsAdamDublinAward-StudyofGlobal

MulticulturalismExecutiveCouncilAwardforOutstanding

ContributiontoASWCRobertY.FlunoAward-PoliticsJerry Fry - Delta Gamma AwardGunsulHolmesOne-ActPlayIvarHighberg-PhysicsMaryHighbergAward-MusicRobertR.Hosokawa-JournalismBradley J. Hunt Memorial Award - TheatreHurlowFamily-EnvironmentalStudiesPaulJacksonAwardforExcellencein LiteraryStudyJoyceCooperJohnstonAward-TheatreNormanKlockmanAwardCynthiaAnnLechnerBiologyAwardBrandonBruceLeeDramaAwardsandInternshipDr.AlbertRipleyLeedsMemorial PrizeinGeologyEugeneMarxAwardChesterC.MaxeyAward-PoliticsGuthrieMcClinticDramaAwardMcConnAwards-TheatreDavidNordAwardinGayandLesbianIssuesRobertNorton-ScienceResearchLouisB.PerryArtAwardsLouisB.PerryFaculty-StudentResearchAwardLauriePittsStageManagerAwardGenevieveRasmussenServiceAwardRonaldV.Sires-RobertL.WhitnerPrizein

HistoryWilliamW.SoperPrizeinPhilosophyJeanMorganStoneAward-TheatreWynnVernazza-MusicWallStreetJournalAwardJonathanW.WorkMemorial

202 / Financial Aid

The SallyAnnAbshireResearchScholarAward is awarded annually to professors and students having aneed forassistance for research in their scholarlypursuits, selectedby a committee consistingof theDeanoftheFacultyanddivisionchairsonthebasisof merit. The BatesFoundationAward was established in 2003byPatriciaBatesMattingley,’70,forthepurposeof providing assistance to a seniorWindEnsemblememberwhodisplaysstrongleadershipskills.AjuniorisselectedyearlybythedirectoroftheWindEnsembletoreceiveassistanceforhisorhersenioryear. The J.StanleyBrodeMemorialBiologicalLifeStudyAwardwasestablishedbyMrs.J.StanleyBrodein memory of her husband. This fund aids a student forasummerscholarshipinbiology. The ConnieJillCarlstromAward is awarded to apromisingstudentofJapaneselanguageandculturewithaninterestinpursuingacareerorgraduatestud-iesinsomeaspectofrelationsbetweenJapanandtheUnitedStates. The Ely Chertok Endowment Award inSociologywas established in 1985 by friends andstudents ofProfessorChertok.This award ismadeannuallytoaseniorsociologymajorwhohaswrittenathesiswhichbestdemonstratescarefulscholarshipinpursuitofanswerstogeneralquestionsaboutthenatureofmaninsociety. The Classof1986MinorityStudentAward is presented to an underclassminority student in thelate fall on the basis of demonstrated leadership and activeinvolvementatWhitmanorinhighschool,andfinancialneed. The Dovell-GosePrizes, established in memory ofWilliamThomasDovell, 1888, andChristopherColumbusGose,1886,shallbeawardeduponthebasisofpersuasivespeakingcontestsheldonceduringtheacademicyear. The Adam DublinAward for the Study ofGlobalMulticulturalismprovidesresearchstipendstoqualifyingfacultyandstudentteamsdoingscholarlyorcreativeworkonissuesconcerningmulti-cultural-ismintheUnitedStatesorabroad.Thisendowmentwasestablishedin2003byTrusteeKariGlover’72and her husband Thaddas Alston in memory of Adam Dublin’96andhiscommitmenttoraisingawarenessof diversity. The RobertY.FlunoAward is given annually to the author of the most outstanding student paper in the fieldsofpoliticalscienceandgovernment.Endowmentfor this award was established by admiring former studentsofProfessorFluno. The GunsulHolmesOne-ActPlayEndowment providessupportfortheannualOne-ActPlaycompe-tition,includingprizemoneytorewardimaginationandencouragecreativityintheentries. The RobertR.HosokawaAwardsforJournalismExcellence are given annually for distinguished stu-dent journalism in the Pioneer. Established by David andBeverlyHosokawa and theHosokawaFamilyFoundation,thisawardhonorsRobertHosokawa’40who wrote for the Pioneer and Clock Tower and earned

his tuitionasdirectorof theWhitmannewsbureauwhileatWhitman.Mr.Hosokawawentontoworkasa reporter and editor on several papers in the mid-west andinNewYork. The PaulJ.JacksonAward forExcellence inLiteraryStudy is made to the student who, during thecourseoftheacademicyear,writesthebestpaperinaclassgivenbyanyofthedepartmentsofliteratureand language. The JoyceCooperJohnstonTheatreAward was establishedin1987byStuartandJoyceJohnston,bothmembers of the Class of 1960. The award is given annually to an outstanding sophomore or junior in recognition of significant contributions to theatre,WhitmanCollege,andthecommunity. The CynthiaAnn Lechner Biology Prize is awarded to an outstanding senior biology major, as selectedbythedepartmentofbiologyfaculty,whenit is deemed appropriate. BrandonBruceLeeDramaAwardsandIntern-ships providesfinancial assistance for outstandingstudents with a strong interest in drama at Whitman College. The Internship Award provides funds to grant stipendstostudentswhootherwisewouldnotbecom-pensatedforworthydramainternshipexperiences. The Dr.AlbertRipleyLeedsMemorialPrizeinGeologyisawardedeachyeartorecognizeoneormorestudentswithoutstandingpotentialinthegeologicalsciences.Theprizewasestablishedbyhisdaughter,Mrs.WarrenSheble,andotherfamilymembers. The Chester C. MaxeyAward is presented to aworthystudentwhohasattaineddistinctioninthestudyofpoliticalscience. The GuthrieMcClinticDramaAward is given eachyeartothemalestudentinthecollegewhohasgiven the best dramatic performance of the year.Endowmentforthisawardhasbeencontributedbyanumberofpersons,includingsuchwell-knowntheat-ricalpersonagesasKarlMalden,KatherineCornell,LillianGish,EliWallach,CyrilRitchard,andBrianAherne. The David NordAward in Gay and LesbianIssues is awarded to a student, facultymember orstudent/facultyteamtoaddresscontemporaryissuesfacingthegayandlesbiancommunitythroughava-rietyofcreativeandscholarlymediums. The Robert Norton Science ResearchAwardprovides support for studentsworking closelywithfacultytoconductresearchinthesciences.RobertG.Norton’49,achemicalengineerwhodiedin2003,hadarrangedfortheproceedsofalifeinsurancepolicytocometoWhitmaninordertocreatethisaward. The LouisB.PerrySummerResearchAward was established to honor Louis B. Perry, eighthPresident ofWhitmanCollege, for his continuingleadershipintheWhitmancommunity.ThepurposeoftheawardistoencouragefacultytorecruitWhitmancollegestudentstojointhemascollaboratorsintheirprofessionalscholarship. The Louis B.PerryArtAward awards afirst,second,andthirdprizetostudentsenteringworkintheMaySheehanGalleryexhibit.Aselectioncom-

/ 203 Financial Aid, Presidents, Board of Trustees

The Board of Trustees ThecorporateconcernsofWhitmanCollegearevestedintheBoardofTrustees,consistingofuptoeighteenmemberswhoholdofficeforfour-year periods. The board is empowered by charter toholdallproperties and toexerciseall powers, but it may delegate to the Board ofOverseerscertainexpresspowers.Datesinparenthesesrefertoeachtrustee’scurrenttermofoffice.

OfficersJohnW.Stanton’77,Bellevue,Chair(2008)NancyBellEvans’54,Seattle,ViceChair(2008)GeorgeS.Bridges,PresidentoftheCollegePeterHarvey’84,TreasurerandSecretary to the Board of Trustees

MembersJohnC.Coleman’73,Napa,California(2008)WilliamK.Deshler’64,Portland,Oregon(2007)LawrenceL.Drake’65,NewYork,NewYork

(2007)KarenE.Glover’72,Seattle(2008)JamesK.Hayner’72,WallaWalla,(2006)AnnaHernandez’82,SanFrancisco,California

(2010)ValerieLoganHood’60,Seattle(2008)RichardE.Hunter’65,SanMarcos,California

(2009)ThomasMcCracken’63,Seattle(2006)MichaelMurr,Rye,NewYork(2009)JamesL.Robart’69,Seattle(2008)PetervanOppen’74,Redmond(2009)ElizabethWeltySpokane(2009)DavidW.Wyckoff’67,Prosser(2006)

Trustees EmeritiCharlesE.Anderson’50,Avon,ConnecticutRobertS.Ball’64,Portland,OregonAllisonStaceyCowles,NewYork,NewYorkJohnM.Davis,MercerIslandJamesH.DeMeules’67,LosAngeles,CaliforniaGeorgeM.“Jock”Edwards’66,WallaWallaDonC.Frisbee,Portland,OregonJeromeL.Hillis’61,SeattleMaxG.Johnson’59,BellevueJohnMcGregor,BainbridgeIslandEdwardR.McMillan’42,SilverdaleAshton J. O’Donnell ’43, Woodside, CaliforniaCarlJ.Schmitt’56,WallaWallaColleenWilloughby’55,Seattle

Corporate Name ThecorporatenameoftheinstitutionistheBoard of Trustees of Whitman College.

mitteeshalljudgestudentartworkthelastweekpriortoCommencement. The Sires-WhitnerPrizeinHistory is awarded annually to the outstanding senior history major as chosenbythefacultyofthedepartmentofhistory. The WilliamW.SoperPrizeinPhilosophy was establishedbyfriendsandfamilyofProfessorSoperin 1987.This award ismade annually to themostoutstandingseniorphilosophymajor, tobeselectedbythefacultyinthedepartment. The Jonathan Woodward Work MemorialEndowmentisawardedtoastudenttosupporthis/heractivitiesinenhancingandfurtheringthepreservationand restoration of natural habitats.

Directories The facultyof eachacademicdepartmentmaybefoundwitheachdepartment’scourseofferings in the Courses and ProgramssectionoftheCatalog.Administrativeofficersandstaffpersonnelarelistedontheinsidebackcoverofthispublication.ThisinformationwaseffectiveasofMarch2007.

Presidents of the CollegeAlexanderJayAnderson,Ph.D.,1882-1891JamesFrancisEaton,D.D.,1891-1894StephenBeasleyLinnardPenrose,D.D., Litt.D.,LL.D.,1894-1934RudolfAlexanderClemen,Ph.D.,1934-1936WalterAndrewBratton,Sc.D.,LL.D.,1936-1942WinslowSamuelAnderson,Sc.D.,LL.D., 1942-1948ChesterCollinsMaxey,Ph.D.,LL.D.,L.H.D.,1948-

1959LouisBarnesPerry,Ph.D.,LL.D.,L.H.D., 1959-1967DonaldHenrySheehan,Ph.D.,Litt.D.,1968-1974RobertAllenSkotheim,Ph.D.,LL.D.,1975-1988DavidEvansMaxwell,Ph.D.,1989-1993ThomasE.Cronin,Ph.D.,LL.D.,LL.D.,L.H.D., 1993-2005GeorgeS.Bridges,Ph.D.,2005-Present

The Governing Boards The two self-perpetuating governing boards ofthecollege, theBoardofTrusteesandtheBoard of Overseers, are ultimately responsible forthegovernanceofthecollege.Theircentralgoal is to support and improve the means by whichthecollegeachievesitsacademicobjec-tives.

20� / Board of Overseers

The Board of Overseers TheBoardofOverseersconsistsofapproxi-matelyfiftyregularlyelectedmembers. The Board of Overseers has the authority toexerciseanypowerandperformfunctionsdelegated to it by the Board of Trustees, and to “take suchmeasures as they shall deemnecessary’’forthedevelopmentofthetraditionsandspecificpurposesofthecollege.TheBoardof Overseers has one annual meeting as well as smallercommitteemeetingseachyear.

OverseersDeanA.Nichols’70,Woodway,Washington,ChairSarahSwansonMichelson’82,WallaWalla,Vice

ChairTerryP.Abeyta’73,YakimaNancyBrattonAnderson’86,OlympiaVojislavAndjelkovic’94,NewYorkCity,NewYorkDarrellW.Baggs’67,MenloPark,CaliforniaSusanE.Baxton’85,Boise,IdahoJohn D. Cadigan ’62, CashmereRyanC.Crocker’77,Islamabad,PakistanJoeC.Davis’80,Potomac,MarylandJulie E. Edsforth ’88,SeattleAndrewU.Ferrari’68,Winchester,VirginiaH.GrahamGaiser’58,BellevueJulie A. Gaisford ’65, Carnation, WashingtonLewisJ.Hale’70,SeattleRobertF.Hidaka’76,Glendale,ArizonaKayTaiHodge’69,Boston,MassachusettsRichardA.Johnsen’68,IssaquahGordonH.Keane,Jr.’68,Portland,OregonMichelleN.Keith’85,WallaWallaNolaSchatzelKulig’81,Longmeadow, MassachusettsSallyClarkeLandauer’61,Portland,OregonLeighAnnLucero’91,SeattleMichaelJ.Mahoney’82,Hillsborough,CaliforniaF.JamesMcCarthy’63,WallaWallaAlexanderC.McGregor’71,PullmanBradleyM.McMurchie’84,Portland,OregonMaryV.Metastasio’73,SeattleLynnKammanMickelson’75,GlenAllen,VirginiaEstherHookMilnes’73,Chatham,NewJerseyTriciaPutnamMontgomery’90, BellevueJamesR.Moore’66,SaltLakeCity,UtahWilliam R. Neff ’67, Greenwood Village, ColoradoD.PeterNewland’67,EverettMichaelW.Phillips’70,RanchoSantaFe,CaliforniaMarcPitre’88,CulverCity,CaliforniaJ.BensonPorter’87,BellevueWilberE.Pribilsky’55,WallaWallaJerryPurcell’60,LongBeach,CaliforniaJ.MichaelRona’73,MercerIslandRandL.Rosenberg’75,SanFrancisco,CaliforniaCharlesW.RosenberryII’81,VashonMichelleMathieuRubesch’92,SeattleStephenP.Sander’64,SeattleDeniseSavoie’80,PaloAlto,California

JasonP.Smith’97, MarysvilleE.MichaelStipe’69,RichlandLawrenceB.Stone’77,SpokaneNormanSwick’71,SeattleDeniseGarveyTabbutt’87,SeattleJohn R. Valaas ’66, Medina, WashingtonDavidM.Valdez’82,NewYork,NewYorkSarahO.Wang’89,Honolulu,HawaiiWilliam G. Way ’80,ParadiseValley,ArizonaThomasO.Whittaker’66,Wilsonville,Oregon

OverseersEmeritiJohnF.AlsipIII’59,LangleyJamesK.Anderson’58,KirklandHelenBarron-Liebel’44,SantaBarbara,CaliforniaPennyPenroseBignold’56,BainbridgeIslandMargieBoulé’73,Portland,OregonRobert W. Bratton ’53, OlympiaRobert I. Brunton ’57, OlympiaErnestA.Burgess’61,SeattleNancyMcKayBurton’53,LakeForestParkBruceCadwell’62,RanchoMirage,CaliforniaMegan Ferguson Clubb ’79, Walla WallaMargaretCopelandCorley’52,SeattleJamesS.Cottle’66,Berkeley,CaliforniaL.W.“Scotty’’Cummins’38,WallaWallaDennis E. Davin ’56, Walla WallaEarlDusenbery’40,MercerIslandSherwoodL.Fawcett,Columbus,OhioBarbaraS.Feigin’59,NewYork,NewYorkHarrietJohnstonFix,SpokaneJohn J. Flaherty ’64, BellevueDouglasFlegel’62,SpokaneHaroldR.Frank’45,Goleta,CaliforniaGeorgia-MaeGallivan’37,VancouverJohnJ.Gilmour’49,MercerIslandPhelpsR.Gose’58,Kihei,HawaiiWarren H. Gross,’62, Bainbridge IslandSigvardT.Hansen’57,SeattleRoyA.Henderson’64,Granbury,TexasJohnB.Henkels,SaltLakeCity,UtahTimothyH.Hill’58,SeattleGeorgeHolifield,’59,SeattleCoraDeePetersonHunt’55,WallaWallaFredJ.Kimball,WallaWallaStephenG.Kimball,WallaWallaFrankG.Lamb’62,Hermiston,OregonEdwardN.Lange’56,BainbridgeIslandHenryG.Laun,LakeOswego,OregonPeterT.Lewis’81,SantaBarbara,CaliforniaLorenH.Lounsbury’56,Anchorage,AlaskaCharlesF.Luce,Bronxville,NewYorkElizabethStorieMackin’37,Houston,TexasMichaelMalone’74,VancouverElizabethKennedyMcFarland’45,SeattleCarolynVesterMcMurchie’54,Portland,OregonHarrietE.Miller’41,SantaBarbara,CaliforniaG.JeffreyMoore’61,SanJose,CaliforniaDavidJ.Morris’67,SeattleMargaretA.Murphy’62,Springfield,VirginiaRandallC.Nelson’66,Phoenix,ArizonaRichardE.Odegard,’62,NewmanLakeA.DanielO’Neal,Jr.’58,Seattle

/ 20� Board of Overseers, Alumni Association, Academic Council

DavidL.Page,’57Redding,CaliforniaTerrenceR.Pancoast’65,Portland,OregonNormaJ.Paulus,Portland,OregonRobertV.Pennington’54,NewYork,NewYorkLouisB.Perry,WallaWallaJohnA.Peterson’54,SpokaneMerlinPhillips’32,WallaWallaWarrenT.Raymond’47,SeattleGordonS.Riess’49,BeverlyHills,CaliforniaMaryJaneCorlissShea,’71,SpokaneMorrisG.Shore’60,YakimaGrantJ.Silvernale’50,KirklandRobertA.Skotheim,BainbridgeIslandMary Eby Tate ’57, Boise, IdahoElizabethTersagianTaylor’44,BellevueRichardC.Yancey’49,Brooklyn,NewYorkKinjiYasu’62,Tokyo,JapanRobertW.Young’55,SanFrancisco,CaliforniaWilliamH.ZavinII’65,Portland,Oregon

Alumni Association TheWhitmanCollegeAlumniAssociationis the organized body of the alumni of thecollege, and all graduates of the college aremembersoftheassociation.Uponrequest,allpersonswhohaveattendedthecollegeonetermormoreandwhoseenteringclasshasgraduatedmaybeplacedon record asmembers of theassociation.Thecollegehasmorethan13,000living alumni. The association’s activities are directedby a thirteen-member Board ofDirectors,electedregularlyfromamongthealumni.Ac-tivities are coordinated through the college’sAlumniOffice,whosestaffdirectorissecretary- treasurerandexecutivedirectoroftheAlumniAssociation. Theassociationisactiveinthepromotionofthecustomaryalumniprogramsofreunions,area club events, continuing education, andtravel programs. In addition, a large number of members are involved in programs that support theeffortsoftheAdmissionOfficeandCareerCenter.Overfiftypercentofalumnisupportthecollegefinancially.

Alumni Association Board of Directors Datesinparenthesesrefertotheexpirationofeachdirector’sterm.NinaFinchBeegle’73,Spokane,Washington(2007)LindaKingBrewer’66,SanFrancisco,California

(2009)SusanE.Buxton’85,Boise,Idaho,(2008)CaraHaskey’94,Seattle,Washington,Vice

President(2007)RobertHinnen’91,Portland,Oregon(2008)

MarcieHutt’04,Tacoma,Washington,Young Alumni Representative(2008)SaraLindsley’01,Eugene,Oregon,(2008)KottayamV.Natarajan,Jr.’89,Spokane,

Washington(2009)ThomasOldfield’67,Tacoma,Washington(2008)SheilaBirdRalston’57,Kirkland,Washington

(2009)RobertSimison’95,Washington,D.C.(2009)SarahWang’89,Honolulu,Hawaii,President

(2007)Cathy Highberg Williams ’70, Auburn, Washington

(2007)

Ex Officio MembersPresidentoftheCollegePresidentoftheAssociatedStudentsofWhitman

CollegeChair, Alumni FundDirectorofAlumniRelationsImmediatePastPresidentoftheAlumniBoard

The Academic Council TheAcademicCouncil is responsible formatters pertaining to educational policy, de-cisionspertainingtotheadministrationofthelegislation of the faculty, actions on studentrequests formodification and release fromcollegeregulations,matters involvingthere-lationshipofthefacultyanditspoliciestotheadministrationandtostudentaffairs,andsuchmattersofpolicyoroperationalprocedureasmay be presented to it by the president of the collegeandthechairofthecouncil. VotingmembersoftheAcademicCouncilare: three electedmembers of its sub-com-mittee,theBoardofReview;thethreeelectedmembersofasecondsub-committee,thePolicyCommittee;andthethreedivisionchairs.Exofficiomemberswithoutvotearethepresidentofthecollege,thedeanofthefaculty,theasso-ciatedeanofthefaculty,thedeanofstudents,andtheregistrar.ThechairofthefacultyisexofficiochairoftheAcademicCouncil.Heorshemayvoteinthecaseofatievote.

The Chair of the FacultyPatrickK.Spencer

The Board of ReviewNohemySolórzano-Thompson(termexpires2007)BruceA.Magnusson(termexpires2008)KendraJ.Golden(termexpires2009)

The Policy CommitteeDouglasR.Hundley(termexpires2007)DeniseJ.Hazlett(termexpires2008)MaryAnneO’Neil(termexpires2009)

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The Division ChairsSocialSciencesandEducation,WilliamC.BogardHumanities and Arts, Robert D. TobinBasicSciencesandMathematics,AndreaK.Dobson

Ex OfficioThePresidentoftheCollegeProvostandDeanoftheFacultyTheAssociateDeanoftheFacultyTheDeanofStudentsThe Registrar

The Faculty The general faculty consists of certainofficersoftheadministrationandallmembersoftheactiveteachingstaff.Theteachingstaffis organized as sub-faculties calleddivisions(seeCourses of Instruction).Thefunctionofthe divisional faculties is the considerationof divisional policies and the administrationof thedivisionalcurricula.Thechairofeachdivisionalfacultyistheexecutiveofficerofthatdivision,andiselectedbyvoteoftherespectivefacultiesforathree-yearterm. ThefirstdatewithinparenthesesisthedateofinitialappointmenttoWhitmanCollege;thesecondisthedateofinitialappointmenttothepresentrank.RanksgivenarethoseobtainedinearlySeptember2007.

FacultyMichelleAcuff (2007, 2007),Assistant Professor

ofArt.B.A.,AugustanaCollege;M.A.,M.F.A.,University of Iowa.

Sharon-RuthAgnesAlker (2004,2004),AssistantProfessorofEnglishandGeneralStudies.B.A.,M.A.,SimonFraserUniversity;Ph.D.,Universityof British Columbia.

Larry RayAnderson (1968, 1982), Professor ofMathematics. B.S., Lewis andClarkCollege;A.M.,Ph.D.,CaseWesternReserveUniversity.

PaulApostolidis (1997,2003),AssociateProfessorof Politics andGarrett Fellow.A.B., PrincetonUniversity;M.A.,Ph.D.,CornellUniversity.

NicholasE.Bader(2006,2007),VisitingAssistantProfessor ofGeology.B.A., EarlhamCollege;M.S.,UniversityofArizona,Tucson;M.A.,Ph.D.,University of California.

BarryAllenBalof(2003,2003),AssistantProfessorofMathematics.B.A.,ColoradoCollege;M.A.,Ph.D.,DartmouthCollege.

KatherineBates(2006,2006),VisitingAssistantPro-fessorofBiology.B.A.,OhioWesleyanUniversity;Ph.D.,UniversityofUtah.

Mark Beck (1996, 2002),Associate Professor ofPhysicsandGarrettFellow.B.S.,Ph.D.,UniversityofRochester.

HalefomBelay(1996,2002),AssociateProfessorofEconomics.B.A.,StateUniversityofNewYorkatCortland;M.A.,Ph.D.,StateUniversityofNewYorkatBinghamton.

LoriBettison-Varga(2007,2007),ProvostandDeanoftheFaculty(2007);ProfessorofGeology.B.A.,University ofCalifornia, SantaBarbara;M.S.,Ph.D.,UniversityofCalifornia,Davis.

Shampa Biswas (1999, 2005),AssociateProfessorof Politics. B.A.,M.A., University ofDelhi;M.A.,SyracuseUniversity;Ph.D.,UniversityofMinnesota.

Amy Blau (2006, 2006),VisitingAssistantProfes-sor of ForeignLanguages&Literatures.B.A.,HaverfordCollege;Ph.D.,Universityof Illinoisat Urbana-Champaign.

BenI.Bloch(2005,2005),VisitingAssistantProfes-sorofArt.B.A.,AmherstCollege;M.A.,M.F.A.(FineArts);M.F.A.(CreativeWriting),Universityof Montana.

Mare K. Blocker (2006, 2006),VisitingAssistantProfessorofArt.B.F.A.,UniversityofWashington;M.F.A., University of Idaho.

Aaron Bobrow-Strain (2004, 2004),AssistantProfessor ofPolitics.B.A.,MacalesterCollege;M.A.,StanfordUniversity;Ph.D.,UniversityofCalifornia,Berkeley.

Robert H. Bode (1986, 2000),AlmaMeisnestEndowed Chair of the Humanities. B.A., M.M., University of Texas; D.M.A., University ofCincinnati.

WilliamC.Bogard(1987,2006),DeBurghProfessorof Social Sciences andProfessor of Sociology.B.A.,M.A.,Ph.D.,ColoradoStateUniversity.

PhilipD.Brick(1990,2005),ProfessorofPolitics.B.A.,LawrenceUniversity;M.A.,Ph.D.,Univer-sityofCalifornia,Berkeley.

George S. Bridges (2005, 2005), President of theCollege andProfessor ofSociology.B.A.,Uni-versity ofWashington;M.A., Ph.D.,UniversityofPennsylvania.

JuanR. Burciaga (2006, 2006),VisitingAssistantProfessor ofPhysics.B.S.,M.A.,University ofTexas,Arlington;Ph.D.,TexasA&MUniversity,CollegeStation.

DanaL.Burgess(1986,2005),ProfessorofClassics.A.B.,BardCollege;M.A., Ph.D.,BrynMawrCollege.

EmilyW.Bushnell(2007,2007),EdwardF.ArnoldVisitingProfessorofPsychology.B.A.,Swarth-moreCollege;Ph.D.,UniversityofMinnesota.

JanaL.Byars(2006,2006),VisitingInstructorofHis-tory.B.A.,M.A.,WesternMichiganUniversity;Ph.D.,PennStateUniversity.

AllisonAnne Calhoun (2002, 2007),AssociateProfessor ofChemistry.B.S., Ph.D.,Universityof Georgia.

ThomasA.Callister,Jr.(1994,2005).ProfessorofEducation;AssociateDeanoftheFaculty(2004).A.B.,UniversityofSouthernCalifornia;M.Ed.,Ph.D.,UniversityofUtah.

Academic Council, Faculty

/ 20�

David H. Carey (1989, 2004), Professor of Phi-losophy.B.A.,St.John’sCollege;S.T.B.,M.A.,GregorianUniversity;M.A., Ph.D.,UniversityofPittsburgh.

Robert James Carson (1975, 1987),GraceFarn-sworth Phillips Professor ofGeology andEn-vironmental Studies.A.B.,CornellUniversity;M.S.,TulaneUniversity; Ph.D.,University ofWashington.

AlexanderA. Caviedes (2006, 2006),VisitingAs-sistantProfessorofPolitics.B.A.,UniversityofFlorida;J.D.,UniversityofFloridaLawSchool;LL.M.Eur.,UniversityoftheSaarland(Germany);M.A.,Ph.D.,UniversityofWisconsin,Madison.

JulieA.Charlip (1993,2000),AssociateProfessorofHistory.B.A.,RiderCollege;M.A., Ph.D.,UniversityofCalifornia,LosAngeles.

Melissa W. Clearfield (2001, 2001),AssociateProfessor of Psychology. B.A.,MiddleburyCollege;Ph.D.,IndianaUniversity.

CharlesCleveland(1985,1994),DeanofStudents(1994) and Instructor ofSociology.B.S.,M.A.,ArizonaStateUniversity.

MarieJ.Clifford(2001,2001),AssistantProfessorofArtHistory.B.F.A.,M.A.,UniversityofAlberta;Ph.D.,UniversityofCalifornia,LosAngeles.

ClarkAndrews Colahan (1983, 2006),AndersonProfessorofHumanitiesandProfessorofForeignLanguagesandLiteratures.B.A.,PomonaCollege;M.A.,CaliforniaStateUniversityatLosAngeles;Ph.D.,UniversityofNewMexico.

Amy M. Corey (2007, 2007),Visiting JohnstonProfessor ofRhetoric and FilmStudies.B.A.,UniversityofSanFrancisco;M.A.,Ph.D.,Uni-versity of Denver.

D.DaleCosper(1970,1991),ProfessorofForeignLanguages andLiteratures.B.A.,M.A., Ph.D.,University of Washington.

JohnDavidCotts(2004,2004),AssistantProfessorofHistory.B.A.,OberlinCollege;M.A,Ph.D.,UniversityofCalifornia,Berkeley.

DennisCrockett(1992,1998),AssociateProfessorofArtHistory.B.A.,UniversityofSouthFlorida;M.A.,QueensCollege;Ph.D.,CityUniversityofNewYork.

Cynthia Croot (2007, 2007),Assistant ProfessorofTheatre.B.A.,WashingtonCollege;M.F.A.,Columbia University.

JanP.Crouter(1985,1990),AssociateProfessorofEconomics.B.S.,TheColoradoCollege;M.S.,Ph.D.,UniversityofIllinois.

RobertaDavidson(1988,1994),AssociateProfessorofEnglish.B.A.,SarahLawrenceCollege;Ph.D.,PrincetonUniversity.

ThomasA.Davis(1987,1993),AssociateProfessorofPhilosophy.B.A.,UniversityofCalifornia-SantaCruz;Ph.D.,VanderbiltUniversity.

RicardodeMambroSantos(2006,2006),VisitingAssistantProfessorofArtHistory.Laurea,Univer-sitàdiRoma;D.Phil.,UniversitàdiBologna.

TheresaMariaDiPasquale(1998,2002),AssociateProfessor ofEnglish.B.A.,University ofNotreDame;M.A.,Ph.D.,UniversityofVirginia.

EdwardErnestDixon(1990,1994),AssociateProfes-sorofMusic.B.M.,M.M.,UniversityofSouthernCalifornia;D.M.A.,UniversityofCincinnati.

AndreaK.Dobson(1989,1998),AssociateProfessorofAstronomy andGeneral Studies andGarrettFellow.B.A.,WhitmanCollege;M.S.,Ph.D.,NewMexicoStateUniversity.

HeidiE.M.Dobson(1992,2007),ProfessorofBiol-ogy.B.S.,B.A.,Ph.D.,UniversityofCalifornia,Berkeley;M.S.,UniversityofCalifornia,Davis.

BrianR.Dott(2002,2006),AssociateProfessorofHistory.B.A.,University ofMinnesota; M.A.,University ofMichigan; Ph.D.,University ofPittsburgh.

JuliaL.DuffusDunn(1993,1999),AssociatePro-fessor ofSportStudies;HeadAthleticsTrainer.B.A.,WhitworthCollege;M.A.,TheOhioStateUniversity.

FrankM.Dunnivant(1999,2005),AssociateProfes-sorofChemistry.B.S.,AuburnUniversity;M.S.,Ph.D.,ClemsonUniversity.

RobertScottElliott(2004,2004).AssistantProfes-sor ofEnglish.B.A.,Vanderbilt;M.A.,Univer-sity of Colorado, Boulder;M.F.A., ColumbiaUniversity.

JoshuaMarkEmmons(2006,2006),VisitingAssis-tantProfessorofEnglish.B.A.,OberlinCollege;M.F.A.,IowaWriters’Workshop,TheUniversityof Iowa.

KeithFarrington(1977,1994),TheLauraandCarlPetersonEndowedChairofSocialSciences.B.A.,BatesCollege;M.A.,Ph.D.,University ofNewHampshire.

J. Kay Fenimore-Smith (1994, 2002),AssistantProfessorofEducation.B.A.,UniversityofNe-braska;M.A.,WashingtonStateUniversity;Ph.D.,University of Idaho.

MichelleK.Ferenz(2001,2007),AssociateProfes-sorofSportStudies;HeadWomen’sBasketballCoach.B.S.,EasternMontanaCollege;M.E.A.,Heritage College.

RobertAnthonyFontenot (1975,1988),ProfessorofMathematics. B.S., Ph.D., Louisiana StateUniversity.

PatrickR.Frierson(2001,2007),AssociateProfes-sorofPhilosophy.B.A.,WilliamsCollege;M.A.,Ph.D.,UniversityofNotreDame.

AlbertoS.Galindo(2006,2006),AssistantProfes-sorofForeignLanguagesandLiteratures.B.A.,UniversityofPuertoRico,M.A.,Ph.D.,PrincetonUniversity.

DavidB.Glenn (1989,2003),ProfessorofMusic.B.M.,NorthTexasStateUniversity;M.M.,Uni-versity of Northern Colorado.

KendraJ.Golden(1990,1996),AssociateProfessorofBiology.B.S.,WashingtonStateUniversity;Ph.D.,PennsylvaniaStateUniversity.

Faculty

20� /

John R. “Jack” Iverson (2004, 2004),AssistantProfessorofForeignLanguagesandLiteratures.B.A.,St.OlafCollege;M.A.,Ph.D.,UniversityofChicago.

RichardNelsonJacks(1979,1979),AssociateDeanofStudents:HealthandWellnessandAssociateProfessor ofPsychology.B.A.,M.Ed.,EasternWashington State College; Ph.D., StanfordUniversity.

KatherineJackson(2007,2007),AssistantProfessorofBiology.B.S.,M.S.,University ofToronto;Ph.D.,HarvardUniversity.

MichelleY.Janning (2000,2006),AssociatePro-fessor of Sociology andGarrett Fellow.B.A.,St.OlafCollege;M.A., Ph.D.,University ofNotre Dame.

KennethR.Jones(2006,2006),VisitingAssistantProfessorofHistory.B.A.,M.A.,Ph.D.,Univer-sityofCalifornia,Berkeley.

DouglasHenryJuers(2003,2003),AssistantProfes-sorofPhysics.A.B.,CornellUniversity;Ph.D.,University of Oregon.

TimothyV.Kaufman-Osborn(1982,1992),InterimDeanoftheFaculty(2006-2007);BakerFergusonChairofPoliticsandLeadership.B.A.,OberlinCollege;M.A.,UniversityofWisconsin-Madi-son;M.A.,Ph.D.,PrincetonUniversity.

PatrickW.Keef(1980,1993),ProfessorofMath-ematics.DeanoftheFaculty(1996-2006).B.A.,University ofOregon;M.A., Ph.D., PrincetonUniversity.

Helen Kim (2005, 2005),Assistant Professor ofSociology.B.A.,UniversityofCalifornia;M.A.,UniversityofChicago;M.S.,UniversityofMichi-gan;Ph.D.,UniversityofMichigan.

John Kitchens (2006, 2006),Visiting InstructorofEducation.B.A.,ColoradoStateUniversity;M.E.,LouisianaStateUniversity.

NadineM.Knight(2007,2007),InstructorofEng-lish. A.B., PrincetonUniversity;A.M.,Ph.D.,Harvard University.

ThomasA.Knight(2006,2006),VisitingAssistantProfessorofBiology.B.A.,AlmaCollege;M.S.,EasternMichiganUniversity;Ph.D.,Universityof Washington.

Andrés Lema-Hincapié, (2006, 2006),AssistantProfessorofForeignLanguagesandLiteratures.B.A., Universidad de los Andes y Universidad del Valle;Ph.D.,TheUniversityofOttawa;M.A.,Ph.D.,CornellUniversity.

NinaE.Lerman(1995,2002),AssociateProfessorofHistory.A.B.BrynMawr;M.A.,Ph.D.UniversityofPennsylvania.

TimothyE.Machonkin,(2006,2006)AssistantPro-fessorofChemistry.B.S.,UniversityofMichigan;Ph.D.,StanfordUniversity.

BruceA. Magnusson (1997, 2005),AssociateProfessorofPolitics.B.A.,UniversityofNorthCarolinaatChapelHill;M.A.,Ph.D.,UniversityofWisconsin.

RussellA.Gordon(1987,2001),ProfessorofMath-ematics.B.A.,BlackburnCollege;M.S.,ColoradoStateUniversity;Ph.D.,UniversityofIllinoisatUrbana-Champaign.

Marion Gabriele Götz (2007, 2007),AssistantProfessor ofChemistry.B.S.,ArmstrongAtlan-ticStateUniversity;Ph.D.,Georgia Institute ofTechnology.

David R. Guichard (1985, 2000), Professor ofMathematics.B.A.,PomonaCollege;M.A.,M.S.,Ph.D.,UniversityofWisconsin.

RebeccaRomanHanrahan(2003,2003),AssistantProfessor of Philosophy.A.B., SmithCollege;M.A., Ph.D.,University ofNorthCarolina atChapel Hill.

JamesHanson(1992,2006),ProfessorofForensics.B.A.,WesternWashingtonUniversity;M.A.,University ofWashington;Ph.D.,University ofSouthernCalifornia.

KeikoHara(1985,1998),ProfessorofArt.B.F.A.,MississippiUniversityforWomen;M.A.,Univer-sityofWisconsin-Milwaukee;M.F.A.,CranbrookAcademyofArt.

IrvinY.Hashimoto(1982,1987),AssociateProfes-sorofEnglish.B.A.,StanfordUniversity;M.A.,University ofWisconsin; Ph.D.,University ofMichigan.

DeniseJ.Hazlett(1992,2007),ProfessorofEconom-ics.B.A.,GrinnellCollege;Ph.D.,UniversityofMinnesota.

Walter T. Herbranson (2000, 2006),AssociateProfessor ofPsychology andHerbert andPearlLadley EndowedChair ofCognitive Science.B.A.,CarletonCollege;M.S.,Ph.D.,Universityof Utah.

ThomasG.Hines(1994,2000),AssociateProfessorofTheatre.B.S.,M.A.,NorthernIllinoisUniver-sity;M.F.A.,UniversityofWashington.

KurtR.Hoffman(1992,2007),ProfessorofPhys-ics.B.A.,St.OlafCollege;Ph.D.,UniversityofGeorgia.

DeborahHolmes(1985,1993),AssociateProfessorofTheatre.B.A.,M.F.A,UniversityofWisconsin,Madison.

Douglas R. Hundley (1998, 2004),AssociateProfessor ofMathematics.B.S.,M.S.,WesternWashingtonUniversity; Ph.D.,Colorado StateUniversity.

SarahE.Hurlburt (2004,2004),AssistantProfes-sorofForeignLanguagesandLiteratures.B.A.,WhitmanCollege;M.A., Ph.D.,University ofChicago.

KristenHutchinson(2006,2006),VisitingJohnstonProfessorofArtHistory.B.A.,McGillUniversity;B.F.A.,EmilyCarr Institute ofArt andDesign;M.A., University ofWesternOntario; Ph.D.,UniversityCollegeLondon.

DelbertWade Hutchison (1999, 2005),AssociateProfessorofBiology.B.S.,BrighamYoungUni-versity;Ph.D.,WashingtonUniversity.

Faculty

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GauravMajumdar (2005,2005)AssistantProfes-sorofEnglish.B.A.,UniversityofDelhi;M.A.,UniversityofRochester;Ph.D.,NewYorkUni-versity.

Raechelle Mascarenhas (2006, 2006),AssistantProfessorofEconomics.B.A.,St.Xavier’sCol-lege(India);M.S.,UniversityofMumbai(India);Ph.D.,University of SouthernCalifornia, LosAngeles.

JeanCarwileMasteller(1978,1994),ProfessorofEnglish.B.A.,LynchburgCollege;M.A.,Univer-sityofVirginia;Ph.D.,UniversityofMinnesota.

Richard N. Masteller (1978, 1994), Professor ofEnglish.B.A.,University ofRochester;M.A.,UniversityofVirginia;Ph.D.,UniversityofMin-nesota.

CharlesFremontMcKhann(1990,2006),ProfessorofAnthropology.B.A.,WhitmanCollege;M.A.,Ph.D.,UniversityofChicago.

Philip Miner (2006, 2006),VisitingAssistantPro-fessor ofArt.B.A.,WhitmanCollege;M.F.A.,Bard College.

GilbertFelipeMireles,Jr. (2003,2007),AssistantProfessorofSociology.B.A.,SwarthmoreCollege;M.A.,M.Phil.,Ph.D.,YaleUniversity.

RaySkipMolitor(1994,1999),AssociateProfessorofSportStudies;HeadMen’sBasketballCoach.B.A.,M.A.,GonzagaUniversity.

FrederickG.Moore(1991,2005),ProfessorofPhys-ics.B.A.,LewisandClarkCollege;Ph.D.,OregonGraduate Center.

Jeanne Marie Morefield (2000, 2006),AssociateProfessorofPolitics.B.A.,OberlinCollege;M.A.,Ph.D.,CornellUniversity.

RobertG.Morrison(2001,2007),AssociateProfes-sorofReligion.A.M.,A.B.,HarvardUniversity;Ph.D.,ColumbiaUniversity.

EllaK.Myers(2006,2006),VisitingAssistantPro-fessorofPolitics.B.A.,UniversityofCalifornia,SantaCruz;Ph.D.,NorthwesternUniversity.

KristenP.Nicolaysen(2006,2006)AssistantProfes-sor ofGeology.B.A.,ColoradoCollege;M.S.,University ofWyoming; Ph.D.,MassachusettsInstituteofTechnology.

KariMarieNorgaard(2005,2005),AssistantProfes-sorofSociologyandEnvironmentalStudies.B.S.,Humboldt StateUniversity;M.A.,WashingtonStateUniversity;Ph.D.,UniversityofOregon.

JeffW.Northam(1997,2004),AssociateProfessorofSportStudies;DirectorofTennis.B.A.,WhitmanCollege;M.S.,BoiseStateUniversity.

MaryAnneO’Neil(1977,1997),ProfessorofForeignLanguages andLiteratures;B.A.,University ofCalifornia,Berkeley;M.A.,MiddleburyCollege;Ph.D.,UniversityofOregon.

Robert J. Parcells (1982, 1988), AssociateProfessor of Economics. B.S., B.A., Boise

StateUniversity;M.A.,Ph.D.,StateUniversityofNewYorkatBinghamton.

Faculty

TimothyH.Parker(2006,2007),VisitingAssistantProfessor ofBiology.B.A., ClarkUniversity;M.S.,KansasStateUniversity;Ph.D.,UniversityofNewMexico.

ChristopherPetit(2005,2005),AssistantProfessorofTheatre.B.F.A.,RutgersUniversity;M.F.A.,Columbia University.

Susan E. Pickett (1981, 1996), CatharineGouldChismEndowedChairofMusic.A.B.,OccidentalCollege;M.M.,IndianaUniversity;Ph.D.,TexasTechUniversity.

KevinR.Pogue(1990,2005),ProfessorofGeology.B.S.,UniversityofKentucky;M.S.,IdahoStateUniversity;Ph.D.,OregonStateUniversity.

JasonC.Pribilsky(2003,2003),AssistantProfessorofAnthropology.B.A.,WhitmanCollege;M.A.,ReedCollege;Ph.D.,SyracuseUniversity.

Matthew William Prull (1999, 2005),AssociateProfessor of Psychology.B.A., San Jose StateUniversity;M.A., Ph.D., ClaremontGraduateUniversity.

EdwardDukeRichey(2006,2006),VisitingAssistantProfessorofHistory.B.A.,TheUniversityoftheSouth,Sewanee;M.A.,University ofMontana;Ph.D.,UniversityofColorado,Boulder.

KatrinaC.Roberts(1998,2002),AssociateProfessorofEnglish—CreativeWritingandGarrettFellow.A.B.,HarvardUniversity;M.F.A.,IowaWriter'sWorkshop.

GaryO.Rollefson(2005,2005),AssociateProfessorof Anthropology. B.A., University of California, Berkeley;M.A., Ph.D.,University ofArizona,Tucson.

StephenRubin(1971,1990),ProfessorofPsychol-ogy.B.A.,M.S.,BrooklynCollege;Ph.D.,PurdueUniversity.

JamesE.Russo (1989,1995),AssociateProfessorofChemistry.B.A.,IllinoisWesleyanUniversity;Ph.D.,TheJohnsHopkinsUniversity.

Ruth Norine Russo (1990, 1995),Associate Pro-fessor ofChemistry andGeneral Studies.B.S.,GonzagaUniversity;Ph.D.,The JohnsHopkinsUniversity.

David F. Schmitz (1985, 1997), RobertAllenSkotheim Chair of History. B.A., SUNY atPlattsburgh;M.A.,SUNYatStonyBrook;Ph.D.,Rutgers University.

SusanSchomburg(2006,2006),VisitingAssistantProfessor ofReligion.A.B.,WellesleyCollege;M.T.S.,HarvardDivinitySchool;M.Ed.,M.A.,Ph.D.,HarvardUniversity.

AlbertW.Schueller(1996,2002),AssociateProfes-sorofMathematics.B.S.,PennsylvaniaStateUni-versity;M.A.,Ph.D.,UniversityofKentucky.

LauraM.Schueller(1996,2002),AssociateProfessorofMathematics.B.S.,PennsylvaniaStateUniver-sity;M.A.,Ph.D.,UniversityofKentucky.

Vivian Elyse Semerdjian (2003, 2003),AssistantProfessorofHistory.B.A.,AlbionCollege;M.A.,University ofMichigan; Ph.D., GeorgetownUniversity.

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Lynn L. Sharp (1999, 2005),Associate ProfessorofHistory.B.A.,UniversityofColorado;M.A.,Ph.D.,UniversityofCalifornia,Irvine.

Scott Shields (1997, 2004),AssociateProfessor ofSportStudies;DirectorofSoccer.B.A.,WhitmanCollege;M.E.,WallaWallaCollege.

Robert Charles Sickels (1999, 2004),AssociateProfessor ofRhetoric and FilmStudies.B.A.,M.A.,CaliforniaStateUniversity,Chico;Ph.D.,University of Nevada, Reno.

Nicole Simek (2005, 2005),Assistant Professor ofForeignLanguages andLiteratures andGeneralStudies.B.A.,M.A.,CaseWesternReserveUni-versity;Ph.D.,PrincetonUniversity.

NancyLynnSimon(1967,2006),GarrettProfessorofDramaticArtsandProfessorofTheatre.B.A.,WhitmanCollege;M.A.,TuftsUniversity;Ph.D.,University of Washington.

DayleMarieAndersonSmith(2003,2003),AssistantProfessorofPhysics.B.S.,TheEvergreenStateCollege;Ph.D.,UniversityofArizona.

Dean C. Snider (1996, 2002),AssociateProfessorofSportStudies;AthleticsDirector.B.A.,TrinityWesternUniversity;M.Ed.,WesternWashingtonUniversity.

Donald Snow (2001, 2006), Lecturer ofEnviron-mentalHumanities andGeneral Studies.B.A.,ColoradoStateUniversity;M.S.,University ofMontana.

Ulysses J. Sofia(1998,2007),ProfessorofAstronomy.B.A.,WesleyanUniversity;Ph.D.,UniversityofWisconsin-Madison.

Nohemy Solórzano-Thompson (2003, 2003),As-sistantProfessorofForeignLanguagesandLit-eratures.B.A.,CornellUniversity;M.A.,StanfordUniversity;Ph.D.,CornellUniversity.

PatrickK.Spencer(1984,1997),ProfessorofGe-ology.Chair of theFaculty.B.S.,University ofWashington;M.S.,WesternWashingtonUniver-sity;Ph.D.,UniversityofWashington.

KarlH.Storchmann (2005,2005),AssociatePro-fessorofEconomics.M.A.,Ph.D.,UniversityofBochum/Germany.

AkiraRonaldTakemoto(1983,1989),AssistantPro-fessorofForeignLanguagesandLiteratures.B.B.,UniversityofCaliforniaatIrvine;M.A.,RyukokuUniversityandStanfordUniversity.

J. CharlesTempleton (1970, 1986), Professor ofChemistry.B.A.,CollegeofWooster;M.A.,Wes-leyanUniversity;Ph.D.,UniversityofColorado.

Lee DavidThompson (1987, 2000), Professor ofMusic.B.M.,M.M.,BaylorUniversity;D.M.A.,UniversityofCincinnati.

Charles RobertTimm-Ballard (2002, 2006),As-sociate Professor ofArt.B.F.A.,University ofWisconsin-Milwaukee;M.F.A., University ofNebraska-Lincoln.

RobertD.Tobin(1989,2002),ProfessorofForeignLanguagesandLiteratures.A.B.,HarvardUniver-sity;M.A.,Ph.D.,PrincetonUniversity.

ElizabethVandiver(2004,2004),AssistantProfessorofClassics.B.A.,ShimerCollege;M.A.,Ph.D.,UniversityofTexasatAustin.

TommasoA.Vannelli (2006, 2006),VisitingAs-sistantProfessor ofChemistry.B.S.,TuftsUni-versity;M.S., Ph.D.,University ofCalifornia,SanDiego.

DanielM.Vernon(1995,2001),AssociateProfessorofBiology.B.A.,OberlinCollege;Ph.D.,Univer-sityofArizona.

Samantha Brooke Vick (2006, 2006),AssistantProfessor of Psychology.B.A.,ColoradoCol-lege;M.A.,Ph.D.,UniversityofCalifornia,SantaBarbara.

MatthewJ.Voorhees(2005,2005),VisitingAssistantProfessor of Politics.B.A.,WhitmanCollege;Ph.D.,RutgersUniversity.

LeroyGroverWade,Jr.,(1989,1989),ProfessorofChemistry.B.A.,RiceUniversity;A.M.,Ph.D.,Harvard University.

M.BurkeWalker(2006,2006),VisitingInstructorofTheatre. B.A.,MiddleburyCollege;M.A.,University of Washington.

Christopher S. Wallace (2000, 2007),AssociateProfessorofBiology.B.A.,B.S.,Ph.D.,Universityof Illinois, Urbana-Champaign.

Jonathan S. Walters (1992, 2007), Professor ofReligion.B.A.,BowdoinCollege;A.M.,Ph.D.,UniversityofChicagoDivinitySchool.

Shu-chuWei-Peng(1985,2006),ProfessorofFor-eignLanguages andLiteratures.B.A.,TunghaiUniversity,Taiwan;M.A.,UniversityofHawaii,University ofMassachusetts; Ph.D.,UniversityofMassachusetts.

CeliaRichmondWeller(1969,1988),ProfessorofForeignLanguagesandLiteratures.B.A.,DruryCollege;A.M.,Ph.D.,UniversityofKansas.

DeborahL.Wiese(2004,2005),AssistantProfessorofPsychology.B.A.,St.OlafCollege;M.S.,Indi-anaUniversity;Ph.D.,UniversityofWisconsin.

MelissaM.Wilcox (2003,2005),AssistantProfes-sorofReligion.B.S.,StanfordUniversity;M.A.,ClaremontGraduateSchool;Ph.D.,UniversityofCalifornia,SantaBarbara.

DeborahDuNannWinter(1974,1990),ProfessorofPsychology.B.A.,GrinnellCollege;M.A.,Ph.D.,University of New Hampshire.

John DuNannWinter (1981, 1995), Professor ofGeology.B.S.,UniversityofIllinois;M.S.,Ph.D.,University of Washington.

GingerS.Withers (2001,2007),AssociateProfes-sorofBiology.B.A.,MuskingumCollege;A.M.,Ph.D.,UniversityofIllinois,Champaign.

RobertM.Withycombe(1980,1994),ProfessorofRhetoricandFilmStudies.B.S.,M.A.,WesternOr-egonStateCollege;Ph.D.,UniversityofOregon.

JacquelineWoodfork(2006,2006),AssisantProfes-sorofHistory.B.A.,MiddleburyCollege;M.A.,Ph.D.,TheUniversityofTexasatAustin.

Faculty

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WalterE.Wyman,Jr.,(1982,1996),WeyerhaeuserProfessorofBiblicalLiteratureandProfessorofReligion.B.A.,OberlinCollege;M.Th.,M.A.,Ph.D.,UniversityofChicago.

Paul H.Yancey (1981, 1993), Carl E. PetersonEndowedChair of Sciences. B.S., CaliforniaInstitute ofTechnology;Ph.D., Scripps Institu-tion ofOceanography,University ofCaliforniaatSanDiego.

Zahi Zalloua (2003, 2003),AssistantProfessor ofForeignLanguagesandLiteratures.B.A.,M.A.,M.A.,SanDiegoStateUniversity;Ph.D.,Princ-eton University.

Adjunct FacultyRichardA.Ashford,AdjunctAssistant Professor

of Politics. B.A.,M.A., Ph.D., University ofMinnesota.

SusanBabilon,AdjunctAssistantProfessorofFor-eignLanguagesandLiteratures.B.A.,UniversityofSouthFlorida;M.A., Ph.D.,CityUniversityofNewYork.

JenniferBlomme,AdjunctInstructorofSportStud-ies;HeadSwimmingCoach.B.A.,GrinnellCol-lege;M.S.,IndianaUniversity.

Charly Bloomquist,AdjunctAssistant ProfessorofArt.B.A.,AlfredUniversity;B.F.A.,M.F.A.,California Institute of the Arts.

SallyBormann,AdjunctAssistantProfessorofGen-eralStudies.B.A.,UniversityofMinnesota;M.A.,Ph.D.,UniversityofMichigan.

Carolyn L. Chandler,SeniorLecturer of ForeignLanguages andLiteratures.B.A.,University ofWashington;M.A.,NewYorkUniversity.

NealJ.Christopherson,AdjunctAssistantProfes-sorofSociology.B.A.,WheatonCollege;M.A.,Ph.D.,UniversityofNotreDame.

Mitchell S. Clearfield,Adjunct Instructor of Phi-losophy.B.A.,UniversityofPennsylvania;M.A.,University of Notre Dame.

Peter Crawford,SeniorLecturer ofMusic.B.S.,ValleyCityStateUniversity;M.M.,Universityof Idaho.

LauraCummings,AdjunctInstructorofSportStud-ies. B.A., B.M., University of Washington.

Julia Davis,Adjunct Instructor of Philosophy andGeneralStudies.B.A.,WhitmanCollege;M.A.,DePaulUniversity.

AmyDodds,AdjunctAssistantProfessorofMusic.B.A.,WallaWallaCollege;M.A.,D.M.A.,Clare-mont Graduate University.

MalcolmR.Dunn,AdjunctInstructorofSportStudiesandHeadCross-CountryRunningCoach.B.A.,CarletonCollege;M.S.,University ofNevada;M.S.,SmithCollege.

John David Earnest,AdjunctAssistant ProfessorofMusic.B.M.,M.M.,University ofTexas atAustin.

Elisabeth Entrena,Adjunct Instructor of ForeignLanguages andLiteratures.B.A.,University ofZaragoza (Spain);M.A.,Universidad de Sala-manca(Spain).

Weiyang Feng,Lecturer andCourseAssistant ofChinese(2006).B.A.,YunnanUniversity;M.A.,Yunnan Minority University.

DawnW.Forbes,AdjunctAssistantProfessorofArt(2006).B.A.,WhitmanCollege;M.F.A.,VermontCollege of Union Institute and University.

Lela J. Graybill,Lecturer ofArtHistory (2006).B.A.,University of California, Irvine;M.A.,Ph.D.,StanfordUniversity.

Michelle Hanford,Adjunct Instructor of SportStudies.

MachelleHartman,AdjunctInstructorofChemis-try.B.A.,WallaWallaCollege;M.A.,Antioch,Seattle.

IdaLeeHutson-Fish,AdjunctInstructorofDance.Hitomi Johnson,Adjunct Instructor of Foreign

Languages andLiteratures.B.S.,WallaWallaCollege.

JenniferM.Karson,AdjunctInstructorofAnthro-pology.B.A.,University ofCalifornia, SantaBarbara;M.A.,ClaremontGraduateUniversity.

JohnKerwin,AdjunctInstructorofSportsStudies.B.A.,RiderUniversity;M.A.,WashingtonStateUniversity.

KristyM.King,AdjunctLecturerofPolitics.B.A.,UniversityofMassachusetts.

VickiLloid,AdjunctInstructorofDance.KatherineMaestretti,LecturerofForeignLanguages

andLiteratures(2006).A.B.,MountHolyokeCol-lege;M.S.,UniversityofWashington.

MaryC.McClung,AdjunctAssistantProfessorofTheatre.B.F.A.,AlfredUniversity;M.F.A.,WestVirginia University.

JayPeterMcClure,AdjunctInstructorofSportStud-ies,HeadGolfCoach.B.A.,WhitmanCollege.

Alan E. McEwen,AdjunctAssistant Professor ofTheatre.B.A.,WhitmanCollege;M.F.A.,Uni-versity of Oregon.

Rogers B. Miles,AdjunctAssistant Professor ofReligion andGeneral Studies.B.A.,BowdoinCollege;Ph.D.,PrincetonUniversity.

AmyMolitor,AdjunctAssistantProfessorofSportStudies.B.S.,UniversityofIdaho;M.S.,Ph.D.,University of Montana.

SuzanneE.Morrissey,AdjunctInstructorofGenderStudies.B.A., StateUniversity ofNewYork;M.A.,SyracuseUniversity.

JenniferHessMouat,AdjunctAssistantProfessorofGeneralStudies.B.A.,WillametteUniversity;M.A.,UniversityofWales;Ph.D.UniversityofSt.Andrews.

SamNorgaard-Stroich,AdjunctInstructorofSportStudies.B.A.,University ofCalifornia, SantaBarbara.

ThomasG.Olson(1990,2006),AdjunctInstructorofSportStudiesandHeadAlpineSkiCoach.B.A.,M.S.,AlfredUniversity.

CaseyT.Powell,AdjunctInstructorofSportStudies;HeadBaseballCoach.B.A., LinfieldCollege;M.S.UniversityStatesSportsAcademy.

Faculty

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Margo Scribner,AdjunctAssistant Professor ofEnglish and General Studies. B.A., BrighamYoungUniversity;M.A.,YorkUniversity,Toronto,Canada;Ph.D.,UniversityofArizona.

BrienR.Sheedy,AdjunctInstructorofSportStudies.B.S., StateUniversity ofNewYork, Syracuse;M.A.,UniversityofTexas,Austin.

RebeccaT.Sickels,AdjunctInstructorofSportStud-ies.B.A.,GonzagaUniversity;M.A.,Universityof Nevada.

DeberahM.Simon,AdjunctInstructorofChemistryandEducation.B.A.,WhitmanCollege.

RobinWaytenickSmasne,AdjunctAssistantProfes-sor ofTheatre. B.S.,Oregon StateUniversity;M.F.A.,UniversityofArizona.

HannahE.Swee,LecturerofSportStudies(2006).HeidiA.Tate,Adjunct Instructor ofSport Studies;

HeadWomen’sTennisCoach.B.S.,MontanaStateUniversity;M.S.,WallaWallaCollege.

JennaTerry,AdjunctAssistantProfessorofEnglish.B.A.,WesleyanUniversity;M.F.A.,Universityof Houston.

Kari L. Tupper,AdjunctAssistant Professor ofGeneral Studies.B.A.,M.A., Ph.D.,Universityof Washington.

ClaireValente,AdjunctAssistantProfessorofGeneralStudies.A.B.,A.M.,Ph.D.,HarvardUniversity;M.St.,OxfordUniversity.

MichaelWashington,Adjunct Instructor of SportStudies;HeadMen’sSoccerCoach.

C.SusanWeiler,ResearchAssociateofBiology.B.A.,Ph.D.,UniversityofCalifornia,SanDiego.

JackieWood,LecturerofMusic.B.A.,WhitmanCol-lege;M.A.,WashingtonStateUniversity.

AlazarYehdego,AdjunctInstructorofPhysics.B.A.,Whitman College.

Wencui Zhao,Adjunct Instructor of ForeignLan-guagesandLiteratures.B.A.,PekingUniversity;M.A. Yunnan University.

Music AssistantsWilliam Berry David BjurRon Coleman LauraCurtisAmy DoddsJohn David Earnest Ben GishJonKleinPhilLynchSpencerMartin

Dance AssistantsVictorTrejo

Faculty and Staff EmeritiGeorge Hudson Ball (1960, 1980),Weyerhaeuser

Professor ofBiblical Literature, Emeritus, andStuartReligiousCounselor.A.B.,L.L.B.,CornellUniversity;B.D.,S.T.M.,Ph.D.,YaleUniversity.

RobertA. Blumenthal (1963, 2002), Professor ofPhysics,Emeritus.A.B.,UniversityofCalifornia,Berkeley;A.M.,UniversityofOregon.

KatherineBracher (1967,2003),ProfessorofAs-tronomy,Emeritus.A.B.,MountHolyokeCollege;A.M.,Ph.D.,IndianaUniversity.

FrederickJosephBreit (1967,2003),ProfessorofHistory,Emeritus.B.A.,RooseveltUniversity;A.M.,Ph.D.,DukeUniversity.

Walter E. Broman (1957, 1987),MaryA.DennyProfessor of English, Emeritus.A.M., Ph.D.,UniversityofChicago.

GeorgePierreCastile(1971,2006),ProfessorofAn-thropology,Emeritus.B.A.,UniversityofKansas;M.A.,Ph.D.,UniversityofArizona.

Lee Coleman (1980, 1997), Professor of PhysicalEducation,Emeritus.B.S.,WittenbergUniversity;M.S.,UniversityofKansas.

ThomasE.Cronin(1993-2005)PresidentEmeritus.A.B.,HolyCrossCollege;SummerFellowship,University ofMichigan;M.A.,M.A., Ph.D.,StanfordUniversity.

John Francis Desmond (1975, 2006),MaryA.Denny Professor of English, Emeritus. Ph.B.,University ofDetroit;M.A., Ph.D.,UniversityofOklahoma.

LawrenceL.Dodd(1969,2004),Archivist,Emeritus.B.A.,WashingtonStateCollege.

Charles Martin Drabek (1975, 2007),ArthurG.Rempel Professor ofBiology, Emeritus. B.S.,University ofDenver;M.S., Ph.D.,UniversityofArizona.

Joseph Drazan (1972, 2005),Librarian,Emeritus.B.A., EasternWashingtonUniversity;M.L.S,University of Hawaii.

JayN.Eacker(1965,2004),ProfessorofPsychology,Emeritus.B.A.,UniversityofIdaho;M.S.,Ph.D.,WashingtonStateUniversity.

Glenn Thomas Edwards (1964, 1998),WilliamKirkmanProfessor ofHistory,Emeritus.B.A.,WillametteUniversity;M.A., Ph.D.,Universityof Oregon.

EdwardE.Foster(1979,2007),MinaSchwabacherProfessorofEnglishandtheHumanities,Emeri-tus.A.B.,St.Peter’sCollege;Ph.D.,UniversityofRochester.

DavidLeeFrasco(1958,1996),ProfessorofChemis-try,Emeritus.A.B.,ColoradoStateCollege;M.S.,Ph.D.,WashingtonStateUniversity.

JohnRaymondFreimann (1962,1992),ProfessorofTheatre,Emeritus.B.S.,NewYorkUniversity;M.F.A., Fordham University.

CraigJ.W.Gunsul(1969,2004),ProfessorofPhys-ics,Emeritus.B.A.,ReedCollege;M.S.,Ph.D.,University of Delaware.

MaryT.Hanna(1983,2000),MilesC.MoorePro-fessorofPolitics,Emeritus.A.B.,M.A.,SyracuseUniversity;M.A.,Ph.D.,CornellUniversity.

Robyn NewtonLoriParnickyLeoPottsJeanSandsKraigScottJonSt.HilaireMayaTakemotoKristinVining-StaufferJackieWoodKarenZizzi

Faculty, Faculty and Staff Emeriti

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WilliamHenryHarbold(1969,1982),ProfessorofPoliticalScience,Emeritus.A.B.,PennsylvaniaStateCollege;A.M.,Ph.D.,HarvardUniversity.

PatrickGerardHenry(1969-70,1976,2006),Cush-ingEellsProfessorofPhilosophyandLiteratureandForeignLanguagesandLiteratures,Emeritus.B.A., St. John’sUniversity;M.A., Ph.D.,RiceUniversity.

RoyWilliamHoover (1967,1999),WeyerhaeuserProfessorofReligion,Emeritus.B.A.,PasadenaCollege;Th.D.,HarvardUniversity.

LouisPhilipHowland(1965,1997),BenjaminH.BrownProfessor of Physics,Emeritus.B.E.P.,CornellUniversity;Ph.D.,MassachusettsInstituteofTechnology.

Edward Evert Humpherys (1973, 2002),Profes-sor of Art, Emeritus. B.A., M.A., California StateUniversity,Chico;M.F.A.,BrighamYoungUniversity.

VictorHugoKeiser,Jr.,(1966,1992),ProfessorofMathematics,Emeritus.A.B.,LawrenceCollege;A.M.,Ph.D.,UniversityofColorado.

DonaldPaulKing(1966,1997),ProfessorofHistory,Emeritus.A.B.,A.M.,Ph.D.,IndianaUniversity;L.Th.,SeaburyWesternTheologicalSeminary.

KenyonA.Knopf(1967,1989),HollonParkerPro-fessorofEconomicsandBusiness,Emeritus.Ken-yonCollege;A.M.,Ph.D.,HarvardUniversity.

John Joseph Maier (1967, 2002), Professor ofPhilosophy,Emeritus.A.B.,BostonUniversity;B.D., Tufts University.

James F. Maxfield(1966,2002),ProfessorofEng-lish,Emeritus.B.A.,KnoxCollege;M.A.,Ph.D.,University of Iowa.

WilliamJohnMetzger(1969,2002),ProfessorofPsychology,Emeritus.A.B.,Wabash;M.S.,Ph.D.,ColoradoStateUniversity.

David Ray Norsworthy (1968, 1997), Professorof Sociology, Emeritus.B.S., Louisiana StateUniversity;A.M., Ph.D.,University ofNorthCarolina.

James Gordon Pengra (1962, 1996),NathanielShipmanProfessorofPhysics,Emeritus. B.S.,M.S.,Ph.D.,UniversityofOregon.

LouisBarnesPerry(1959-1967)PresidentEmeritus.B.A.,M.A.,Ph.D.,UCLA;L.L.D.,PacificUni-versity;D.P.S.,WillametteUniversity.

Hollibert E. Phillips (1988, 2006), Professor ofPhilosophy,Emeritus.B.A.,Hons.,UniversityofLondon;M.A.,AndrewsUniversity;D.Ed.,Boston University.

Gordon Philpot (1969, 1996),Roger andDavisClappProfessor ofEconomicThought,Emeri-tus.A.B.,UniversityofCalifornia,A.M.,Ph.D.,UniversityofWisconsin.

Robert Polzin (1964, 1997),Registrar, Emeritus.B.S.,WisconsinStateUniversity.

ArthurGustavRempel(1938,1975),SpencerF.BairdProfessorofBiology,Emeritus.A.B.,OberlinCol-lege;Ph.D.,UniversityofCalifornia,Berkeley.

JamesF.Shepherd(1971,2006),HollonParkerProfes-sorofEconomics,Emeritus.A.B.,StanfordUniver-sity;M.A.,Ph.D.,UniversityofWashington.

RobertAllenSkotheim(1975-1988)PresidentEmeritus.B.A.,M.A.,Ph.D.,UniversityofWashington.

JamesMichaelSoden(1964,2005),ProfessorofFor-eignLanguagesandLiteratures,Emeritus.B.A.,KenyonCollege;M.A.,HarvardUniversity.

WilliamWayne Soper (1954, 1990), Professor ofPhilosophy, Emeritus.A.B., ColgateUniver-sity;A.M.,UniversityofMissouri;Ph.D.,BostonUniversity.

EdwinStein,Jr.,(1979,1997),ProfessorofEnglish,Emeritus. B.A., Yale University, Cambridge University;M.A.CambridgeUniversity;M.D.,CaseWesternReserveUniversity; Ph.D.,YaleUniversity.

RichardKennethStuart(1960,1981),HollonParkerProfessorofEconomicsandBusiness,Emeritus.M.S.,UniversityofRhodeIsland;Ph.D.,Univer-sityofPennsylvania.

RichardRaymondThomassen (1967,1996),Pro-fessor ofMathematics andComputer Science,Emeritus.B.S.,M.S.,University ofColorado;Ph.D.,WashingtonStateUniversity.

Robert RonaldThomsen (1952, 1979), Professorof PhysicalEducation,Emeritus.B.S.,Univer-sityofNorthDakota;A.M.,Ed.D.,UniversityofWyoming.

JamesS.Todd(1961,1997),ProfessorofChemistry,Emeritus.B.A.,PomonaCollege;Ph.D.,Univer-sityofRochester.

J.PatrickTyson(1965,2002),MaryA.DennyPro-fessorofEnglish,Emeritus.B.A.,TexasTechno-logicalCollege;M.A.,TexasChristianUniversity;Ph.D.,TulaneUniversity.

DouglasHainesUnderwood(1958,2002),Alexan-derJayAndersonProfessorofMathematicsandComputerScience,Emeritus.B.S.,CaseWesternReserveUniversity;M.A.,UniversityofCalifor-nia;Ph.D.,UniversityofWisconsin.

JamesWalterWeingart (1967, 2005), ProfessorofHistory,Emeritus.B.S.,WashingtonandLeeUniversity;LL.B.,ColumbiaUniversity;A.M.,RutgersUniversity; Ph.D.,NorthwesternUni-versity.

HenryYaple(1987,2005),LibraryDirector,Emeritus.B.A.,KalamazooCollege;M.A.,University ofIdaho;M.S.L.,WesternMichiganUniversity.

Faculty and Staff Emeriti

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Endowed ChairsThefollowingfullyendowedchairshavebeenestablished by the Board of Trustees.TheCharlesE.andMargeryB.AndersonChairofHumanities was established in 1997 by the Board ofTrustees to recognizeMr. andMrs.Anderson’sleadership,dedication,andphilanthropytoWhitmanCollege.Majorgifts came from theAndersonsandthe National Endowment for the Humanities. Mr. Anderson served as a trustee from 1990 to 2002.TheCatharineGouldChismChairofMusicwas established in 1980by theBoardofTrustees fromthebequestofCatharineGouldChism,apatronofthe arts.The Roger and Davis Clapp Chair of EconomicThought was founded in 1966 by James H. Clapp of Seattle as a memorial to his brothers. Theprofessorshipwas given “to further understandingof1)thedevelopmentofeconomicthoughtthroughtheages;2)thedevelopmentandcontinuingvaluesin theWestern free enterprise system; and 3) howthosevalues,developedinthepast,havecontinuingapplicationintoday’scomplexsociety.’’TheRaymondandElsieGipsonDeBurghChairintheSocialScienceswasestablishedwiththeproceedsof a unitrust established by the DeBurghs in 1979, whichmaturedin2002.Thisendowmentfundsaposi-tiontoteachcoursesinthesocialsciences.The Baker Ferguson Chair of Politics andLeadershipwasestablishedin1996inhonorofBakerFerguson, Whitman alumnus, Trustee Emeritus, and consistentsupporterofWhitmanCollege.The Ludwig Gaiser Chair ofArt History was established in 1982 by theGaiser family to honorthiseminentclergymanoftheNorthwestwhoseninechildrenallattendedthecollege.The John and Jean Henkels Chair of ChineseLanguagesandLiteratureswasestablishedin1987.TheHenkelsareparentsofthreeWhitmanalumni,andJohnHenkelsservedontheCollegeBoardofOverseersfrom1986to2001.The HerbertandPearlLadleyChairofCognitiveSciencewas established in 2004 byFrankieLadleyWakefield ’27 inmemoryof her parents,whomadeitpossibleforhertopursuealiberalartseducationatWhitman College. The endowment funds a position in the interdisciplinary field combining psychologyand biology.The Alma Meisnest Endowed Chair in theHumanitieswasestablishedin1999withproceedsfrom the estate of Alma Meisnest, a friend of the college.TheAshton J. andVirginia Graham O’DonnellChairinGlobalStudies was established by Ashton andVirginiaO’Donnell,bothclassof1943.DuringAsh’sdomesticandinternationalcareerasaphysicist,theO’Donnells noted the importance of a diverseeducationintheliberalartsinpreparingforcareers

inaninternationalworkplace.Theycreatedthischairtobringpractitionerswhohavemadesignificantcon-tributions to global issues to Whitman for the purpose of enhancing exposure to these issues and givingWhitman graduates an advantage in understanding ourglobalsociety.The Judge and Mrs.TimothyA. Paul Chair ofPoliticalSciencewasestablishedbyGeorgeN.Paul’35withabequestinmemoryofhisparents.TimothyA.PaulwasaSuperiorCourtJudgeinWallaWallaCounty during the 1930s and 1940s.The Carl E. Peterson Chair of Science was establishedin1997inmemoryofCarlE.Peterson.Mr.Peterson,Classof1933,wasanOverseer,andlongtimemember and Chairman of the Whitman College Farm Committee,1970-1989.The Laura and Carl Peterson Chair of SocialScienceswasestablishedin1997withabequestfromtheCarlPetersonestate.LauraCrumpPeterson,a1936alumna and volunteer who devoted many hours to the DeltaGammaactivechapter, joinedherhusbandinfinancialsupportofthecollege.TheRobertAllenSkotheimChairofHistorywas established in 1994 in honor of Whitman’s tenth president by a gift fromDr.ElizabethMainWelty,long-timeCollegeTrustee, and a bequest from theestate of Dr. Robert Ford Welty ’35.

Endowed ProfessorshipsThe following professorships have been established by the Board of Trustees, and are endowed wholly or in part.TheAlexander JayAnderson Professorship ofMathematics was founded in 1914 in memory of Alexander JayAnderson, Ph.D., first president ofthe College.The Spencer F. Baird Professorship ofBiologywasfoundedin1898inmemoryofSpencerFullertonBaird, Ph.D., the eminent scientistwhowas formany years Secretary of the SmithsonianInstitute.TheBenjaminH.BrownProfessorshipofPhysics wasfoundedin1957byalumniandfriendstoenhancethe teaching of physics atWhitmanCollege in thetradition set by Benjamin H. Brown, eminent member oftheWhitmanfacultyforthirty-twoyears.The GregoryW.CowanProfessorshipinEnglishLanguageandLiteraturewascreatedwiththepro-ceedsofatrustoflocalfarmpropertygiftedbyPearlRamsay Cowan. This professorship is named for her sonGregory,WhitmanClassof1957andassociateprofessorofEnglishatTexasA&MUniversity,whodied in 1979.TheMaryA.DennyProfessorshipofEnglish was foundedin1909byMargarettaL.DennyofSeattlein honor of her mother, one of the earliest and most honoredpioneersofthePugetSoundregion.

Endowed Chairs, Endowed Professorships

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The Cushing Eells Professorship of Philosophyand Literature, established in 1896 inmemoryofReverend Cushing Eells, D.D., the founder of the college,wasendowedbythegiftsofmanyfriendsinNew England. ThePaulGarrettProfessorshipsofAnthropology,Drama, and Political Science were established in 1980bytheBoardofTrusteeswithabequestfromthePaulGarrett’13,estate.Mr.GarrettwasanOverseerofthecollege,andwasawardedanhonoraryDoctorofLawsin1947.TheWilliam Kirkman Professorship of History wasfoundedin1919inmemoryofWilliamKirkmanof Walla Walla, a trustee and lifelong friend of the college.The Miles C. Moore Professorship of PoliticalScience was founded in 1919 in memory of Miles ConwayMooreofWallaWalla,wholeftabequesttoestablish a professorship.TheHollonParkerProfessorshipofEconomicsandBusinesswasfoundedin1913byHollonParkerofPortland,Oregon.TheClementBiddlePenroseProfessorshipofLatin wasfoundedin1914inmemoryofJudgePenroseofPhiladelphia,Pennsylvania.The Grace Farnsworth Phillips Professorship ofGeologywas established in 1983 by theBoard ofTrusteeswithabequestfromMrs.Phillips’estate.Mrs.Phillipswasa1913alumnaandgeneroussupporterofWhitman College.TheArthur G. Rempel Professorship of Biology wasfoundedin1981byformerstudentsinhonorofBiologyProfessorArthurG.Rempel,Ph.D.,andhisaccomplishmentasadistinguished teacher, scholar,and professor at Whitman College.The Mina Schwabacher Professorships of Math/ComputerScienceandEnglishwere established in 1979byabequestfromMs.Schwabacher’sestate.Ms.Schwabacherwasagenerousandlongtimefriendofthecollegewholivedtotheageof104.TheNathanielShipmanProfessorshipofPhysics wasfoundedin1914inmemoryofJudgeShipmanofHartford,Connecticut.TheDr.RobertF.WeltyProfessorshipofBiology was established in 2002 by the Board of Trustees in honorofthelateDr.Welty’35,withtheassistanceofhiswife,Dr.ElizabethMainWelty,longtimetrusteeandfriendofthecollege.The Weyerhaeuser Professorship of BiblicalLiteraturewasfoundedin1921bythesevenchildrenofFrederickandElizabethSarahWeyerhaeuserasamemorial to their parents.

Endowed Visiting Professorships and EducatorsTheEdwardF.ArnoldVisitingProfessorship was establishedin1968withabequestfromMr.Arnoldtobring to Whitman College and the Walla Walla Valley adistinguishedteacherorauthority.TheJohnFreimannVisitingArtistinDrama was establishedtohonorJohn“Jack”Freimann,Professorof Theatre at Whitman from 1962 to 1992. This endowmentisusedtobringvisitingdirectors,guestartists,andguestinstructorstoWhitmaninordertoprovidetheatrestudentswithasbroadanexperienceinthethreatreartsaspossiblebyintroducingthemtoveterans of the theatre.TheJohnstonVisitingArtistFundwas established in1988bytheJohnstonFoundationofSpokaneforthe purpose of sponsoring visiting art lecturers ina specialty or technique not offered byWhitman’sregularstudioartfaculty.TheEricandInaJohnstonVisitingProfessorship was established in 1969 by the Johnston Foundation of Spokane for the purpose of sponsoring visitinglecturers in the arts and humanities atWhitmanCollege. Both Mr. and Mrs. Johnston served on the Whitman College Board of Overseers. TheElbridgeandMaryStuartReligiousCounselorFundwasestablishedin1940byElbridgeA.Stuartasamemorialtohiswife,MaryHornerStuart.

Endowed LectureshipsTheWilliam M.Allen - Boeing Lectureship andStudent Investment Endowment was funded by giftsfromGrantandNancySilvernale,’50and’56,andDorothyandN.S.Penrose, Jr. ’55.NancyandDorothy’s father, William Allen, was president of BoeingCompanyfrom1945to1968.Thisendowmentprovides funding for seminars and presentations with professionals distinguished in the businessfield, aswell asproviding support for theWhitmanStudentInvestment Committee. The Sava and DanicaAndjelkovic EndowedLectureshipwasestablishedbyVojislavAndjelkovic’94, in honor of his parents, Sava and DanicaAndjelkovic.AninternationalstudentfromBelgrade,Voja earnedhis baccalaureate degree in economicsandwentontoacareerininvestmentbanking.TheSavaandDanicaAndjelkovicEndowedFundannuallyprovidesfundingtobringtocampusalumni,parentsofcurrentstudentsorgraduates,andothersassociatedwith the college to speak to current students abouttheircareers.TheVirgilRobertandMaryL.BiermanEndowment wasestablishedwithabequestfromMaryL.Bierman.IncomefromthisendowmentistobeusedforlecturesandconferencesonthehistoryoftheAmericanWestorrelatedprojectsonwesternhistory.

Endowed Professorships, Visiting Professorships, Lectureships

21� / Endowed Lectureships

TheWalterHouserBrattainLectureshipinScience was established by hiswife, Emma JaneKirschBrattain.ThisfundbringsadistinguishedlecturerinsciencetothecampustohonorNobelLaureateWalterH. Brattain ’24.The Howard S. Brode Memorial Fund was establishedbyhisthreesons,eachofwhomattainedeminence in science after their graduation fromWhitman.HowardS.Brodeservedforthirty-sixyearsasprofessorofbiologyatWhitman.Theincomefromthis fund is to be used to bring to Whitman College visitinglecturersinthefieldsofbiology,chemistry,andphysics.TheVirginiaPenroseCagleyLectureshipinForeignLanguages and Literatures was established from her estate by her sisters,Mary PenroseCopelandandFrancesPenroseOwen.The income from thisendowment shall support a distinguished visiting lecturer or lecturers in foreign languages andliterature.TheWilliam O. Douglas Endowed Lectureship honorsWilliam O. Douglas ’20, United StatesSupremeCourtJusticeandWhitmanCollegeOverseer.ThisannuallecturebringsaprominentstudentofthelawtoWhitmanCollegetospeakonmattersrelatingtotheprotectionofcivilliberties.The Robert and Mabel Groseclose EndowedLectures were established with funds from the estate ofRobertandMabelGroseclose,friendsofWhitmanCollege who owned a mortuary in Walla Walla. The lectureshipisdesignedtobringnotableandinterestingspeakersandartiststoWhitmanCollegeandtoprovidethe people of Walla Walla and Whitman students a wider perspective of the outsideworld. In additionto supporting theVisitingEducators program andgeneralstudiesspeakers,thefundco-sponsorstheWaltWhitmanLecture,OutdoorProgramspeakers,musicdepartment guest artists, the Visiting Writers Reading Series,andtheWilliamO.DouglasLecture.The Robert R. Hosokawa Endowment was established byDavid and BeverlyHosokawa inhonorofDavid’sfather,RobertHosokawa’40,whoworkedasanewspaperreporterandeditoronseveralpapersinMissouri,NewYork,Iowa,andMinnesota.This endowment provides funds for a distinguished journalist to come toWhitman each year to givelectures andworkshops for students interested injournalism careers, and also gives cash awards fordistinguished student journalism. The Henry M. Jackson Endowed Lectureship inInternationalRelations was established to honor the memoryandworkofthelateseniorsenatorfromthestateofWashington,HenryM.Jackson.TheJacksonLectureshipinInternationalRelationsbringsspeakerstothecampusforthepurposeofperpetuatingdiscus-sionintheareaofthesenator’sowngreatinfluence.TheJuddD.KimballLectureshipEndowmentintheClassicswasestablishedbyRuthBakerKimball,inmemoryofherhusband,JuddKimball.Mr.Kimball

was a member of the Class of 1929 who served as a memberof theBoardofOverseersandwasacivicleaderintheWallaWallacommunity.TheVern Kinsinger Memorial Lectureship was establishedtohonorthememoryofVernKinsinger.Theincomefromthisfundshallsupportadistinguishedstudent-orientedvisitinglecturereachyear.The Governor Arthur B. Langlie Fund forNorthwest History, Politics, and Public Service providesfundstobringinfluentiallecturersintheseareas to campus.The endowmentwas establishedinhonorofGovernorLangliebyhisgrandchildren,Whitman graduatesKarinLanglieGlass ’78, andArthurK.Langlie’89.The Charles E. Lewis Lectureship in PoliticalScience.The David and Madeleine Maxwell LectureshipinMulticulturalIssuesrecognizesthecontributionsof the eleventh president of Whitman and his wife to thecollege.The GenevievePattersonPerryEndowmentfortheStudyofEconomicswasestablishedbyLouisB.Perrytohonorhiswife,GenevievePattersonPerry,whowaseducatedasaneconomistatUCLAandwhoservedWhitman College admirably as a leadership partner duringthe1959-1967presidencyofherhusband.Thisendowment provides for one or more distinguished visiting speakers in the general areas of economicpolicyandbusinessethicstogivepubliclecturesandvisitclassesduringthecollegeyear.TheArthur G. Rempel Lectureship in Biology was founded by former students in honor of Arthur G. Rempel, Ph.D., and his accomplishments asa distinguished teacher, scholar, and professor atWhitman College.The Sivert O. and MarjorieAllen SkotheimEndowmentforHistoricalStudies was established byRobertAllenandNadineSkotheim.Incomefromthis fund is used annually to bring a distinguished lecturerinhistoricalstudiestoWhitmanCollege.The Cecile E. Steele Lectureship was established bytheSigmaChifraternitytohonorCecileE.Steeleon the occasion of her twentieth anniversary ashousemotherfortheSigmaChichapteratWhitmanCollege.The Frances Penrose Owen/ColleenWilloughbyWomen’sLeadershipEndowment was established bytheBoardofTrusteesinhonorofFrancesPenroseOwen ’19 (the daughter of the third president ofWhitmanCollege,StephenB.L.Penrose),andTrusteeEmeritus Colleen Willoughby ’55. This endowment supportslectures,seminars,events,orotheropportu-nities to highlight women in leadership or to inspire youngwomentobecomeinvolvedintheircommuni-ties and effect social change—causes that FrancesPenroseOwenandColleenWilloughbyworked forindividually and together for many years.

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Faculty and Staff AwardsTheJaniceAbrahamAwardrecognizesoutstanding servicetoWhitmanbyastaffmember.IthonorsformertreasurerandchieffinancialofficerJaniceAbraham.TheGeorgeBallAwardforExcellenceinAdvisingwas established in 1995 by donations from the WhitmanCollegeParent’sAssociation.TheawardisgiventoacontinuingWhitmanfacultymemberwhohas demonstrated excellence in advisingWhitmanstudents.TheG.ThomasEdwardsAwardforExcellenceintheIntegrationofTeachingandScholarship was establishedin1998withgiftsfromWhitmanCollegealumni, former students, and friends of Tom Edwards andthecollege.ThisisanannualawardforaWhitmanCollege facultymemberwho is both an excellentteacherandexcellentscholar.The RobertY. FlunoAward for DistinguishedTeaching in Social Sciences and Education was established in 1994 by donations from the Whitman College Parent’sAssociation.The award is givenwithoutregardtoacademicrankordegreeattainmenttocontinuingWhitmanfacultywhohavedemonstratedexcellenceinteaching.The Paul Garrett Fellows at Whitman College receiveasubstantialannualstipendprovidedbythePaulGarrettWhitmanCollegeTrust,establishedbyPaulGarrett’13,ofNewYorkCity.DesignationasaGarrett Fellow is made from the assistant professor and associate professor ranks of theWhitmanCollegefaculty;suchappointmentsmustreflecthighprofessionalqualities,“amongwhichahighdegreeof demonstrated competence in teaching shall beconsideredessential.’’TheThomasD.HowellsAwardforDistinguishedTeachinginHumanitiesandArts was established in 1994bydonationsfromtheWhitmanCollegeParent’sAssociation.The award is givenwithout regard toacademic rank or degree attainment to continuingWhitmanfacultywhohavedemonstratedexcellenceinteaching.TheA.E.LangeAwardforDistinguishedScienceTeachingwasfoundedin1981.Theawardisgivento a teacher of natural and physical sciences atWhitmanCollegewho has demonstrated skill andexcellence in teachingand inspiring students inhisorherdiscipline.The SuzanneL.MartinAward forExcellence inMentoring was established in 2006 in memory of Martin and her exceptionalmentoring ability anddedicationtotheWhitmanCollegecommunity.Theaward recognizes a staff or facultymemberwhohas helped students get the most out of their time at Whitman.

Faculty and Staff Awards

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IndexAcademicCalendar,2AcademicCouncil,205AcademicDismissal,19AcademicHonesty,13AcademicProbation,19AcademicResourceCenter,180-181AcademicStandards,18-19AcademicSuspension,19AcademicWarning,18-19Academics,6-21AccesstoRecords,19-20AccidentandHealthInsurance,182ActivityCredit,9AdjunctFaculty,211-212AdministrativeOffices,222-223Admission,187-190Admission,First-YearStudents,187-188Admission,InternationalStudents,189AdmissionProcedures,187AdmissionProvisions,189Admission,TransferStudents,189AdvancedPlacement,10-11AdvancedStanding,10-12Advising, 6AdvisoryCommittees,8,31AffiliatedPrograms,15,23-24AlumniAssociation,205AmericanUniversityinCairo,23Anthropology,38-41AntiquityandModernity,TheCore,7,18,36-38ApplicationFee,188,193Applications,Admission,188Applications,FinancialAid,196AppliedMusicCredit,9AppliedMusicFees,17Art, 42-45ArtHistoryandVisualCultureStudies,45-48AsianStudies,48-50Assessment,Senior,8AssociatedKyotoProgram,22AssociatedStudentGovernmentFee,194AssociatedStudents,183,185Astronomy, 50-53Athletics,9,17,33,168-173Auditors, 13, 190Awards,20,187,195-197,201,217BaccalaureateDegrees,10Biochemistry,Biophysics,andMolecular

Biology, 53-54Biology, 54-59

Board Charges, 190-193Board of Overseers, 204BoardofReview,7-8,9,10,13,14,15,16,18,

19, 37, 196, 205Board of Trustees, 203Buildings, 5Business Management, 30Calendar, 2CampusActivitiesBoard,184CareerCenter,183CareersandProfessions,29-34CenterforCommunityService,184CenterforTeachingandLearning,21ChallengeofStudentAcademicAssessment,19Charges, 190-194Chemistry, 59-63ChicagoUrbanStudiesProgram,24Chinese, 63-64Classics,65-67ClassificationofStudents,12-13,189,191ClubSports,182,184CocurricularActivities,185CodeofConduct,186CollegeBoardAdvancedPlacement,11CollegeFinances,6,223CollegeScholarshipService,195-196College Year in Athens, 23CombinedMajorStudy,7CombinedPlans,12,25-29Commencement,2,10CommonApplication,188Community College Credit, 12ComputerScience,117-121Convocation,2COPAArgentineUniversitiesProgram,23COPAMexico,23Core,7,18,36-38CorrectionofaGrade,16CorrectionofRecord,16CorrespondenceCreditandDistanceLearning,

12CouncilonInternationalEducational

Exchange,23Counseling,181Course Fees, 17CourseNumberingSystem,36-37CourseScheduleandDescriptions,35-36CoursesandPrograms,34-36Credits, General Information, 6-21Credits, Off-Campus, 10CreditRestrictions,10Credits, Transfer, 9-12

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CriticalandAlternativeVoices,37-38Curriculum,6-8Dance,68-69Debate, 155-159Deferred Grades, 15DegreeRequirements,6-13Degrees, 7-10Dentistry, 30Deposits, 193Directories,203-217DirectoryInformation,19-20DisabilityPolicy,181Dismissal, 19DistributionRequirements,6-7,36-38DiversityGroups,182DivisionI,SocialSciencesandEducation,35,

206Division II, Humanities and Arts, 35, 206DivisionIII,BasicSciencesandMathematics,

35, 206Divisions, 34-35, 206DomesticOff-CampusStudyPrograms,24Drama, see TheatreEarlyDecisionPlan,187Economics,69-73,84,118Education,73-75Employment,Student,197Endowed Chairs, 214-215EndowedLectureships,216EndowedProfessorships,214-215EndowedVisitingProfessorshipsand

Educators,215Endowment, 6EngineeringandComputerScience3-2,25-26English,76-81EnrollmentDeposit,189,193EnvironmentalPrinciples,4-5EnvironmentalStudies,60,69,82-89,96,131EvaluationofStudents,13-14Examinations,8-20Facilities,5-6,180Facts,5-6Faculty,206-213FederalStudentAid,194-196FederalStudentAidRefundPolicy,194Fees, 16-17, 190-194FinalExaminations,14-15Final Grades, 14FinancialAid,195-203FinancialAidProbation,196First-YearStudents,187-189FoodService,180,191-193

ForeignLanguageCredits,9ForeignLanguagesandLiteratures,89-90ForeignLanguages,Placement,9ForeignService,30Forestry and Environmental Management, 27Fraternities,21,180,185-186French,90-93FundaciónJoséOrtegayGassettinToledo,23GenderStudies,93-95GeneralPolicies,186GeneralStudies,6-8,36-38Geology,55,60,83,95-99,131GermanStudies,99-100Governing Boards, 203GradeCorrection,15GradePointAverage,8-9GradePoints,14-20Grade Report, 15GradesforAffiliatedPrograms,15Grades, Final, 14-15Grades, Mid-Term, 14Grading, 14-16Grants, 196Greek,67GreekLife,185-186HealthCenter,181-182Health Center Fees, 193HealthServices,181-182HighSchoolCourseWork,11History, 67, 102-114History of the College, 5HonoraryOrganizations,21Honors Awards, 20Honors, 20-21Honors in Course, 20HonorsinMajorStudy,20HonorSocieties,21Hospitalization,182Housing,180,193Incompletes,14-15Individually-PlannedMajor,8InformationSystems,5-6InstitutefortheInternationalEducationof Students,22InstitutionalRefundPolicy,194Insurance,182,193IntercollegiateandIntramuralAthletics,184-185IntercollegiateSriLankaEducation,22InterculturalCenter,182-183InterdisciplinaryStudies,7-8,35,114InterestHouses,180,193InternationalBaccalaureate,11

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InternationalStudents,23,180,182,189InternationalStudies,28Internships,183IntramuralAthletics,174Japanese, 114-115Journalism, 29, 202KansaiGaidaiUniversity,23LanguageHouses,180Latin,67LatinAmericanandCaribbeanLiterature,116LatinAmericanStudies,116-117Law,26-27,30-31LeaveofAbsence,17-18Library,5-6,31,117LibraryScience,31Loans,196-197MajorExaminations,8MajorStudyRequirements,6-8Majors, 7MalheurFieldStation,29Mathematics,117-121MealPlanOptions,Nonresident,192MealPlanOptions,Resident,191-192Medicine,31-32MiddleburyinSpain,23Midterm Grades, 14MilitaryService,12Ministry, 32MinorStudyOption,8MissionStatement,4Multiculturalism,182Music,122-126NamedScholarships,197-200NationalHonorSocieties,21National University of Ireland at Galway, 23NonDegree-SeekingStudents,13,189NondiscriminationPolicy,1,187Oceanography,28Off-CampusStudy,9OrganizationScholarshipGrants,196Organizations,185OutdoorProgram,183-184Overseers, 204-205PaymentPlans,190P-D-FGrade,15-16PhiladelphiaCenter,24Philosophy,126-131Physics,131-134PitzerBotswanaPrograms,22Politics,134-142Post-GraduateStudents,13PresidentsoftheCollege,5,203

ProbationandDismissal,19Psychology,142-147PublicService,33RaceandEthnicStudies,147-150RadioStation,185RecognitionofAcademicDistinction,20Records,Accessto,19-20Records,Correctionof,16RefundPolicies,194Registration Regulations, 13RegularStudents,12-13Regulations,186ReidCampusCenter,183Religion, 150-155Repeating Courses, 16Reports, 14-15ResidenceHalls,180,193ResidenceRequirement,10ResidentialCampus,180RhetoricandFilmStudies,155-159,Room Charges, 190, 193RunningStart,11ScholarshipsandGrants,196-197,200-201SchoolforFieldStudies,The,22SchoolforInternationalTraininginIndia,22Science,159SemesterintheWest,24SeniorAssessment,8SocialWorkandHumanServices,33Sociology,159-165Sororities,180,185-186Spanish,165-168SpecialPrograms,21-24SpecialScholarships,200-201SportStudies,RecreationandAthletics,168-173St.AndrewsUniversity,22StudentActivities,183-187StudentLife,179-180StudentOrganizations,185StudentPublications,185StudentRighttoKnowInformation,186-187Students,Auditors,190Students,Post-Graduate,13Students,Regular,13Students,Special,13,191StudioArtCenterInternational,Italy,22StudyAbroad,21-25StudyAbroadCredit,12StudyAbroadFee,194SyracuseinItaly,22TeacherCertification,28,34TeacherEducation,28,73-75Theatre, 173-176

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TranscriptPolicy,20Transcripts,188Transfer Credit, 9-13TransferStudents,188Trustees, 203Tuition, 190-191Two-Year Colleges, 12Undergraduate Honors, 20UniversityofCostaRica,23University of East Anglia, 22University of Otago, 22UniversityofYork,23Veterans, 190VeterinaryMedicine,34WashingtonSemesterProgram,15,24Whitman in China, 24WhitmanSummerStudiesinChina,23Withdrawal, 15Work-StudyPrograms,197WorldLiterature,176-179

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Administrative OfficesPresident’s Office GeorgeS.Bridges,PresidentoftheCollege,304MemorialBuilding, (509)527-5132,bridges@whitman.edu RobertR.“Pete”Reid,SpecialAssistanttothePresident,308MemorialBuilding, (509)527-5746,reidrr@whitman.edu JedSchwendiman,AssociatetothePresident,311AMemorialBuilding, (509)527-5134,schwenjw@whitman.eduAcademic Affairs, Faculty, Institutional Research, Library, Study Abroad LoriBettison-Varga,ProvostandDeanoftheFaculty,308MemorialBuilding, (509)527-5397,bettison@whitman.edu ThomasA.Callister,Jr.,AssociateDeanoftheFaculty,308MemorialBuilding, (509)527-5187,callista@whitman.edu RonaldF.Urban,Registrar,208MemorialBuilding,(509)527-5983,urban@whitman.edu NealJ.Christopherson,DirectorofInstitutionalResearch,208MemorialBuilding,(509)

527-5056,christnj@whitman.edu DaliaL.Hagan,DirectorofPenroseLibrary,214PenroseLibrary, (509)527-5191,hagandl@whitman.edu SusanHolmeBrick,DirectorofInternationalPrograms,204MemorialBuilding, (509)527-4992,bricksh@whitman.edu

Admission, Financial Aid J.AntonioCabasco,DeanofAdmissionandFinancialAid,PenroseHouse,515Boyer

Avenue,(509)527-5176,cabascja@whitman.edu VargaFox,DirectorofFinancialAidServices,PenroseHouse,515BoyerAvenue,

(509)527-5178,fox@whitman.edu KevinDyerly,DirectorofAdmission,PenroseHouse,515BoyerAvenue,

(509)527-5176,dyerlyk@whitman.eduStudent Services CharlesE.Cleveland,DeanofStudents,302MemorialBuilding, (509)527-5158,clevelan@whitman.edu ClareCarson,AssociateDeanofStudents-AcademicSupportServices,310Memorial

Building,(509)527-5213,carsonc@whitman.edu RichardN.Jacks,AssociateDeanofStudents-HealthandWellness,CounselingCenter,502

BoyerAvenue,(509)527-5195,jacks@whitman.edu BarbaraA.Maxwell,AssociateDeanofStudents-StudentProgramsandCampusCenter

Director,202ReidCampusCenter,(509)527-5208,maxwelba@whitman.edu NancyTavelli,AssociateDeanofStudents-CampusLife,113MemorialBuilding, (509)527-5297,tavelln@whitman.edu SusanBuchanan,DirectoroftheCareerCenter,219ReidCampusCenter, (509)527-5183,buchansm@whitman.edu EllenCollette,DirectoroftheHealthCenter,WeltyCenter,11Merriam, (509)527-5040,colleted@whitman.edu RogerEdens,GeneralManager,BonAppétitFoodService,PrentissHall, (509)527-5508,edensr@whitman.edu MukuluMweu,DirectoroftheInterculturalCenter,216ReidCampusCenter, (509)527-5596,mweuma@whitman.edu BeckyO’Connell,DirectorofConferencesandEvents,202ReidCampusCenter, (509)527-5251,oconnebl@whitman.edu GeorgeTheo,DirectorofStudentActivities,203ReidCampusCenter, (509)527-5367,theogc@whitman.edu TerryThompson,DirectorofSecurity,117MemorialBuilding, (509)527-5777,thompste@whitman.edu

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Development and College Relations JohnW.Bogley,VicePresidentforDevelopmentandCollegeRelations, SecretarytotheBoardofOverseers,214MemorialBuilding, (509)527-5165,bogleyjw@whitman.edu LaurieK.Houck,AssociateVicePresidentforDevelopment,214MemorialBuilding, (509)527-5968,houcklk@whitman.edu PollyC.Schmitz,DirectorofAlumniRelations,219MarcusStreet, (509)527-5168,schmitpc@whitman.edu RuthS.Wardwell,DirectorofCommunications,312-AMemorialBuilding, (509)527-5768,wardwers@whitman.edu BeckyB.Kennedy,DirectorofAdvancementServices,100MemorialBuilding, (509)522-4413,kennedra@whitman.edu JamesJ.Kennedy,DirectorofPlannedGiving,111MemorialBuilding, (509)527-5989,kennedjj@whitman.edu LynnB.Lunden,AssociateVicePresidentforDevelopment,MajorGifts,214Memorial

Building,(509)527-5987,lundenlb@whitman.edu RachnaS.Sinnott,DirectorofFoundationandCorporateRelations,111MemorialBuilding, (509)527-5990,sinnotrs@whitman.edu Barbara S. Stubblefield,Director,WhitmanFund,210MemorialBuilding, (509)527-5988,stubblbs@whitman.eduTechnology, Network, and Computer Services KeikoPitter,ChiefTechnologyOfficer,169OlinHall, (509)527-5415,pitterk@whitman.edu ShannonCallister,Director,I.T.SupportServices,168OlinHall, (509)527-4948,callissb@whitman.edu KevinKelly,Director,NetworkTechnology,169OlinHall, (509)527-4974,kelly@whitman.edu MichaelQuiner,Director,AdministrativeTechnology,HunterConservatory403, (509)527-4975,quinerm@whitman.edu

Registration, Course Schedules, Transcripts RonaldF.Urban,Registrar,208MemorialBuilding, (509)527-5983,registrar@whitman.eduCollege Finances, Property PeterHarvey,TreasurerandChiefFinancialOfficer,SecretarytotheBoardofTrustees, 216 Memorial Building, (509)527-5145,harvey@whitman.edu WalterFroese,Controller, 216 Memorial Building, (509)527-4936,froesewr@whitman.edu DanL.Park,DirectorofPhysicalPlantServices,804PenroseStreet, (509)527-5999,park@whitman.edu

Human Resources and Purchasing CindyWaring,DirectorofAdministrativeServices,102MemorialBuilding, (509)527-5172,waringcl@whitman.edu

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