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Class visits can be scheduled with up to one week's notice.
Please contact us at (941) 487-5000 or [EMAIL] to schedule a class visit.
Dept. | Course Title | Instructor | M | T | W | Th | F | Time | Course Description
AHIS | Masterpieces: Renaissance to Modernism | Carrasco | X |  |  | X |  | 12:30-1:50 | This course is offered as an alternative to the traditional introductory survey of the history of art. The goal is to provide an intensive examination of a few significant examples of painting and sculpture, and to introduce students to the kinds of questions that need to be asked in order to understand works of art. We will investigate the artistic traditions as well as the cultural and social context underlying each work. The works to be considered will include representative pieces by such artists as Giotto, [NAME], [NAME], Botticelli, Dürer, [NAME], Titian, Caravaggio, Rembrandt, Velázquez, Watteau, Fragonard, Vigée-Lebrun, J.-L. [NAME], Goya, [NAME], [NAME], Constable, Turner, [NAME], [NAME], Degas, [NAME], [NAME], [NAME], Cézanne, Matisse, and Picasso. Requirements will include several short papers; there will also be occasional visits to the Ringling Museum of Art.
AHIS | The Renaissance in the North | Carrasco |  | X |  |  | X | 2:30-3:50 | This is a reading and discussion class examining the most significant developments in northern European art of the fifteenth and sixteenth centuries. We will consider the great Flemish painters ([NAME], [NAME], and [NAME]) as well as the major German artists (Dürer, Holbein, [NAME], [NAME], and [NAME]). Questions to be considered include: Did the north of Europe experience a "Renaissance," and what does that term mean in comparison with developments in Italy? What is the significance of innovations in style and technique, including oil painting and printmaking? How do visual images function, who pays for them, and under what circumstances are they produced and displayed? What changes are there in the social, economic, and intellectual status of artists? What is the relationship between art and religion, including the impact of the Reformation? How can we explain the rise of new, secular categories of art, including landscape, portrait, still life, and genre scenes? Requirements include regular attendance and active class participation, frequent short papers, and occasional short oral reports; there will be no exams.
AHIS | American Painting of the 20th Century | Hassold |  | X |  | X |  | 10:30-11:50 | This course will survey American Art from the beginning of the 20th century to the present day. In a roughly chronological order we will cover: The Ash Can School, The Steiglitz Circle, American Regionalists, Social Realists, painters of the American Scene, Magic Realists and Hyperrealists, Abstract Expressionism, [NAME], Photo-Realism, the pluralism of the present, and Postmodernism. Emphasis will be placed on what is American about American Art and how it differs from European Art. We will explore a number of issues in American Art: the American Landscape Tradition and the Vision of the City; the fascination with realism on the one hand, and the tendency to abstraction (influenced by avant-garde European Modernism- especially Cubism and Non-Objective Abstraction) on the other; and finally the relationship between high culture and popular culture. These topics will be explored with an emphasis on the scholarship and art theories by both artists and critics. A term paper will be required which should develop a clear thesis or theoretical framework. Since extensive research is critical, the idea for the term paper will need to be submitted by the end of the second week of the term. The development of bibliographies will be stressed with a particular emphasis on reviewing the literature. Two exams or several quizzes will allow students to demonstrate their command of the artists covered. Students who are interested in exploring contemporary art and issues related to postmodernism are certainly welcome. However, they may do so only when there is a sufficient amount of published (articles and monographs) and visual material available. (This cannot include material from the internet). In previous classes students worked on a wide range of topics from: [NAME], [NAME] Surrealism, [NAME] local architecture, Images of Food in Pop Art, and finally contemporary are such as [NAME], Basquiat and [NAME].
AHIS | Seminar: Modernism and Madness | Hassold |  | X |  |  | X | 12:30-1:50 | This seminar is one of four courses in a series of experimental explorations of [NAME] topics: “Images of Women in the Twentieth Century," "The Fantastic in Art, Film and Literature,” and "Film Noir: Masculinity in the Post-War Period."
ANTH | Anthropology of Food | [NAME] |  | X |  |  |  | 2:30-5:20 | Cultural belief and practice relating to food and eating have long been a focus of anthropological scrutiny. This seminar will explore humanity’s relationship to food from the perspectives of political economy and ecology. We will look at classic anthropological works as well as contemporary studies of our modern food system. Topics of inquiry include food taboos and rituals, famine and malnutrition, globalization of food systems, the culture of fast food, and the agro-industrial complex, as well as the organic, fair trade, and ‘locavore’ movements. This is an upper level seminar.
ANTH | East African Anthropology | [NAME] | X |  |  | X |  | 2:00-3:20 | This course is an intensive survey of the anthropology of East Africa with a particular emphasis on Tanzania. While much of the course will reference historic and contemporary cultural anthropology, readings will also span the fields of archeology and physical anthropology. Because our geographic focus is limited, we will be able to cover a broad range of topics, including the exploration of human origins, coastal Swahili culture, pastoralism, natural resource struggles, music and dance, missionization and religious pluralism, and democracy and governance. Background in anthropology is recommended.
ANTH | History and Culture of Mesoamerica | Vail |  | X |  | X |  | 10:30-11:50 | This is a seminar on the Post-Conquest cultures of Mesoamerica. It will cover a variety of issues, from the impact of the Spanish conquest to studies of peasant communities and contemporary urban society. Some general background information will be presented in lectures; however, the primary focus will be on class discussion of the readings and ongoing research projects. Participants will be expected to keep abreast of the reading assignments. Evaluation will be based on class participation, class presentations and a research pape
ANTH | Ethnography: Theroy and Practice | Vesperi |  |  | X |  |  | 12:30-3:20 | This seminar combines theoretical and critical readings with practical instruction in the field research methods used by cultural anthropologists. Students will become familiar with the techniques of participant observation through “how to” readings and by proposing, designing, and conducting field projects in the local area. Proposals for both individual and group projects will be considered. Once fieldwork is underway, class discussion will focus on the critical reading of ethnographic texts. Students will explore how the expectations, products, and ethical implications of field encounters have shifted from the late 19th century to the present. This course is a requirement for students concentrating in cultural anthropology; it may also be useful for others whose research plans include fieldwork.
ART | Painting II | Vaughan |  | X |  |  | X | 3:30-5:30 | This course expands on technical and thematic aspects addressed in [NAME] encourage students to refine technical skills, take risks, experiment with new ideas, and develop an individually defined studio practice. A series of thematic assignments allow students to cultivate an increasingly personalized painting vocabulary while developing an understanding of historical and contemporary precedence. Individual and group critiques, assigned readings, and slide presentations provide students the opportunity to develop a vocabulary fundamental to the making, viewing and analysis of painting.
BIOL | Cell Bio Lecture | Clore | X |  | X |  | X | 11:00-11:50 | This course will focus on the structure and function of eukaryotic cells. Topics will include bioenergetics, the structure and function of membranes, organelles and the cytoskeleton, cellular metabolism, macromolecular transport and cellular organization, the cell cycle, cell signaling, and the extracellular matrix. The cellular bases of diseases and of extracellular signal perception will be emphasized. Student presentations will be required.
BIOL | [NAME] to Oceangraphy | Gilchrist |  | X |  | X |  | 9:00-10:20 | Every day, people walk on the tallest mountains in the world with no special equipment. These mountains are the Hawaiian islands. People also traverse some of the harshest environments with little or no notice. These environments are where the land meets the sea. We will explore the ocean world and human interactions with it in this course that will include biological, geological, chemical and physical aspects of the material that covers most of our planet. The course is open to all who are interested in the environment. Basic science background will be assumed, but the material is accessible to students who have a strong interest in environment in general. There will be some class projects including collections at the bay.
BIOL | [NAME] to [NAME] | [NAME] |  | X |  | X |  | 10:30-11:50 | An introduction to the biology of plants, including cells, energy and biomass production, biochemical and physiological systems, in vivo structure, reproduction, diversity and ecology will be taught. Similarities between single celled photosynthetic organisms and multi-cellular vascular plants will be explored. Students are expected to successfully complete quizzes, a mid-term, a final, and write a research paper on an approved plant [NAME].
CHEM | Ogranic Chem II, Structure and Reactivity | Scudder | X |  | X |  | X | 9:00-9:50 | This course continues the theme of how chemical structure relates to reactivity of organic compounds. The first part is the reactions of carbonyl compounds and carboxylic acid derivatives. The second part covers aromatic compounds, radical reactions, sugars, amino acids, and macromolecular chemistry. Meets daily.
CHEM | General Chemistry II | [NAME] | X |  | X |  | X | 11:00-11:50 | This course is a continuation of General [NAME] this semester will include thermodynamics, chemical kinetics, equilibrium, acid-base chemistry, and electrochemistry.
CHEM | General Chemistry II | [NAME] | X |  | X |  | X | 9:00-9:50 | This course is a continuation of General [NAME] this semester will include thermodynamics, chemical kinetics, equilibrium, acid-base chemistry, and electrochemistry.
CHIN | First Year Modern Chinese II | Zhang | X |  | X |  | X | 10:00-10:50 | A continuation of First Year Modern Chinese I
CHIN | Heroism and Chinese Narratives | Zhang | X |  |  | X |  | 2:00-3:20 | What makes a Chinese hero? How does the image of a hero vary across time and media? How do gender, sexuality, and class affect the construction of a hero in literature? How do stories and images of heroes contribute to the construction of an individual’s self-identity as well as national identity? We will examine these questions while reading stories about valiant warriors, wise ministers, selfless martyrs, loyal bandits and unruly gods in traditional Chinese narratives. Many of the heroic characters, such as the female warrior [NAME], the Hegemon King of Chu, the General [NAME], and [NAME], have entertained popular imagination both in and outside China. All readings are in English. No prerequisites.
CLASS | Ancient Democracy | Campa | X |  |  | X |  | 3:30-4:50 | The invention of democracy in Athens over 2500 years ago permanently changed the political landscape of ancient Greece and, eventually, the world. This seminar-style course will examine the historical development and ideological underpinnings of Athenian democracy from roughly the 7th to the 4th centuries BC. Through reading a range of primary sources and some secondary scholarship, students will gain a familiarity with the key principles and practices of this unique participatory government in its political, historical, and intellectual context. Topics will include political organization; citizenship; gender; individual autonomy; religion; freedom of speech and dissent; war and imperialism; and the relationship between ancient and modern democracies. No knowledge of ancient Greece or Greek is required. All readings will be in English. Expect to do lots of reading, writing, and discussing.
CLASS | Advanced Latin: Satyrica of Petronius | Rohrbacher | X |  |  | X |  | 12:30-1:50 | Titus Petronius [NAME] served as Special Minister for Elegance under the emperor [NAME] until his forced suicide in 66 AD. His only known work, the Satyrica, was a sprawling, picaresque novel detailing the unsavory adventures of Encolpius as he wandered through Italy in search of a cure for his impotence. We will read the largest of the surviving fragments, which satirizes Roman morals and manners through a description of an outrageous dinner party hosted by the freed slave and nouveau riche Trimalchio.
CLASS | Elementary Latin II | Rohrbacher | X |  | X |  | X | 10:00-10:50 | Elementary Latin II is a continuation of Elementary Latin I, which is its prerequisite. Completion of the second half of Wheelock’s Latin Grammar will prepare the student for advanced work in Latin. Please see instructor if you are uncertain about placement.
CLASS | Tutorial: The Literature of the Restaurant | Rohrbacher |  |  | X |  |  | 2:00-3:00
COMPSCI | Theory of Computation | Henckell | X |  |  | X |  | 3:30-4:50 | Theory of Computation deals with the mathematical theory underlying computation, in three roughly equal parts:
ECON | Econometrics | Khemraj |  | X |  | X |  | 10:30-11:50 | The aims of this course are to: (i) provide an introduction to econometric methods that will assist students in understanding empirical research in their field; and (ii) enable students to apply these methods in their own research or thesis. The objectives of the course are: (i) students must demonstrate their understanding of the appropriate econometric methods for analyzing data; and (ii) generate and interpret computer output for the estimation and testing of economic relationships. Several fundamental topics in mathematical statistics would be reviewed; these include: mathematical expectations, variance and covariance of random variables. The following topics would be covered: (i) the OLS estimator; (ii) two stage least squares and instrumental variable technique; (iii) the maximum likelihood estimator; (iv) vector autoregressions (VAR); (v) cointegration and error correction models (VECM); (vi) volatility models ([NAME], [NAME] and GARCH-M); and finally (vii) univariate time-series models. Prerequisites: Calculus I or Mathematics for Economist, Statistics, Intermediate Macro and/or Microeconomics
ECON | Money, Banking, and Financial Markets | Khemraj |  | X |  | X |  | 9:00-10:20 | This is an intermediate level economics class. Therefore, students are expected to have completed at least Introduction to Macroeconomics and ideally Intermediate Macroeconomics. The course will make use of several analytical tools such as the AD/AS and IS/LM models that are covered in Intermediate Macroeconomics. Topics that will be covered include: (i) the time value of money; (ii) term structure of interest rates; (iii) institutional features of banking and financial markets; (iv) the nature of several financial instruments; (v) central banking and its role in macroeconomic stabilization; (vi) monetary transmission mechanisms; (vii) the sub-prime and global financial crises; and (viii) the policy debates pertaining to several monetary theories. Various US and global financial issues will be discussed throughout the semester; students are therefore required to participate in the discussion of current events.
FRENCH | Contes et Conteurs | [NAME] |  | X |  |  | X | 1:00-2:20 | A seminar in French literature, open to students who have completed Advanced French, or by permission of instructor. The course is designed to help students make the transition from the study of French language to the study of French literature in the original. All discussion will be in French. There will be several short papers, as well as in-class writing assignments and projects designed to broaden students’ active vocabulary.
FRENCH | Intervediate French II | [NAME] | X |  | X |  | X | 10:00-10:50 | A continuation of Intermediate French I. This course builds on the grammar and vocabulary acquired in previous semesters and develops students' ability to think and express themselves in French. There is an increased emphasis on the interpretations of literary and cultural texts. There are regular tests and in-class exercises, as well as a comprehensive final exam. Compositions are longer and more analytical than in the previous semester. Class meets for three 50-minute sessions, plus one 90-minute lab per week. Attendance and active participation are required. Prerequisite: Intermediate French I.
FRENCH | Beginning French II | Van Tuyl | X |  | X |  | X | 10:00-10:50 | This continuing course is designed for students who have successfully completed Beginning French I at New College. Using the multimedia French in Action program, this immersion course focuses on the use of grammatically and idiomatically correct French. Required work for the course includes weekly quizzes, frequent dialogues, and a comprehensive final exam. [NAME], active participation, and individual study of materials available on Moodle and/or through the Language Resource Center are required. Three 50-minute classes per week plus one 90-minute lab session. Class is conducted entirely in French.
GERMAN | [NAME] | Cuomo | X |  | X |  | X | 10:00-10:50 | In this second half of the one-year introduction to the German language, we will cover the last six chapters of Deutsch heute, and students will begin writing short German compositions and dialogs.
HIST | Renaissance Italy | Benes |  |  | X |  |  | 12:30-3:20 | The Renaissance is one of the most hotly debated subjects in all of modern scholarship: what was it? how should we define it?—even, did it happen? This seminar will take an interdisciplinary approach to the history of Italy between 1350 and 1550, looking not only at intellectual trends traditionally identified as “Renaissance”—such as humanism, individualism, and classicism—but also how they reflected and affected contemporary politics and society during an especially turbulent time on the Italian peninsula, which included recurring plagues, religious upheaval, and almost constant war. The course will consider a broad variety of primary sources, from statutes and censuses to art, music, philosophy, and drama—keeping always in mind the arguments of historians across the ages about their meaning and significance for the development of Western civilization, and the usefulness of categories and periodization for the understanding of the past. No prerequisites, but enrollment will be limited to 15, with priority given to history and medieval/Renaissance studies concentrators.
HIST | American History Survey: 1865 to Present | Goff | X |  |  | X |  | 3:30-4:50 | This course builds on the first half of the survey through examination of the Reconstruction period and its legacies; the rise of a new industrial order based on new racial, gender, and class relations and the political responses to that new order; the challenges of U.S. imperialism and the advent of global warfare; the origins of mass consumerism and the modern national state; the cultural politics of the Cold War; the limits, contradictions, and consequences of postwar affluence; and the changing fortunes of competing political coalitions as the fight over the meaning and import of “freedom” raged on in the wake of the Civil War. This course should help you understand better how large-scale phenomena such as economic transformations, social movements, cultural shifts, and political clashes shaped the daily lives of Americans and how they understood, resisted, and contributed to these historical changes.
HIST | The United States and the Caribbean | Goff |  | X |  | X |  | 10:30-11:50 | This upper-level course explores the relationship between the United States and the diverse range of cultures, nations, peoples, and economies of the Caribbean. In effect, this course builds on the fall 2013 semester course, “The U.S. in the World,” by focusing on a specific region with a very long and complex history of interaction with the United States. What can the history of these encounters reveal about the United States as an emerging hegemonic power? For example, what forms of resistance, dependence, and engagement arose from these encounters in Cuba, Haiti, Panama, Puerto Rico, the Dominican Republic? The course will introduce students to recent and dynamic scholarship on this region and its relations with the United States and the rest of the world. Classes will combine lecture and discussion, but there will be a strong emphasis on class participation, regular response papers, and student-driven research.
HIST | Historical Methods | Harvey |  | X |  |  | X | 1:00-2:20 | What is history? What do historians do? How do they collect evidence, analyze it and share their ideas with others? This class will introduce students to the basic concepts, controversies, history and techniques of history as a discipline, from theoretical approaches to useful reference materials. We will discuss not only the nature of history and evidence but also the practice of history, focusing on the goals of contemporary historians as well as the challenges facing them. The class aims to prepare students to do advanced work in history; in consequence, a great deal of emphasis will be given research and writing skills. Historical Methods is required for History concentrators and thus strongly encouraged for all second- and third-years intending a History area of concentration. It is also open to all other students (including first-years and non-concentrators) with permission of the instructor. The class will be particularly useful for students who wish to improve their writing and presentational skills. There are no prerequisites, but course size will be limited.
HIST | The Papacy from Constantine to Constance | [NAME] |  | X |  | X |  | 9:00-10:20 | his survey course introduces students to the history of the papacy between the reign of Constantine the Great (306–37) and the Council of Constance (1414–18). The thousand or so years covered in this survey witnessed the formation of a uniquely medieval papacy, which grew from a local organization predominantly concerned with affairs in Rome and Italy to a trans-national organization that directed the spiritual lives of the entirety of Western Christendom and often determined many aspects of political life too. The course deals with the institutional and political development of the papacy, ecclesiastical and social history, intellectual history and religious dissent. Topics to be covered include the papacy in late antiquity, the papacy and Byzantium, the papacy and the Carolingians, the conflicts of empire and papacy, the development of the papal curia, heresy and the Great Schism. Special emphasis will be placed on the study of primary sources—biographies, art works, chronicles, law codes and so forth—in order to illuminate the history of the papacy. Classes will combine lecture and discussion. No prerequisites, but enrollment will be limited the 30. (LAC Credit)
HIST | Chinese History Since 1800 | Shi |  | X |  |  | X | 2:30-3:50 | Most of the world has changed very drastically in the past 100 years, but few areas have been altered more than China. Nonetheless, even among the most dramatic upheavals of the twentieth century, continuities with the past exist, especially in thought and attitudes of its people. This course is the second of a two course-sequel of introduction to Chinese history. Major themes include the breakdown of the Qing empire (1644-1912) and the formation of a modern national state, relationships between society (both rural and urban society) and government, economic development and environmental crises, changes in kinship and family life, gender roles, and changing relationships between elite and popular culture.
HIST | East Asian Civlization | Shi |  | X |  |  | X | 4:00-5:20 | As a region that developed nearly independently of the West before 1800, East Asia sheds light on the variety of ways that human beings have found meaning, formed communities, and governed themselves, expanding our understanding of the human condition. This course introduces students to the histories of China, Korea, and Japan from the earliest states to the present. It offers the opportunity for students to engage in cross-cultural study of countries with long and rich historical records, extraordinary, enduring cultural achievements, and increasingly important roles in contemporary international affairs. Topics include: state formation and dissolution; the role of ideology and how it changes; religious beliefs and values; agriculture, commerce, and industry; changing gender roles and family relations and the impact and interaction with the West. The emphasis is on understanding comparisons and connections across East Asian societies, rather than on comprehensive coverage.
LITR | [NAME], [NAME], [NAME], & Musil and Crisis of Identity in Early 20th Century Central Europe | Cuomo |  | X |  |  | X | 2:30-3:50 | Focusing on major works in prose by [NAME] (Germany), [NAME], [NAME] (Austria-Hungary), and [NAME] (Austria-Hungary/Czechoslovakia), we will trace the crisis of individual identity in Europe of the first decades of the 20th Century. Our scrutiny will include [NAME]’s story “Lieutenant Gustl” and his drama Flirtations, [NAME] novellas ”[NAME],” “Blood of the Walsungs,” “[NAME]” and “Death in Venice,” in addition to Buddenbrooks, the novel that won Mann the Nobel Prize in Literature. We will read and discuss the novel Confusions of Young Törless by [NAME]’s contemporary and [NAME] and [NAME]’s compatriot [NAME] before proceeding to [NAME]’s stories “The Judgment,” “Metamorphosis,” “A Country Doctor,” “In the Penal Colony,” The Hunger Artist,” and “A Report to an Academy,” and his unfinished novel The Trial. Among other issues, our investigation of the questionable nature and instability of identity will address the representation of the moral vacuum in which [NAME]’s jaded, decadent aristocrats exist, Mann’s association of artistic talent with decadence and a decline in vitality, [NAME]’s concept of the human personality as a fragile construct, and [NAME]’s characters in confrontation with patriarchal structures and preconscious and unconscious states of being. We will also view and discuss some of the notable film adaptations of works we are reading, such as Visconti’s Death in Venice, Schlöndorff’s Young Törless, and [NAME]’ The Trial. Course members will be responsible for active participation in class discussions informed by the written comments they submit for each class on all the assigned readings, postings to the course web board, individual or group oral presentations on selected topics, and two medium-length analytical essays. All readings will be in English translation. Although this course is open to all interested students, previous work in literary analysis will be an advantage.
LITR | In Praise of Copying | Hubbard |  | X |  |  | X | 4:00-5:20 | Sampling, erasure, and wholesale boosting are contemporary writing processes in poetry and nonfiction, but they have ancient roots in a variety of cultures and they have contemporary expressions in every art. Using readings in [NAME] Uncreative Writing and Marcus Boon’s In Praise of Copying, we’ll think about intellectual property law, the vast commons of the internet, folk cultures, music, phenomenalism, viruses, and post-modernity. We’ll evaluate cut-ups, minimalism, and appropriation in the verbal (and often visual) arts, from [NAME] and [NAME]’ work to [NAME] Radi Os and [NAME]’ A Humument; consider postmodern identity and citizenship in the self-sampling techniques of [NAME], [NAME], and [NAME] transcriptions; contemplate the clash of fictive and found in [NAME] automatic prose poetry in Tree of No (with perhaps a preliminary glance at [NAME]); listen to performances such as Tracie Morris’ haunting vocalizations (which veer between melisma and recursion, muezzin and [NAME]), [NAME]’ lingering over letters, and [NAME] Smith’s reenactments of ordinary speech; visit machine-generated pieces (such as at Beard of Bees), and think about irony and sincerity in Google-based flarf, [NAME]’s taped speech (Soliloquy), and [NAME] work with ‘truisms.’ We’ll consider the political implications of erasure as redaction or censoring with a look at MacDonald’s O Mission Repo (an erasure of the 9
LITR | Modern American Poetry | Hubbard |  | X |  |  | X | 1:00-2:20 | Modernism in general across the arts might be largely defined by the attempt to organize a vast chaos of cultural inheritance, deal with or incorporate chance, and recalibrate our perceptual frameworks; much of literary modernism embraced allusion, co-optation, and the strange juxtapositions found in the newspapers. It also had to deal with non-Western traditions, new music, explosive visual art, the discovery of the unconscious, gender trouble, and a couple of world wars. We’ll study [NAME]’s deconstruction of objects as linguistic analysis; [NAME] compulsive ingestion of ‘the tradition’ and his comfort with pastiche; [NAME]’s fracturing perspectives on sexuality; Hughes’ jazz poetics; [NAME]’s attempts to include everything written in ancient, modern, and even Eastern cultures; H.D.’s, Crane’s, and [NAME]’ myth-making; [NAME]’s incorporation of found material; [NAME]’s outlying status as a pastoral poet (and ironist and dramatist) and [NAME]’ exploration of the relation between the imagination and reality. One way to think about Modernism is to think about the attempt to write epic, to be engaged in giving expression to, or (re)making, an entire society, in the face of the apparent triumph of lyric, the expression of a private (unmoored, ahistorical, fractioned-off) self. Another way is to consider language experiment as, to turn [NAME]’s phrase, unacknowledged legislation. Given world enough and time, we’ll consider the politics of Modernism’s formation as a canon, look at those writers excluded from it, and consider re-opening the questions Modernism’s triumph seemed to close.
LITR | Acting II | Malaev |  |  | X |  | X | 10:30-11:50 | This class will train students to practically approach texts, based in heightened language and style, with an emphasis on [NAME]. It is intended to serve students of various levels of acting expertise, who have taken practical theatre courses at New College. The course builds on [NAME] organic inner technique, while exploring higher levels of creativity, essential to playing classical comedy and tragedy. The course’s esthetic and artistic philosophy is based in Yevgeny Vakhtangov’s method of Fantastic Realism. Psycho-technical work covered this semester includes exercises in Demidov’s cultures of calm and passivity, as well as psychic breath technique. An assignment in writing about theater in response to a live classical performance will be given during the course.
LITR | Transvestite Theater: Costume and Identity | Myhill |  | X |  | X |  | 10:30-11:50 | The fact that all characters, regardless of gender, were played by male actors on the English stage until 1660 has long been regarded as a convention that audiences of the time would have accepted without question. That all characters, regardless of rank were played by men whose highest social position was citizen is so taken for granted that it is not even discussed today. But in a culture in which many people accepted that costume was "set down [from God] as a sign distinctive between the sexes" and which produced laws regulating by rank who could wear what fabrics, the potentially transformative nature of costume was the subject of serious attention. Recent cultural and literary criticism suggests that class and gender can both be seen as social constructions, and explore how identity is produced. This course will examine the place of the theater in constructions of class and gender in early modern England and the place of class and gender in modern critical theory. In addition to plays by Lyly, [NAME], [NAME], Ford, [NAME] and Dekker, Beaumont and [NAME], and Brome, we will read an exciting and contentious variety of early modern writings on the theater, costume, class, race, and gender, and a significant amount of feminist and new historicist secondary criticism. Students are responsible for consistent attendance and participation,several response papers, one oral report, one 5-7 page paper on an assigned topic, and one 10-12 page paper on a topic of their own design. This course is designed for students with prior work in literature, theater, medieval and renaissance studies, and/or gender studies.
LITR | Whose Renaissance? Female and Male Perspectives on 16th and 17th-Century British Literature | Myhill | X |  |  | X |  | 12:30-1:50 | In 1925, [NAME] speculated on why “no woman wrote a word of that extraordinary literature [of the English Renaissance] when every other man, it seemed, was capable of song or sonnet.” More than fifty years later, historian [NAME] asked “Did Women Have a Renaissance?” and concluded that they
LITR | Bilingual Literature Course: Andre Gide | Van Tuyl | X |  |  | X |  | 12:30-1:50 | This seminar on Nobel Laureate [NAME] Gide traces a half century of Gide’s oeuvre. Readings include: the early Symbolist tale Urien’s Voyage; autobiographical and theoretical works on homosexuality; Lafcadio’s Adventures, the parodic 1914 tale of a kidnapped pope; the experimental 1925 novel The Counterfeiters; Theseus, a post-World War II reworking of the Greek legend.
LITR | Critical Theory in the US: An Introduction | [NAME] |  | X |  |  | X | 4:00-5:20 | This course examines the dominant strains of critical theory pertinent to literary study in the US and their critiques. Students will have an opportunity to become familiar with the range of critical theory from Classical and New Criticism through deconstruction and post-structuralism up to current cultural, historical, and postcolonial approaches. In addition to reading each theorist closely for his/her argument, we will investigate the assumptions and philosophical presuppositions built into each theoretical approach. For example, why does New Criticism work so well with poetry and less well with prose fiction? What are the implications of focusing on close textual analysis rather than historical or social context? We will note the ways in which new theoretical approaches are often born from the old, either in imitation or in contention. While this course is primarily concerned with the implications of critical theory for literary study, we will read several key theorists whose work is most clearly aligned with other disciplines including [NAME], [NAME], [NAME], [NAME], and [NAME]. In addition to theoretical texts, we will read four short literary texts and try out some of the approaches we have studied. Further, some of the theoretical texts themselves put the division between ‘literature’ and ‘theory’ into question. An underlying concern of the course will be thinking about what is the proper work of theory, and what is the relation of critical theoretical discourse to literary analysis. Students are expected to write 4 short 2-3 page response papers, to give one in-class presentation on a theoretical article of their choice, to write one longer 7-8 page paper, and to participate actively in discussion.Students whose concentration is outside of literature but have other reasons for an interest in critical theory are welcomed, although preference may be given to students for whom this course fulfills a requirement in their AOC. Note: This course is not “required” for the Literature AOCs, though it is the most regularly offered formal course in Critical Theory. Speak with your advisor about other options unless you know you want this kind of broad survey approach.
LITR | Homographesis: Reading/Writing Sexuality and Queer Theory | [NAME] |  |  |  | X |  | 2:00-4:50 | This course builds upon what [NAME] terms “homographesis”—or writing/reading queerly or in resistance to heteronormativity—balancing historical, literary, and life-writing with more theoretical or essayistic work. We will engage centrally with “Queer theory,” which as an academic theoretical perspective dates from about 1990, and its congruences with and contentions with LGTB studies, feminism(s), and anti-racist or disability rights discourses. Our goals are: 1) to clarify both what Queer theory offers and what it risks or loses, 2) to explore how the concept of "queerness" or "queering" works to challenge foundationalist claims, and 3) finally, to begin to work with, out of, or against some of what have been considered "queer" theoretical approaches on a final project of her/his/per own. Intersections with disability studies/ theory, and particularly with race and ethnicity, as well as critiques from these perspectives will be engaged.
MATH | Introduction to Statistics | Cooper | X |  | X |  |  | 11:00-11:50 AM | This course will introduce students to applied statistics in the social and behavioral sciences. The course will employ a conceptual approach to using descriptive and inferential statistics. Topics will include frequency distributions, central tendency and variability, probability, confidence intervals, hypothesis testing, inferences about means, analysis of variance, correlation, regression, power, and non-parametric analysis. Students will be introduced to computer programs, Excel and SAS, for doing statistical analysis.
MATH | Calculus II | Henckell | X |  | X |  | X | 11:00-11:50 | This course takes up where Calculus I leaves off. The topics covered include integration techniques, sequences, series, [NAME] series, and complex numbers, coordinate systems and applications. This course is recommended for students pursuing interests in the physical sciences, applied mathematics and economics.
MATH | Theory of Computation | Henckell | X |  |  | X |  | 3:30-4:50 | Theory of Computation deals with the mathematical theory underlying computation, in three roughly equal parts:
MATH | Calculus II | [NAME] | X |  | X |  | X | 10:00-10:50 | This course takes up where Calculus I leaves off. The topics covered include integration techniques, sequences, series, [NAME] series, and complex numbers, coordinate systems and applications. This course is recommended for students pursuing interests in the physical sciences, applied mathematics and economics.
MATH | Linear Algebra | [NAME] | X |  | X |  | X | 1:00-1:50 | This course is an introduction to the theory of vector spaces, linear transfomations and their represention by means of matrices. The topics that will be covered are: matrices and linear systems of equations, algebra of matrices, determinants, vector spaces, linear transformations, eigenvalues and eigenvectors, matrix diagonalization, and inner product spaces.
MATH | Partial Differential Equations | McDonald | X |  | X |  | X | 11:00-11:50 | Wave propagation, heat flow and dispersion are examples of fundamental physical processes concisely described by partial differential equations (PDEs). This course is an introduction to PDEs with an emphasis on solution techniques for the classical equations of mathematical physics. We will cover the basics of Fourier series and eigenvalue problems, Green's functions and integral operators, energy estimates, and scattering
MATH | Real Analysis II | McDonald | X |  |  | X |  | 2:00-3:20 | This course is a continuation of Real Analysis 1. We will cover a variety of topics including an introduction to analysis in metric spaces, existence and uniqueness for ODEs, vector fields and their flows, [NAME] series, the Inverse Function Theorem and its corollaries, fundamentals of calculus on manifolds and an introduction to Lebesgue measure
MUSIC | Introduction to Music | [NAME] | X |  | X |  | X | 11:00-11:50 | Designed for non-readers of Western musical notation, this course introduces the fundamentals of Western music reading, writing, and theory. These basics include the following: recognize pitches, durations, meters, phrasing, and other musical characteristics and reproduce them on an alto recorder and by singing; Understand and be able to reproduce correctly the basics of stems, beams, rests, clefs, bar lines, double-bar lines, first and second endings, key and time signatures, and other elements of written music. Identify intervals by size and quality (major, minor, perfect, augmented, diminished) Major and minor scales, the 24 keys (represented by 12 different key signatures), Simple duple and triple, compound duple and triple meters (represented in time signatures), Triads, Triads built on major and minor scale degrees, seventh chords, and basic I-IV-V-I harmonic progression. Students will be assigned homework on a daily basis to reinforce concepts learned in class. Whenever possible these homework assignments will involve creative work that employs the new concept in a musical context. Students will also be evaluated on the basis of a midterm and final exam. No prerequisites.
MUSIC | Music and Dance | [NAME] | X |  |  | X |  | 3:30-4:50 | This course looks at music and dance from an eclectic number of genres and traditions from historical, anthropological, and critical perspectives. Along the way it will address issues of difference (gender and sexuality, race, and class) that are often imbedded in choreographic performances. Musical examples will date from about 1725 to present in Europe and the United States; styles of dance will reflect mostly 20th and 21st century practices, reconstructions, revivals, or reinterpretations. In regard to music, works we examine will be selected from [NAME], Rameau, Mozart, Beethoven, Chopin, Wagner, [NAME], [NAME], [NAME], [NAME], Ravel, and Copland, and Meredith Monk to name a few composers. We will also consider social dance forms such as the minuet, gavotte and contredanse, the waltz, mazurka, and polka, fandangos, cachuchas and boleros, the quadrille, tango, cake walk, quick step, Charleston, [NAME], and jitterbug, English country dancing, square dancing and American contradancing. The work of [NAME], [NAME], [NAME], [NAME], [NAME], [NAME], and [NAME] will also provide an area of focus. Students can incorporate their own interests through individual projects, papers, and assignments. This is not an introductory class, but a variety of backgrounds may serve as an appropriate point of departure for entering the material. You need not be able to read music or have experience as a dancer. You should be open to reading scholarly literature about music and dance in addition to viewing performances and listening to music.
MUSIC | Electronic Music | Dancigers | X |  |  | X |  | 12:30-1:50 | The incorporation of analog and digital electronic technology into 20th century music sparked a revolution in compositional technique and timbre that continues to this day. This course emphasizes the acquisition of hands-on electronic music skills vital to all creative musicians, from electronica and hip-hop producers to avant-garde soundscape experimentalists. Using Digital Audio Workstation technology, we will explore MIDI, audio editing, sampling, sequencing, filtering, and synthesis through creative lab projects, while also gaining awareness of the historical context of these techniques and seminal electronic works. The second half of the course is dedicated to individual studio projects, with potential forays into music for film and blending electronics with live performance.
MUSIC | Music Theory II | Dancigers | X |  | X |  | X | 11:00-11:50 | Building on the foundation established in Music Theory I, topics to be covered this term include: the formal implications of equal temperament and chromatic tonal harmony. Daily assignments will include work in analysis and composition. In addition to attending lecture sessions, students will be required to participate in two aural skills sessions each week.
PHIL | Philosophy of Music | Edidin |  | X |  |  | X | 1:00-2:20 | The purpose of this course is to think hard about fundamental issues concerning music: Does music have meaning? If so, what kind is it, and how may it be understood? How is music connected to emotion? If music is an art, what are its “artworks”? What, if anything, is special about written music, and what are the roles of composers and performers as musical creators? What values can music realize, and how can music be evaluated in terms of them?
PHIL | Philosophy of Science | Edidin | X |  |  | X |  | 3:30-4:50 | What makes science science and distinguishes it from other pursuits? How does the evidence cited by scientists support the theoretical claims they make? Is there good reason to believe that those claims are true? In this course, we'll consider these and other philosophical questions about science. We'll begin with a fairly orthodox description of scientific method, and proceed to successively more radical accounts of science and scientific knowledge or "knowledge", including recent feminist accounts.
PHIL | Modern Philosophy | Langston |  | X |  | X |  | 10:30-11:50 | Building on the achievements of the Classical and [NAME], thinkers such as Leibniz, [NAME], and [NAME] laid the foundation for our contemporary world and its methods of thought and analysis. By focusing on the British Empiricists—Locke, Berkeley, and Hume—and the Continental Rationalists-Descartes, Leibniz, and Spinoza—we shall trace the thought of the Modern period and its synthesis in Kant's Critical Philosophy, and the Hegelian, Marxian, and Nietzschian reactions to that synthesis.
POLI | Russian Politics in Transition | Hicks | X |  |  | X |  | 3:30-4:50 | This course will examine Russia’s troubled transition to democracy and capitalism. The land of Tsars, revolution, [NAME], and the “other” nuclear superpower is now engaged in an effort to break a centuries-long history of authoritarian rule punctuated by crisis and dramatic change. The challenges are monumental. In order to understand the nature and tasks of the transition, the first half of the course will look at the structure and disintegration of the Soviet Union and its communist system. Then we will turn to the political and economic transformations and to Russia’s attempts to secure its federation in the aftermath of losing its “internal empire” in the Soviet Union. This last topic will lead us to an examination of the crisis in Chechnya and its effects on political development in Russia. Each student will take an in-class exam on the Soviet system and do a small research project (15-20 pages) on an aspect of the post-Soviet transformation in which she or he is most interested. As class “experts”students are expected to integrate the findings from their research into our class discussions of the transition. The final written requirement will be a take-home final exam. Pre-requisite: an introductory political science course or permission of the instructor. This course will be capped at 20 with preference going to students concentrating in political science, international studies, European studies, or Russian language and literature.
PSYCH | Developmental Psychology | Barton |  | X |  | X |  | 10:30-11:50 | This course will survey topics in social, personality, and cognitive development from infancy through adolescence. We will discuss major theoretical perspectives, methodologies, and both past and present research in the field. Projects in the course will include the opportunity to observe child behavior, and to assess a variety of real world issues of developmental psychology that have direct impact on children’s lives. Prerequisite: Introduction to Psychology
PSYCH | Research Methods in Psychology | Barton |  | X |  |  | X | 12:30-1:50 | This course will survey the range of research methods available to psychologists. Students will become familiar with each phase of the research process through readings, lectures, class discussions, field observations, surveys, interviews, and laboratory measurement. The advantages and limitations of each method will be emphasized. In addition, students will practice using appropriate statistical analyses to interpret data. Prerequisites: Introduction to Psychology AND at least one additional Psychology course.
PSYCH | Biological Psychology | Bauer | X |  |  | X |  | 3:30-4:50 | This course introduces the student to the biological bases of behavior and mind. We will address physiological, evolutionary, and ecological explanations for various psychological phenomena. Topics will include neural transmission, nervous system organization, lateralization and language, sensory processes, movement, biological rhythms, thirst and hunger, sexual behavior, emotional behavior, learning and memory, psychopathology, personality, and consciousness.
PSYCH | Sensation and Perception | Bauer | X |  | X |  | X | 11:00-11:50 | This course explores the sensory and perceptual processes involved in determining the properties of physical stimuli. Initially, we will discuss psychophysics, the study of the relationship between psychological phenomena and physical events. We will continue with reviews of vision, audition, touch, olfaction, and taste. A specific emphasis will be placed on applications of psychological and biological knowledge to perceptual analysis of two-dimensional visual images and music. No prior academic experience with art or music is required.
PSYCH | Advanced Statistics | Cottrell | X |  |  | X |  | 2:00-3:20 | This course will cover advanced topics in applied statistics for the social and behavioral sciences. We will begin with in-depth considerations of analysis of variance and multiple regression. Additional topics may include structural equation modeling, factor analysis, and meta-analysis. Students will gain hands-on experience with conducting each analysis in relevant computer programs.
PSYCH | Abnormal Psychology | Fisher |  | X |  | X |  | 9:00-10:20 | This class will provide an introduction to the scientific study of psychopathology. We will begin with a discussion of the definition of psychopathology and mental illness. Other topics will include the classification, development, symptoms, treatment, and prevention of various forms of mental illness. A theme running throughout the course will be the interactive role of biology, psychology, and sociology in abnormal thought and behavior.
PSYCH | Personality Psychology | [NAME] |  | X |  |  | X | 2:30-3:50 | Whereas social psychology covers things that make people similar to one another, personality psychology focuses on things that make people different from one another. This intermediate class will cover theory and research on personality and the individual differences between people. We will cover some classic approaches to understanding personality, but the emphasis throughout the semester will be on contemporary theory and research. Course topics will include, but not be limited to, the definition of personality, research methodology in the study of personality, biological and genetic influences on personality, psychosocial theories of personality, social learning, and self-regulation. Class assignments will include, but not be limited to, brief writing assignments, journal assignments, a final paper, development of a personality instrument, and exams. PREREQUISITE: Introductory Psychology.
PSYCH | Psychology of Religion | [NAME] |  |  | X |  |  | 12:30-3:20 | This course covers theory and empirical research on the psychology of religion. We will learn about the psychology of religion by reading and discussing primary and secondary literature in this area, by completing several writing assignments, and, importantly, by gaining hands-on experience with the conduct of psychological research. Topics covered will include the foundations of religious belief, the interrelations between religion and emotion, and the complex associations between religiosity and physical and mental health.
PSYCH | Cognitive Psychology | Harley | X |  |  | X |  | 12:30-1:50 | Neisser (1967) defined cognitive psychology as the study of the processes by which sensory input is transformed, reduced, elaborated, stored, recovered, and used. This course will focus on the models and experiments that address these cognitive processes. A major goal of the course is to help students develop their abilities to read and understand cognitive experiments and to use experimental data to support hypotheses. Prerequisite: Introductory Psychology
REL | Religion: Virtues and Vices | Langston | X |  |  | X |  | 12:30-1:50 | A number of contemporary thinkers have proposed Virtue Ethics as an alternative to Deontological and Consequentialist Ethics. We will examine some recent articulations of the view, after which we will focus on the nature of of some of the more important virtues and vices.
REL | [NAME] | Marks |  | X |  |  | X | 2:30-3:50 | This course will provide a survey of the various texts that have been read as [NAME]. We will consider some of the individual and communal perspectives that these writings imply. Readings will include New Testament, the so-called Apocryphal literature as well as texts known only from the Nag Hamadi discoveries. We will discuss reoccurring themes and address issues such as how various texts came to be included within a "canon" while others were excluded. Claims to orthodoxy as opposed to heresy will reveal some of what is at stake within competing interpretations of scriptures.
REL | Varieties of Judaism in the Modern World | Marks |  | X |  |  | X | 1:00-2:20 | This course will consider modern Jewish movements and currents in Jewish thought. We will explore the Jewish religious identities that developed in Europe, America and Israel, including Reform, Orthodox, Conservative, [NAME], Hasidic and others. In addition we will trace Zionism and other explorations of Jewish ethnicity and culture that are not necessarily defined in religious terms. Additional explorations of Jewish philosophy, mysticism, and activism will allow us to pursue overlapping and competing ideas within these various streams.
REL | Topics in the Study of Religion: Religion and Social Change in Victorian Britain | Michalson |  |  | X |  |  | 12:30-3:20 | Designed for students concentrating in Religion, this seminar will explore the role of religious institutions, practices, and beliefs during a period of rapid social change in Great Britain. Fiction and non-fiction works will address the High Church/Low Church controversies within the Anglican Church, [NAME] and the Oxford Movement, and the controversies associated with the publication of Darwin’s Origin of Species in 1859. Multiple short (3-4 page) essays plus one longer (8-10 page) essay will be required.
REL | Varieties of Relious Existentialism | Michalson |  | X |  |  | X | 4:00-5:20 | While “existentialism” as a Western philosophical movement is now viewed as a part of our intellectual history, its impact on modern religious thought is a valuable indicator of the relation between religious belief and modern culture. This course surveys the group of thinkers loosely categorized as “religious existentialists,” who hold that existentialism offers a valuable resource for sophisticated reflection on such themes as faith, selfhood, divine transcendence, and history. At the same time, some will question whether or not existentialism is compatible with religious belief at all. Throughout the course it will be apparent that the problem of what “existentialism” itself means if often at stake. Readings will include such authors as [NAME], Nietzsche, Bultmann, Tillich, [NAME] and Camus, with frequent writing of short essays. The course is designed for students with some background in philosophy and/or religion, and enrollment may be limited.
REL | Victorian Religious Controversies | Michalson | X |  |  | X |  | 2:00-3:20 | This course provides an overview of the remarkable series of religious controversies and conflicts characterizing the long reign of Britain’s Queen Victoria (1837-1901). Beginning with the tensions within the established Anglican church as captured by novelist [NAME], the course will survey “high church”/”low church” debates, the “Oxford Movement,” the Darwinian controversy, and the emergence of religious “doubt” as a serious theme within British culture. In a general way, Victorian culture reflects a characteristically modern tension between the religious temperament and a skeptical intellect. It is, after all, the Victorians who coined the very term, “agnosticism.” Intended mainly for first and second year students.
REL | Buddhist Visual Art | Newman | X |  |  | X |  | 3:30-4:50 | This seminar provides a broad survey of traditional Buddhist visual art organized according to chronological development and geographical diffusion. We will look at the origin and evolution of Buddhist visual art in India, Sri Lanka and Southeast Asia, Inner Asia, China, Japan, and Tibet, with a focus on India. We will spend much of the mod discussing the relation between ideology and art. In addition to attendance and participation in discussions, the main requirement is an investigation of a topic of the student’s choice which will be presented in a paper and in a PowerPoint presentation to the class.
REL | Lam-rim [NAME] | Newman | X |  |  | X |  | 12:30-1:50 | The Lam-rim [NAME] (Great Treatise on the Stages of the Path) is the famous summation of the Mahayana Buddhist path by the Tibetan master [NAME] (1357-1419). In this massive work (three large volumes in English translation) [NAME] presents a detailed explanation of the ethical discipline, meditative processes, and philosophical insight that transform a person from an ordinary state into the perfected state of a buddha. Along the way [NAME] provides copious extracts from scripture, and critical evaluation of conflicting views. The Lam-rim [NAME] thus serves as an excellent basis for exploration of the Indo-Tibetan Buddhist worldview. In this seminar we will study the Lam-rim [NAME] in its entirety. The last portion of the term will be devoted to student presentation of research projects on specific topics covered in the text. This course has as a prerequisite satisfactory completion of “Buddhism,” “Religions of South Asia,” or a comparable course in Asian religions.
SOCIO | The Sociology of Sustainable Communities | Brain | X |  |  | X |  | 12:30-1:50 | This course is organized around an interest in the challenge of creating communities that sustain a relatively high quality of human life, while maintaining an effective commitment to social equity, democratic self-governance, and a high level of ecological responsibility. The course includes the following topics: sociological and historical perspectives on the way we have constructed the relationship between the human and non-human aspects of the world; the history of environmentalism and the environmental movement in the United States, in the context of an understanding of the politics and sociology of land use; unintended consequences of "green" symbolic crusades and environmental regulation; practices and practical challenges of sustainable community development. An overall goal of the course is to challenge much of the received wisdom and often unreflective ideas concerning what it means to live in a more ecologically responsible fashion, and regarding social and political action relevant to bringing about significant change in the relative sustainability of human settlements. The course is focused on three levels of analysis: the social construction of technological systems; the organization of social action in the context of the interplay of markets and bureaucratic administration; the formation of capacities for civic engagement and effective political action.
SOCIO | Sociology of Gender and the Body | [NAME] |  | X |  | X |  | 9:00-10:20 | This is an introductory-level topics course in sociology. We will highlight general sociological concepts as we focus on the intersection between gender and the body. We will cover a wide range of topics, including: media representations of gendered bodies, body image, cosmetic surgery, menstruation, reproduction, sexuality, sports, and how the body might be used to challenge gender, among others. Although our main focus will be on gender and the body, we will approach our study with attention to other forms of inequality, including race and class. This course fulfills the "Persons and Society" Sociology requirement.
SOCIO | Sociology of Development | Hernandez |  | X |  | X |  | 10:30-11:50 | In this course we will gain a sociological understanding of the complexities in the study of economic and social development with a focus on developing nations. By gaining a keen understanding of classical schools of thought (Modernization, Dependent Development, and World Systems) we gain the necessary basis to engage in current development theory and approaches. We will explore the historical processes behind economic development and critically analyze the varied definitions of development and their effect on policy, programs, and people. This course is geared at the intermediate level and fulfills either the “Social Organization/Institutions” or “Change” Sociology AOC requirement.
SPAN | Elementary Spanish II | Bennaji | X |  | X |  | X | 10:00-10:50 | A continuation of Elementary Spanish I. The main goals of this course are to acquire good knowledge of basic Spanish [NAME] (simple sentence structure, simple tenses in the Indicative, introduction to the Subjunctive), to build Vocabulary, and to develop Oral/Aural skills. Required work for the course includes preparation of short dialogues/skits for in-class work, weekly quizzes, take-home grammar exercises, short reading/writing assignments, and three major exams. Three 50-minutes classes per-week. An additional six hours (at least) of preparation for class are required, plus 3 to 4 hours to complete workbook & laboratory assignments, every week. Attendance and active participation in class exercises are required. Students are expected to prepare all assignments carefully. Quality and timeliness of completed work, significant progress in language skills, and evidence of mastery of basic Spanish grammar will be the basis for the evaluation of a student's performance.
SPAN | Elementary Spanish II | Bennaji | X |  | X |  | X | 11:00-11:50 | A continuation of Elementary Spanish I. The main goals of this course are to acquire good knowledge of basic Spanish [NAME] (simple sentence structure, simple tenses in the Indicative, introduction to the Subjunctive), to build Vocabulary, and to develop Oral/Aural skills. Required work for the course includes preparation of short dialogues/skits for in-class work, weekly quizzes, take-home grammar exercises, short reading/writing assignments, and three major exams. Three 50-minutes classes per-week. An additional six hours (at least) of preparation for class are required, plus 3 to 4 hours to complete workbook & laboratory assignments, every week. Attendance and active participation in class exercises are required. Students are expected to prepare all assignments carefully. Quality and timeliness of completed work, significant progress in language skills, and evidence of mastery of basic Spanish grammar will be the basis for the evaluation of a student's performance.