1. Erwin N. Griswold, Class of 1925, lawyer. Griswold was dean of the Harvard Law School from 1946 to 1967, and from 1967 to 1973 he was solicitor-general of the United States. He is now a partner with Jones Day Reavis & Pogue in Washington, D.C. At Oberlin, he was a political science/ pre-law major.

2. David Zinman, Class of 1958 (honorary doctorate, 1983), conductor. Zinman has been music director of the Baltimore Symphony Orchestra since 1985; previously, he was music director of the Rochester (N.Y.) Philharmonic Orchestra and conductor of the Het Nederlands Kamerorkest. He has been awarded the Grand Prix du Disque and the Edison awards. At Oberlin, he was a violin major.

3. Sherry Zannoth, Class of 1968, soprano. Zannoth is principal soprano with the Metropolitan Opera and the New York City Opera Company. At Oberlin, she was a voice major.

4. Gardner Taylor, Class of 1940, clergyman. Taylor is pastor of the Concord Baptist Church of Christ in Brooklyn, N.Y. He was named one of the nation's ten outstanding preachers by Ebony. He received a bachelor of divinity degree from Oberlin.

5. Roger Sperry, Class of 1935 (honorary doctorate, 1982), neurobiologist and educator. Sperry won the Nobel Prize in 1981 in medicine and physiology for his split-brain studies on the functions of the two hemispheres of the human brain. Over the years, he has been a research fellow at the Harvard and Yerkes laboratories, a professor at the University of Chicago, and a section chief at the National Institutes of Health.

Since 1954, he has been the Hixon professor of psychobiology at the California Institute of Technology. He majored in English and remained at Oberlin to receive a master's degree in psychology.

6. John Vinocur, Class of 1961, journalist. Vinocur is executive editor of The International Herald Tribune. He formerly was metropolitan editor of The New York Times. At Oberlin, he majored in English.

7. Niara Sudarkasa, Class of 1957, university official. An anthropologist, Sudarkasa is best known for her work on the role of women in South Africa. Recently, she was named president of Lincoln University in Oxford, Pennsylvania. At Oberlin, she completed a major in sociology.

8. Lucy Stone, Class of 1847, reformer. A leader of the women's suffrage movement, Stone in 1870 founded the Woman's Journal, which for nearly 50 years was the official organ of the National American Women Suffrage Association. She also was an active lecturer in the antislavery movement. She died in 1893.

9. John Gutfreund, Class of 1951, investment banker. Gutfreund joined Salomon Brothers, one of Wall Street's largest brokerage firms, in 1953 and worked his way up the ranks, becoming a partner, a member of the executive committee, a managing partner, and then chairman of the board. Today, he is chairman, president, and chief executive officer of Salomon, Inc. At Oberlin, he majored in general and English literature.

10. Edwin Reischauer, Class of 1931, educator and diplomat. Reischauer began his career teaching at Harvard University and taught there for more than 30 years. Between teaching appointments at Harvard, he served in

various capacities for the State and War departments, directed the Harvard-Yenching Institute from 1956 to

1961, and was U.S. ambassador to Japan from 1961 to 1966. A prolific author, his latest book, Looking Both Ways: My Life between Japan and America, was published in 1986. At Oberlin, he majored in history.

11. Donald Henderson, Class of 1950 (honorary doctorate, 1979), physician. Between 1966 and 1977, Henderson led the World Health Organization's successful effort to eradicate smallpox worldwide. Since 1977, he has been dean of the Johns Hopkins University School of Public Health. At Oberlin, he was a chemistry/pre-med student.

12. Nancy Hays Teeters, Class of 1952, economist. Teeters was the first woman to serve on the board of governors of the Federal Reserve Board. She has taught at the University of Michigan and has been a senior fellow of the Brookings Institution and chief economist for the U.S. House of Representatives Committee on the Budget, among other positions. Today, she is a vice president and chief economist at IBM. At Oberlin, she was an economics major.

OBERLIN (USPS 991-960) is published six times per year; May (one time), September (three times), and October (two times) by the Office of Communications, Oberlin College, Oberlin, Ohio 44074. POSTMASTER: Send address changes to OBERLIN, Oberlin" College, Office of Admissions, Oberlin, Ohio 44074

The information contained in this book was accurate at press time. Please note, however, that some information is subject to change.

Oberlin College, an independent coeducational institution holds a distinguished place among American colleges and universities. Oberlin was the first college to grant undergraduate degrees to women and historically was a leader in the educating of blacks; its heritage is one of respect for the individual and active concern for the larger society. The College uniquely combines an outstanding professional school of music with a leading undergraduate college of arts and sciences. The two divisions reinforce each other. The Conservatory provides flexible programs to prepare students as professional musicians and teachers of music. Deeply committed to academic excellence, the College of Arts and Sciences offers a rich and balanced curriculum in the humanities, social sciences, and sciences. Within that framework the College expects that students will work closely with the faculty to design an educational program appropriate to their own particular interests, needs, and long-term goals.

Oberlin seeks a diverse and promising student body. Recognizing that diversity' broadens perspectives, Oberlin is dedicated to recruiting a culturally, economically, geographically, and racially diverse group of students. Interaction with others of widely different backgrounds and experiences fosters the effective, concerned participation in the larger society' so characteristic of Oberlin graduates. Oberlin seeks students who are talented, highly motivated, personally mature, and tolerant of divergent views. The Conservatory of Music in particular seeks talented musicians with considerable potential for further growth and development; performance is central, although some students focus on the related areas of music history, theory, composition, education, technology, or therapy.

Oberlin’s faculty is dedicated to combining effective undergraduate instruction with productive scholarship and artistry. Members of the faculty are highly skilled and professional, well-grounded in their chosen discipline; yet they characteristically have interests that extend beyond their own specialization. The College seeks to recognize and encourage teaching of unusually high caliber, and scholarly and other creative activities are considered essential to continued teaching excellence. Thus, active research, scholarship, artistry, and/or performance is expected of each faculty member.

The College enjoys an exceptional physical plant including libraries, art museum, computing center, scientific laboratories, physical education facilities, concert halls, and practice rooms. Creating an environment in which academic excellence can flourish, these attractive physical resources are important to realizing the aims of the College.

to equip them with skills of creative thought, technique, and critical analysis which will enable them to use knowledge effectively; to acquaint them with the growing scope and substance of human thought;

to provide for their intensive training in the discipline of a chosen area of knowledge; to ready them for advanced study and work beyond the college years;

to foster their understanding of the creative process and to develop their appreciation of creative, original work;

to expand their social awareness, social responsibility, and capacity for moral judgment so as to prepare them for intelligent and useful response to the present and future demands of society; to facilitate their social and emotional development; to encourage their physical and mental well-being; to cultivate in them the aspiration for continued intellectual growth throughout their lives.

History. The history of Oberlin begins in 1833 when two young Yankee missionaries arrived at a stump-dotted Ohio clearing thirty-five miles southwest of the village of Cleveland. The Reverend John J. Shipherd and Philo P. Stewart, inspired by the example of an Alsatian pastor, John Frederick Oberlin, resolved to found a College and Colony on the Western frontier "to train teachers and other Christian leaders for the boundless most desolate fields in the West." They shortly gained the support of Charles Grandison Finney, one of the nineteenth-century’s great revivalists. Finney’s wide reputation attracted both students and financial support for the College and Colony, "bound together by a solemn covenant which pledged them to the plainest living and highest thinking." In the spring of that year the first settler, Peter Pindar Pease, built his log house at the center of Oberlin and in December twenty-nine men and fifteen women students began classes in the Oberlin Collegiate Institute. In 1835, the Trustees stated, "the education of the people of color is a matter of great interest and should be encouraged & sustained in this Institution." Shortly thereafter, circulars describing Oberlin noted that "youths are received as members, irrespective of color." As a result, by the turn of the century, in the United States, one-third of all the black graduates of predominantly white institutions had graduated from Oberlin. In 1837 four young women matriculated for the regular college course. Three of the four graduated in 1841 and became the first women in America to receive the A.B. degree. In 1850, by an Act of the Ohio Legislature, the "Oberlin Collegiate Institute" became "Oberlin College." The change was in name only since collegiate instruction had been offered from 1834 when the original charter was granted. The theological division was organized in 1835 and the music division became part of the College in 1867, two years after its founding as a private school. The Graduate School of Theology was merged with the Divinity School of Vanderbilt University in 1966.

As shown by the General Faculty in its statement of goals and objectives, the present-day College reflects its early commitment to high intellectual standards, liberal education,

College continues to maintain a distinctive kind of community Emil Charles Danenberg

Arrangements and regulations governing rhe life of Oberlin students are directed to this educational end.

Degree Programs. The academic programs of Oberlin College are based in its two divisions: The College of Arts and Sciences (2,250 students) and the Conservatory of Music (500 students).

The College of Arts and Sciences offers a four-year undergraduate program leading to the Bachelor of Arts degree.

Several departments in this division also offer graduate studies in the liberal arts leading to the Master of Arts degree. The Conservatory of Music offers four-year undergraduate programs of professional and academic studies leading to the Bachelor of Music degree, as well as a three semester program leading to a Performance Diploma. The Conservatory also offers restricted graduate programs leading to the Master of Music, the Master of Music Education, and the Master of Music in Teaching degrees. These are five-year programs integrated with specific undergraduate Oberlin Bachelor of Music degree programs. A five-year double degree program leading to both the Bachelor of Arts degree and the Bachelor of Music degree is also available.

General Academic Information. Academic information differs in some cases between the College of Arts and Sciences, and the Conservatory of Music. For information about degree programs, graduation requirements, advising and academic standing, grading policies, major and minor study, and other areas, see the College or Conservatory sections of the catalog.

Accreditation. Oberlin is accredited by the North Central Association of Colleges and Secondary Schools and the National Association of Schools of Music.

Ohio (pop. 8,600), 35 miles southwest of Cleveland. Oberlin can be approached by using either Interchange 8 or 9 of the Ohio Turnpike. From the south, Ohio Route 58 leads directly to Oberlin. Cleveland Hopkins International Airport, served by most principal airlines, is 30 minutes from Oberlin. Amtrak service (reserved) is 9 miles away in Elyria and provides limited service to Chicago and the East.

Organization. The Board of Trustees consists of twenty-eight members; the President of the College is ex officio a member of the Board. Each year four members are elected for six-year terms (three by the Board and one by a general ballot of the alumni of all divisions). In addition, there are three Class Trustees (one from the class most recently graduated and one each from the two preceding classes). The government of the College is legally vested in the corporation constituted.

Charles Grandison Finney James Harris Fairchild William Gay Ballantine John Henry Barrows Henry Churchill King Ernest Hatch Wilkins William Edwards Stevenson Robert Kenneth Carr

Admission to either division of Oberlin College is competitive and selective, and is based on prior achievement and future promise. Separate applications are required for the College of Arts and Sciences and the Conservatory of Music. Students may, if they wish, apply to both divisions. A candidate admitted to both divisions under this plan could choose to enroll in 1) either the College of Arts and Sciences or the Conservatory of Music or in 2) the five-year Double-Degree Program (Bachelor of Arts - Bachelor of Music). Decisions on the two applications will be reached independently. Separate application fees, transcripts, and recommendation forms must be filed with each application.

The Application for Admission. Students who become interested in Oberlin should write to the Admissions Office for application forms, indicating the date they plan to graduate from high school. Application forms for high school seniors are available after September 1. Students who become interested before the senior year may file a preliminary request card, which is kept on file to ensure forwarding of the application material at the appropriate time. Information regarding application procedures will be sent with the instructions that accompany the application.

Oberlin enrolls new students twice a year, in September and in February. Deadlines for receipt of applications for the fall semester are February 1 (College of Arts and Sciences freshmen), December 1 or January 15 (College of Arts and Sciences First Choice/Early Decision applicants), and March 15 (Conservatory freshmen and transfer applicants to both divisions). The deadline for the spring semester is December 1 (freshmen and transfer applicants to both divisions). Late applications will be considered at any time but cannot be guaranteed the same consideration as applications submitted before the deadline.

Visiting Students. Oberlin welcomes applications from students at other colleges and universities who wish to study at Oberlin for a limited period of time. Entrance standards are the same as for regular transfer candidates. Normally, students are accepted for the second semester only; in some cases, however, visiting students may be accepted for an entire year. For details, contact the Admissions Office.

Preparation. Candidates for admission to Oberlin should present a program of studies combining breadth and depth, and are encouraged to include enriched or Advanced Placement courses when available. The best prepared candidates present the following: four years of English (with an emphasis on writing); three years of one foreign language; four years of mathematics; three years of natural science; three years of social studies, including history.

Successful applicants find that strong preparation in these areas significantly benefits them in their Oberlin academic programs. Accordingly, those applicants whose interests in college may require the use of calculus should take as much mathematics as possible - trigonometry and precalculus are especially recommended. For students intending to major in the natural sciences, courses in biology, chemistry, and physics (where available) are all highly desirable. Foreign language study beyond the third year is also highly desirable.

Students from secondary' schools that do not offer all of these courses should not feel discouraged from applying to Oberlin, especially if they have strong records of achievement within their schools and are looking for an academic challenge at the college level. Oberlin welcomes and seeks students from diverse backgrounds and values students who exhibit traits of leadership and significant involvement in their schools and communities. Oberlin gives careful individual attention to each application it receives and appreciates explanations of special circumstances when appropriate. Oberlin offers entry-level courses designed to meet the diverse needs and qualifications of entering students. Such courses include intensive foundation courses, more traditional introductory courses, and advanced introductory courses.

Students who have been enrolled in un-graded or innovative systems should present evidence of serious academic and intellectual effort, including detailed recommendations from a variety of academic teachers and counselors.

Admissions Testing Program. All candidates for admission to the College of Arts and Sciences are required to submit the results of either the Scholastic Aptitude Test (SAT) of the College Board or the admissions tests of the American College Testing (ACT) Program or, for students whose native language is not English, the Test of English as a Foreign Language (TOEFL). Three Achievement Tests, one of which should be English Composition, are recommended. While the Admissions Committee prefers that applicants take the tests early in the senior year, the results of tests taken on other dates will be accepted. Details concerning application for the examination may be obtained from your guidance counselor.

Admission with Advanced Placement, incoming students may receive credit toward graduation for two kinds of prior achievement: (1) successful completion of college-level course work in secondary school, as measured by performance on the College Board Advanced Placement Program examination, and (2) college-level work done at other accredited institutions as long as it is not simultaneously meeting high school requirements. Under no circumstances will credit be granted to students entering Oberlin for college level courses taken in the student’s high school and offered by a college or university "approved" instructor or visiting professor. This policy is strictly adhered to regardless of whether or not the student is able to produce a college or university transcript for such work.

Oberlin does not recognize the results of CLEP (College Level Examination Program) and other programs of credit by examination where the examination is not tied in with completion of specific courses leading up to the tests. Nor does the College grant academic credit to the incoming student for experiential learning programs unless these programs were approved for credit at the college or university where the student was enrolled at the time.

Individual departments in which credit is being requested make the final decision on standards to be met and the amount

and type of credit to be granted. Information on the guidelines followed is included in each department’s description of course offerings. The following departments grant Advanced Placement credit: art (studio only), biology, chemistry, classics (Latin), English, German, government, history, mathematics (mathematics and computer science), music, physics, and Romance languages (French and Spanish).

Admission of Transfer Students. The method of selection of transfer students is essentially the same as for freshmen. In addition to the record of preparatory work, personal recommendations, and SAT, ACT or TOEFL scores, an applicant must submit an official transcript of college work completed, a list of courses being carried during the current semester, and evidence that he or she is in good standing. Final decisions concerning the amount of credit to be assigned are deferred until the completion of work at the previous college. Where grades are available, candidates should present a B average or better and, in addition to demonstrating strong character traits, must convince the Admissions Committee of the validity of their reasons for wanting to leave the other institution and enter Oberlin. Admission is not granted students who plan to complete the requirements for graduation in less than four semesters, and no student can graduate without four semesters of residence and the completion at Oberlin of 56 credit hours of college work. No more than 84 hours within any division may be applied towards graduation. Transfer credit to be applied toward the fulfillment of a major requirement which was taken prior to admission to Oberlin must be approved by the department or program.

It should be stressed that for admission to the Conservatory the single most important factor is the performance audition or, in the case of composers, the compositions submitted. The audition standards are the same for all candidates regardless of intended majors. Prospective non-performance majors (e.g., music education and music therapy) are scheduled for conferences with appropriate faculty members at the time of their on-campus auditions. It is generally true that candidates who show great promise as musicians have also performed at a high level in academic courses in secondary school. Upon occasion, however, the demands on a talented musician are so great as to affect performance in the classroom. This should not be of undue concern to candidates, since musical talent is a more important factor than academic achievement.

Auditions. The Conservatory requires the applicant to audition in his or her principal performing medium (instrument or voice) unless applying for admission as a composition major. Under normal circumstances the applicant will be restricted to an audition in one performing area. He or she should prepare for the audition very carefully and make sure that the repertoire presented will conform to the expectations of the department in which he or she auditions.

Candidates should make every effort for an in-person audition in Oberlin. During January and February, however, Conservatory faculty members hold regional auditions throughout the country. Contact the Conservatory Admissions Office for details.

Applicants may submit tape-recorded auditions only if the distance from their homes to Oberlin or a regional audition site is too great or the cost of travel for an in-person performance would cause severe financial hardship. Generally, tapes are not accepted from students who live within a 600 mile radius of Oberlin. Composers must submit scores of at least two recently composed works. These need not be long, but should be varied enough to demonstrate aptitude for this major.

Details concerning audition dates, performance expectations, requirements for taped auditions, and deadlines for application and audition will be furnished with the final application materials.

Transferring to the Conservatory. Those applying for transfer to Oberlin from another college should make every effort to audition in person.

Readmission to the Conservatory. A student who has been away from Oberlin for two consecutive semesters or more may be required to audition for readmission. See "Readmission following Withdrawn Status" in the Conservatory section of this catalog.

Aptitude and Achievement Tests. All candidates for admission to the Conservatory of Music are required to submit the results of either the Scholastic Aptitude Test (SAT) of the College Board or the admissions tests of the American College Testing (ACT) Program. While the Admissions Committee prefers that applicants take the test late in the junior year or early in the senior year, the results of tests taken on other dates will be accepted. Details concerning application for the examination may be obtained from your guidance counselor. No Achievement Tests are required as part of the admissions process. Transfer students who have successfully completed a college English composition course are exempt from the requirement.

The Conservatory of Music operates on a rolling admissions policy, whereby applicants can receive notification of the outcome of their applications in late December and thereafter as auditions and applications are completed.

Deferred Enrollment. A student admitted to Oberlin College for a particular semester may request deferred enrollment for up to a year. The request should be made in writing to the Director of Conservatory Admissions and should briefly set forth the student’s plans for the interim. An approved request for deferred enrollment carries with it a commitment on the part of the student to enroll at Oberlin; in return, the Admissions Office will hold a spot in the entering class of the subsequent September or February, as requested. A $200 enrollment deposit will be required in order to secure a place in the class. A letter re-confirming admission and a new intent-to-enroll card will be mailed to all deferred admittees in December, prior to their anticipated Oberlin enrollment.

While such requests for deferred enrollment ordinarily will be honored, the Admissions Office reserves the right to ask for additional information and the right to deny the request to defer. A student who enrolls as a full or part-time matriculant at another college or university must present evidence of having achieved at least a B average. In the case of a Conservatory of Music admittee, a new audition may be required in order to secure deferred enrollment. If attending Oberlin College is one of several options that a student is considering after a period of "time off," deferred enrollment will not be automatically guaranteed. Rather, such a student is invited to reactivate his or her original application during the following year, at which time it will be considered along with all other applications for the desired semester of entrance. It is suggested that students who are contemplating deferred enrollment apply at the "normal time," which in most cases means the senior year in high school, rather than during a year away from school.

Students are responsible for compliance with the institutional graduation requirements stated in the Oberlin College Course Catalog in effect when they first matriculate at Oberlin, unless action by an appropriate faculty body specifically directs otherwise.

Additional questions about Oberlin’s deferred admission policy should be directed to the Director of Conservatory Admissions.

General Policy. Except for work in the field of music and within the limits stated below, Oberlin College permits credit earned at other fully accredited colleges and universities to be applied to the requirements for the Oberlin degree provided that the following two criteria are satisfied:

In the cases where the eligibility of a particular course is unclear, the final decision is made by the chairperson of the appropriate department, program, or curricular committee.

Special regulations apply to work done in foreign countries or at non-degree-granting institutions (for example, foreign and domestic institutes). For information on these and other special cases, contact the Registrar.

Numerical Limits. A student may transfer no more than 15 semester hours credit for each semester (10 semester hours for each quarter), 30 semester hours for each academic year, or one semester hour for each week of summer school spent away from Oberlin. A student may apply no more than 56 semester hours of transfer work toward an Oberlin degree. In three cases there are further restrictions on the amount of transfer credit allowed:

1. A student entering Oberlin as a freshman may not receive more than 30 semester hours for work done before entering Oberlin (including Advanced Placement credit and credit for work done in "thirteenth year" programs such as the International Baccalaureate and French Baccalaureate programs).

2. No more than 36 semester hours of transfer credit for work done after a student has enrolled at Oberlin may be applied toward an Oberlin degree. Currently enrolled students who wish to do academic work away from Oberlin during the academic year must apply for an academic-leave-of-absence and must have completed at least two semesters in residence at Oberlin.

3. A student on a personal-leave-of-absence from Oberlin may transfer no more than six semester hours for each semester or four semester hours for each quarter or trimester of leave.

Time Limits. Currently enrolled students may not transfer credit for courses completed more than one calendar year before the date of the request for transfer of credit.

New or returning students have a time limit of one calendar year from their date of entry into Oberlin to request

Major Credit Limits. Credit accepted for transfer to Oberlin is not automatically credit that will be applied toward the major. Application of credits earned elsewhere toward the completion of major requirements at Oberlin is granted only with departmental, program, or Individual Major Committee approval. Students who wish to apply a substantial amount of credit earned elsewhere toward their major should consult with the appropriate department or program when making plans to transfer to Oberlin.

Music Credit. All requests for transfer of music credit to both the College of Arts and Sciences and the Conservatory of Music must be approved by the Associate Dean of the Conservatory of Music. For detailed information on this process, see "Transfer of Credit" in the Conservatory section of this catalog.

Detailed Transfer Credit Regulations. A detailed statement of Oberlin College’s transfer of credit regulations for non-music courses is contained in the section under College of Arts and Sciences.

Applicability. The charges listed below apply to all students unless specifically exempted.

Summary of Expenses. Tuition and room charges are billed on a differential payment plan. Under this plan, first semester charges for full-time continuing students will be somewhat higher than for second semester. Students enrolling for only the second semester pay one-half of the normal year’s charges. The following table is an estimate of expenses for continuing students for the 1987-88 academic year.

Board for Winter Term (optional)..........................................130.00

Books and Supplies.......................................................................360.00

Recreational and personal needs.............................................340.00

Total...........................................................................................$16,714.00

Charges for Instruction. The annual tuition rate for full-time students in both the College of Arts and Sciences and the Conservatory of Music is $11,535, which will be charged as follows: $6,344 for the first semester, and $5,191 for the second semester. Part-time students taking less than 12 hours will be charged tuition at the credit hour rate of $475 per credit hour. Students taking fewer than 12 hours without permission to study part-time will be charged full tuition. In the spring, students who, in the fall, had approved part-time schedules or were not enrolled in Oberlin programs will be charged the full one-half annual tuition ($5,767.50).

In the College of Arts and Sciences, the basic annual tuition charge will include schedules of from twenty-four to thirty hours in the academic year. Students with schedules in excess of 30 hours for the year will be charged S345 for each hour above thirty. Students who will be enrolled for only one semester in an academic year may take no more than fifteen semester hours at the basic tuition charge; additional hours will be charged at the rate of $345 per credit hour.

In the College of Arts and Sciences, students who register for private music lessons in two private study areas will be charged extra tuition at the credit hour rate of $475 for the second area.

In the Conservatory of Music the basic tuition charge will include schedules of from twelve to seventeen hours per semester. For schedules of less than twelve hours $475 per hour will be charged. For each hour above seventeen, $345 per hour will be charged.

In the Conservatory of Music, students who register for private lessons in two principal private study areas will be charged extra tuition at the credit hour rate of $475 for the second area. Students paying for two principal private studies may take 19 semester hours without additional tuition.

Auditing Fee. Students who are registered for at least one course for credit are permitted to have up to two audits per semester recorded on their transcripts. There is a non-refundable sendee charge of $20 for recording the first audit, and $50 for recording the second audit.

Extra Tuition Charges. Tuition is based on the courses in which a student is officially registered, regardless of attendance. The receipt of a "NE" grade, either through completing and failing a course or through neglecting to drop officially a course not completed, does not cancel additional tuition charges for the course.

Students enrolled full-time in the College of Arts and Sciences each semester of an academic year may take no more than a total of 30 semester hours for the year without additional tuition charges. Conservatory and Double-Degree students registered for more than 17 hours in either semester will be charged additional tuition.

Arts and Sciences students enrolled at Oberlin or in Oberlin programs (taking courses listed in the Oberlin College Course Catalog) for only one semester of an academic year may take no more than 15 (Conservatory and Double-Degree students 17, unless on an Arts and Sciences program, then 15) without additional tuition charges.

Students on academic leaves, even though participating in approved programs such as GLCA, CIEE, or ACM and in certain cases paying tuition to Oberlin, are not considered enrolled at Oberlin or on Oberlin programs.

Arts and Sciences students paying tuition at a part-time rate in either semester of an academic year may take no more than 15 hours in the other semester without additional tuition.

Students paying at a part-time rate for the fall semester, or not enrolled in Oberlin programs during the fall, will be billed 50% of the annual tuition for the spring semester rather than the customary 45%.

Extra tuition for Arts and Sciences students enrolled both semesters or spring semester only cannot be calculated until after the add/drop deadline for second modules in the spring semester.

Fees for Transferring Credit. Students who transfer courses taken at another institution while on approved academic leaves of absence from Oberlin College are charged a flat processing fee of $50 for each transfer of credit application. A fee of $15 per semester hour for the first ten hours and $10 for each hour above ten is charged students who transfer credits taken while on personal leave of absence, while withdrawn, during the summer, or while finishing away. Note: these fees do not apply to the transfer of Advanced Placement credit earned in high school or college level courses completed elsewhere before a student has transferred to Oberlin.

Room Charges. Residence hall room charges for a single room are $1,205 first semester and $985 second semester. The charge for a double room is $1,084 first semester and $886 second semester. Winter Term room charges for students doing an on-campus Winter Term project and living in a residence hall at least one semester during that academic year are included in semester billings. There is a $15 key deposit required of residence hall residents; the fee is refundable if keys and/or key cards are returned within ten days of a student leaving the residence hall. $5 will be deducted from the deposit for each key or key card not returned. 55% of the total year’s charges (tuition, room and board) is due for the fall semester while the remaining 45% is due for the spring term.

Board Charges. College dining hall board charges are $1,128 first semester and $922 second semester. Winter Term dining in College dining halls is optional; the charge is $130 for those on College board for both semesters. The charge is slightly higher for students coming to Oberlin beginning Winter Term. Several dining co-ops are usually open during Winter Term. Co-op rates are usually different than the Board Program rates. Each year, approximately 100 students receive permission to board off-campus. These students pay a fee to help defray the fixed costs of operating the on-campus dining program.

Co-operatives. There are seven student-run co-operatives (coops). Although charges for 1987-88 were not established at the time this catalog was printed, typically room charges at co-ops have been less than regular hall charges, and co-op board charges have been lower than College board charges.

Second Semester Entrance. New students and former students readmitted to Oberlin beginning the second semester do not pay charges based upon the differential payment plan. For those students, the tuition, room and board charges are one-half the annual charge. Thus, tuition is $5,767.50 and the room charge is $1,045 for a single room and $985 for a double room. (For those assigned to a co-operative dormitory, the room charge would be less.) The board charge is $922. (For those eating in a co-operative dining hall, the board charge would be less.) Medical Fee. The medical fee of $115 per semester supports medical services. Additional (optional) medical insurance coverage is available at a cost estimated to be $90 for

1987-88. (For a description of medical services provided, see the statement about student health care in the "Student Life" section.)

Activity Fee. The activity fee estimated to be $49.50 per semester, subsidizes approved student activities and publications. This amount is established by the Student Finance Committee with the approval of the Board of Trustees. The fee is then administered by the Student Finance

Enrollment/Matriculation Deposit. An enrollment deposit of $200.00 is required to secure a place in the class. The deposit is payable on the due date of the intent-to-enroll card. The deposit will be retained as the matriculation deposit in the case of enrolled students and will be forfeited by students who do not enroll. If not subsequently forfeited or applied against unpaid charges, the deposit will be refunded after the student graduates from the College. In order to receive a refund upon withdrawing from the College, a notice of intent to withdraw must be given to the Associate Dean for Academic Affairs by June 30 (for the fall semester) or by December 31 (for Winter Term or the spring semester).

Refunds. All students who withdraw during a semester will be charged tuition, room and board at the rate of 10% of the semester charge for each week or fraction thereof in residence. If a recipient of financial aid withdraws and is scheduled to receive a refund, all or part of this refund will be used to reimburse the financial aid programs from which the student received funds. The required Health fee and Student Activities fee are non-refundable.

Financial Statements. Student term bills which include tuition, fees, and room and board are sent to students at their home addresses. For first semester the bills are sent on or about August 1 with payment due on or before August 25; for second semester they are sent on or about January 1 and payment is due on or before January 25. During the academic year monthly statements of all charges are sent to the student’s home address, unless the student makes a written request for another billing address to the Bursar’s Office.

Prepayment for the upcoming semester must be made prior to enrollment, or the student must be enrolled in a monthly payment plan and payments must be current.

Budget Payment Plan. A deferred payment plan for the payment of term bills in monthly installments is available for those desiring such an arrangement. .4 signed contract must be forwarded (each year) to the Bursar’s Office to activate the payment plan. Contract forms are included with the August and January term bills.

The annual student charges are broken down as follows: 55% of the year’s expenses are charged the first (fall) semester and 45% the second (spring) semester. Financial Aid, where applicable, is applied in the same ratio.

A service charge of 1.00% per month (annual percentage rate 12%) will be assessed against deferred student accounts. Each semester’s student account must be paid in full within the semester in a prescribed manner in order for the student to pre-register for the following semester or to complete a final enrollment. A student with a delinquent balance after the end of a semester may be withdrawn if satisfactory arrangements for payment have not been made with the Bursar’s Office.

Oberlin recognizes that college expenses often impose a heavy financial burden on parents and students. In cases where special, unexpected hardships develop, Oberlin is more than willing to cooperate and act in a reasonable manner. However, the College does reserve the right to withhold transcripts and recommendations and may also ask for the withdrawal of a student who consistently fails to meet his or her financial obligations to Oberlin.

Prior to graduation, all outstanding debts to the College must be paid or special arrangements made.

Changes in Published Charges. While there is no expectation that the charges and fees published in this Bulletin will change, Oberlin College does reserve the right to increase or decrease fees during and pertaining to the 1987-88 academic year without prior notice.

About Tuition, Endowment and Inflation. During 1987-88 the tuition charge given above will cover only about 60 percent of the total cost of educating each Oberlin student. The rest of the cost is covered by the Oberlin College endowment and by generous gifts from alumni and friends of the College.

Over the past several decades the operating expenses of colleges and universities have increased at a faster rate than inflation, reflecting the labor intensive nature of higher education. Nevertheless, since 1960 the cost of attendance at private colleges and universities, including Oberlin, has remained nearly a constant fraction of disposable personal income. Also, over this period the Oberlin scholarship budget has increased at approximately the same rate as tuition. The College expects these patterns to continue.

The primary purpose of student financial aid is to provide resources to students who would be unable to pursue postsecondary education without such assistance. It is a basic premise of financial aid programs that the primary responsibility for meeting college costs lies with the family. The college should be expected to assist only when the family is unable to meet the full cost of attendance.

The financial aid policy at Oberlin College is to meet the evaluated financial need of all full time students to the extent funds are available. Students are eligible to apply for assistance for eight semesters or until degree requirements are completed, whichever comes first. Students must make satisfactory progress toward the completion of degree requirements, as determined by the Academic Standing Committee of each division and must be enrolled in an academic program leading toward their first undergraduate degree (or degrees, if part of an Oberlin program leading to a double degree).

"Financial aid" is financial assistance that Oberlin provides to help cover the costs of college expenses. The aid normally is in the form of a three part "package" which consists of: (1) money earned by the student at jobs on campus during the school year, (2) loans to the student or family from any of a number of sources, and (3) outright gifts or grants of money. The amount of financial aid to be awarded is decided after a determination is made as to the amount that the family can be expected to contribute toward college expenses.

The evaluated financial need equals the difference between the total cost of attending Oberlin (including all required college charges, room and board, books and supplies, personal expenses, and an allowance for limited travel expenses) and the ability of the family to contribute to those educational costs. The factors taken into consideration in determining the expected family contribution include parental income and assets, benefits such as those from employers, awards from outside agencies, and the student’s assets and expected savings from summer employment.

The basis for determining the family contribution is the Financial Aid Form of the College Scholarship Service. Each year a student wishes to be considered for aid an FAF must be filed. The amount and type of assistance from Oberlin may increase or decrease from one year to the next depending on changes in the circumstances of the family.

Applications. Directions for applying for financial assistance for new students are included with the application for admission. Applications for students currently enrolled and in residence are available through the Office of Financial Aid in December and are due on February 15. Returning students not currently enrolled or in residence should write to the Office of Financial Aid for an application. Applications from returning students, including the FAF, are due on June 1 for the fall semester and November 1 for the spring semester.

There are funds available from numerous national and local sources for which Oberlin students are eligible. These include: National Merit Scholarships, National Achievement Scholarships, the Pell Grant, the Ohio Instructional Grant (OIG), the Ohio Choice Grant, and scholarships offered by local foundations, clubs, and business organizations. All students are required to apply for all federal and state grants for which they may be eligible. If a student receives assistance from a public or private agency, the Office of Financial Aid must be notified, even if it is received after the financial aid application is completed or after an Oberlin award is made. All types of financial assistance from agencies other than Oberlin College are considered in determining a student’s financial need.

There are two programs available which make loans to parents. Parental Loans for Undergraduate Students (PLUS) is a federal program now in effect in most states. Information on these loans may be obtained from banks, savings associations and other lending agencies. Oberlin College offers a Parent Loan Program (PLP). The Program is administered by the Knight Insurance Agency of Boston, Mass. Information on the PLP is available either through the Knight Agency, 53 Beacon Street, Boston, Mass. 02108, or the Office of Financial Aid.

Additional information about financial aid is available in a booklet "Financing Your Oberlin Education." It explains in detail how to apply for financial aid, what types of aid are available, and gives examples of financial aid packages. For a copy, write to the Office of Admissions or to the Director of Financial Aid at Oberlin.

National Merit Scholarships. Oberlin College sponsors a limited number of Merit Scholarships, in amounts ranging from $500-$2p00. Students who have achieved Finalist status in the National Merit Scholarship Program competition, who declare Oberlin as their first choice college, who have filed applications for admission to Oberlin College, and who have not been selected as winners of other Merit Scholarships are eligible for consideration for Oberlin-sponsored Merit Scholarships.

Throughout Oberlin College’s history, alumni and friends of Oberlin have expressed their support and belief in the College’s educational purpose through the creation of scholarship funds. The extraordinary generosity of these people has enabled literally thousands of students to attend Oberlin who would otherwise have been unable to do so. In recent years approximately half of all Oberlin students are awarded scholarships and grants as part of their financial aid package.

Listed below are scholarships established by individuals and groups; together, they comprise a large portion of Oberlin’s scholarship program. They are included in this catalog as one indication of the magnitude of Oberlin’s scholarship program; they also are included as a way of honoring those whose support of Oberlin has been so important over the years. Please note: students applying for financial aid do not apply for specific scholarships; rather, scholarships automatically are assigned to those who qualify for aid.

The following designated scholarships are assigned to individuals in accordance with the criteria of the donors.

Aelioian Fellowship. Established by members of the Aelioian Literary Society to provide funds to women for graduate study outside of Oberlin.

Albert A. Agenbroad Scholarship. Established by Mr. Agenbroad, 1900, to aid worthy and needy young men at Oberlin.

Hazel Albrecht Scholarship. Established by a bequest from Hazel Albrecht, 1931, to provide talent awards in the Conservatory of Music.

Louis Weir Allen Scholarship. Created by classmates and teachers in memory of Louis W. Allen, 192S, who died in 1925. Funds are to be used for physically handicapped students.

Betty Lyle Anderson and Erma Bowman Lyle Scholarship. Funded in 1985 by a bequest from the estate of Erma Bowman Lyle, 1920, for needy and deserving female students.

Ralph M. Andrews Scholarship. A scholarship for men who graduate in the upper one-tenth of their high school class.

William DeWitt Andrus Scholarship. Established by friends of Dr. William DeWitt Andrus, 1916. The income is to be used to provide a male, premedical student a scholarship in his junior and senior years.

Grace Austin Scholarship. Established by the family, classmates and friends of Grace Austin of the Class of 1984 to provide financial aid for promising black female students with demonstrated need.

Charles Avery Scholarship. Established by the Reverend Charles Avery, Pittsburgh, Pennsylvania, for the education of needy black students.

Harrol W. and Virginia M. Baker Scholarship. Established by Harrol W. Baker, 1917, in memory of his wife Virginia M. Baker with the income to be used for outstanding students majoring in chemistry.

Charles King Barry Scholarship. Established by a bequest from the estate of Professor Bruce H. Davis for Conservatory students.

Elizabeth S. Beaty Scholarship. Established by Dr. Beaty of Warren, Pennsylvania, for the education of children of Presbyterian missionaries.

Helen J. Belknap Memorial Scholarship. Established by gift from Dr. Elston Belknap, 1918, his family and friends in memory of his wife, Helen Jelinek Belknap, 1918.

Magda von Wcnck Biel Scholarship. Established in 1981 by the family and friends of Magda von Wcnck Biel, 1930, to aid needy and deserving students.

The Biology Scholarship. Established by a bequest from Miss Georgene M. Smith for students in zoology.

The Susan R. Bird Scholarship. Established by Dr. H. H. K’ung, 1906, in memory of Miss Susan Bird, 1890.

Dean Ralph Bishop Scholarship Fund. Established by the gift of Dr., 1919-21, and Mrs. G. Clara Bishop, of Almont, Michigan in memory of their son Dean Ralph Bishop, who would have graduated in 1951.

Flora L. Blackstone Scholarship. Established in 1892 by William Blackstone of Oak Park, Illinois, and the Class of 1892 for students preparing for work as foreign missionaries.

Mardie Wheatley Blanchard Scholarship Fund. Established by the husband and children of Mardie Wheatley Blanchard to provide an annual award for a senior woman majoring in history.

Thomas L. Boardman Prize in Journalism. Created in 1984 by a gift of Grace Strickland Wheeler, 1923, in honor of Thomas L. Boardman, 1939. The income from the fund is awarded to the student journalist most deserving of recognition.

The William Frederick Bohn Scholarship. Established by Mrs. Bohn, 1904-05, in memory of her husband, Dr, W. J.

William S. Bowen Scholarship. Established by a gift from Mrs. William Spencer Bowen.

Vernon K. Bradley Scholarship. Established by the classmates of Mr. Bradley. Awarded annually to black students majoring in physics.

Charles Sherman Brown Scholarship. Created by Mr. Charles Sherman Brown, 1978, to provide funds for male graduates of Oberlin High School to attend Oberlin College.

Frances T. and Lucy II. Broun Scholarship. Established by Dr. Frances Brown, 1918, of Indianapolis, Indiana, for students planning to become medical doctors.

Gertrude Simkins Bryan Scholarship. Established in 1983 by Gertrude Simkins Bryan, 1932 and her husband G. Gregory Bryan of Kimberling City, Missouri. The award is for outstanding Conservatory students who demonstrate proficiency in the study of piano who have a financial need.

Theodore E. Burton Scholarship. Established by a gift from Miss Grace E. Burton, Washington, D.C., as a memorial to her uncle, Theodore E. Burton, 1872, former United States Senator and College Trustee.

Caroline Scholarship. Established by Mrs. Caroline Phelps Stokes of New York City to aid a self-supporting woman with preference being given to a black woman.

Ying Tak Chan Scholarship. Established by a gift from the estate of Ying Tak Chan, Class of 1927, with the income to be used to aid science students.

Class ol'1914 Scholarship. Established in 1975 in honor of the 65th reunion of the Class with the proceeds used to assist needy and deserving students.

Class of 1917 Scholarship. Established by the Class on the occasion of its 60th reunion with the proceeds used to assist needy and deserving students.

Henry Burt Hudson Memorial Scholarship. Established by the classmates of Henry Burt Hudson, president of the Class of 1918, who died while serving in the Air Force during the First World War.

Seaman Scholarship Fund. Established by the Class of 1924 and the family of William H. Seaman to recognize the Class

and the years of service Mr. Seaman gave to Oberlin as its Director of Admissions.

Class of 1927 Scholarship. Established by the Class to honor outstanding students.

Class of 1928 Memorial Scholarship. Established in October, 1974, by the Class to enable highly-qualified but financially handicapped students to attend Oberlin.

Class of 1933 Scholarship. Created by the "Centennial Class" at its 30th reunion in 1963 to assist needy and deserving students.

Class of 1934 Scholarship. Established by the Class in 1975 to assist needy and deserving students.

Class of 1941 Memorial Scholarship. Established by the Class to honor the memory of deceased classmates. The funds are used to assist needy students.

Class of 1954 Scholarship Fund. The fund provides resources for worthy students needing assistance.

Class of 1963 Memorial Scholarship. Established by the Class to assist worthy and needy students.

The Class of 1971 College Bowl Fund. Founded by the action of the Executive Committee of the Board of Trustees. The awards honor students who won five successive contests in the General Electric College Bowl television series before retiring as undefeated champions.

Class of 1984 Scholarship. Established by the Class of 1984 for an outstanding minority student who is a junior or senior.

Eleanor C. Collins Scholarship. Established by action of the Executive Committee of the Board of Trustees with a gift from the Estate of Eleanor C. Collins.

The Bill and Camille Cosby Family Scholarship Fund. Established in February 1984 from the proceeds of a benefit given by Bill Cosby and by gifts from friends. The funds are to assist worthy and needy black students.

Arthur N. Curtiss Scholarship Fund. Established by a bequest from Arthur N. Curtiss, 1918, of Syracuse, New York, for needy students preparing for graduate study in medicine.

Established through the donation of various gifts by Jerome Davis, 1913, in memory of his father.

The David 1*. and Elizabeth Davis and William R. and Annie Schofield Scholarship. Established by bequest of Leonidas H. Davis, 1884, of Los Angeles. This fund is used to aid self-supporting students preparing for Christian service.

'Hie Lydia Lord Davis Memorial Scholarship. Established by the family and friends of Mrs. Lydia Lord Davis in her memory. The income of the fund is to be used to promote Christian education as a means toward better understanding between the people of China and those of America.

Mildred Harter Davis Scholarship. Established in 1972 by Lewis E. Davis in memory of his wife, Mildred Harter Davis, Class of 1920. The funds are to assist Conservatory students.

The John Arthur and Emma Horning Demuth Scholarship. Established by a gift from the Morgan family in 1968. The fund honors John Arthur and Emma Horning Demuth.

Carl Dipman Scholarship Fund. Founded by friends in various branches of the food industry in honor of Carl Dipman, 1914, of Upper Montclair, New Jersey. The fund was created on the anniversary of Dipman’s first thirty years as editor of "The Progressive Grocer."

John Q. Donnell Scholarship. Established by a gift from the estate of Camilla Donnell of Greensburg, Indiana, in memory of her brother John Quincy Donnell, 1970.

Helen Douthitt Scholarship. Created in 1979 by a gift from Miss Imogene Ingalls in memory of Helen M. Douthitt, Class of 1924. The fund provides scholarships for needy and deserving students.

Stephen Robert Dudley Scholarship. Established by Robert A. and Louise P. Dudley for their son, Stephen. The fund is for a student of high academic achievement who is a non-smoker.

Created by bequest of Frances C. Elliott for students who are practically or wholly self-supporting.

Charles Hull Ewing Memorial Scholarship. Established by the bequest of Charles Hull Ewing, 1890, of Sarasota, Florida to aid worthy students.

Caroline Phelps Stokes of New York City. The fund is to be used in aiding black students to prepare for missionary work in western Africa.

Florence Mary Fitch Scholarship. Was originated by bequest of Dr. Florence Mary Fitch in 1960 to aid worthy, deserving students.

Howard Phillips Frank Scholarship. Established by his family as a memorial to Lieutenant Howard Phillips Frank, U.S.N.R., 1942, who gave his life in the sendee of his country on November 25,1944.

James Bowen and Valda Coltrane Fulk Fund. Established by the gift of Mr. Fulk in 1961.

Genevieve Bowman Gaeuman Scholarship. Established in 1983 by gifts from family and friends of Genevieve Bowman Gaeuman, Class of 1924. The funds are for needy and worthy voice majors in the Conservatory.

Josephine Richards Gilbert Scholarship. Initiated in 1978 by Ralph L. Gilbert and his wife Josephine Richards Gilbert, Class of 1947, to aid needy and deserving students.

Gilchrist-Potter Scholarship Fund. Established by bequest of Ms. Ella J. Gilchrist Potter, 1877, of Alpena, Michigan to assist women.

Saul R. Gilford Scholarship. Established at the request of the family of the late Saul R. Gilford. The fund provides scholarships to needy students from the community of Oberlin.

Glen Gray Memorial Scholarship. Founded by many gifts from classmates and friends of Glen Gray, 1911, in his memory.

Frederick Grover Memorial Scholarship. Established by Mrs. Frederick Orville Grover, 1921, and friends of Frederick Orville Grover, who was on the Oberlin faculty from 1898 to 1933.

Henry J. Haskell Scholarship. Was established by bequest of Henry J. Haskell, 1896, of Kansas City, Missouri.

Alfred T. Hemingway Scholarship. Established by the gift of Mrs. Arabei White Hemingway of Kansas City, Missouri, in memory of her husband, Alfred Tyler Hemingway.

Robert A. and Grace Oberlin Hennessey Scholarship. Established in 1979 from the estate of Grace Oberlin Hennessey to be awarded to Conservatory students from Beaver County, Pennsylvania.

Eva Hills Memorial Scholarship. Established from the bequest of Eva Hills of Lorain, Ohio, to assist needy students from that city.

Hopkins-Whitaker-Bent Scholarship. Established in 1966 by the gifts of Joel Willis Hopkins, 1924, Joel Hopkins

Whitaker, 1923, and Eleanor Hopkins Bent, 1922, whose families before and after them have had an abiding interest in Oberlin.

Horner Scholarship. Established by bequest of Edith P. Horner, 1908, of Oberlin. The fund is to be used to aid students residing in the French House.

Edith P. Horner Scholarship. Established in 1961 by bequest of Edith P. Horner, 1908, of Oberlin to aid worthy students majoring in singing.

The Walter A. Hunter Scholarship. Established by bequest of Mrs. Leon Hunter in memory of her son, Walter A. Hunter, 1926, who died in 1927.

Frank Fanning Jewett Scholarship. Established by gift of Mrs. Frances Gulich Jewett, 1916, of Plonolulu, in memory of her husband, Professor Frank Fanning Jewett, former head of the Department of Chemistry.

Mr. and Mrs. C. C. Johnson Scholarship. Established by Mr., 1899, and Mrs. Clarence C. Johnson of New York City to be applied equally between men and women Oberlin students.

Adelia Johnston Fellowship. Established by members of the L.L.S. Alumni Association and added to each year by members.

Mary E. Johnston Fund. Established by bequest from the estate of Mary E. Johnston to provide financial aid to worthy and needy black students.

Margaret V.H. Jones Scholarship. Provides funds for an outstanding Conservatory student entering the junior year.

The Phyllis Jones Women’s Studies Prize Fund. A prize fund for women with the recipient selected by the Women’s Studies Program Committee.

Fama Noyes Keith Scholarship. Established in 1972 by Fama Noyes Keith, Class of 1920 for Conservatory voice majors.

Christopher P. Kerrebrock Memorial Scholarship. Established by Jack and Bernice Kerrebrock in memory of their son, Christopher Paul Kerrebrock, Class of 1977. The fund is for a needy and deserving student enrolled in the College or jointly in both the College and Conservatory.

Lois B. Klinefelter Scholarship. Created in 1977 by a gift from Elbert Shelton, Class of 1917, and Carolyn Klinefelter Shelton, Class of 1918, in memory of Mrs. Shelton’s mother, Lois B. Klinefelter, Class of 1885. The fund is for women students.

Knceland Scholarship Fund. Was originated by Reverend Martin Dwelle Knceland of Claremont, California, in memory of his father, Dr. Jonathon Kneeland who served as a surgeon in the Civil War.

The Charles Landon Knight Scholarship. Was founded by gift of Mr. Charles Landon Knight of Akron, Ohio in 1924.

Korean Scholarship. Established in 1928 by a gift of the Korean Fellowship Club of Oberlin College.

William B. Kurzban Merit Scholarship in Piano. Established in 1986 by Judith E. Kurzban, Class of 1944, in memory of her husband, William B. Kurzban, Class of 1944. The award is for an outstanding entering student in piano.

Sara Grant Laird Scholarship. Created by gift of Miss Helen D. Laird, 1910, of Ashtabula, Ohio in honor of her sister, Sara Grant, 1904, who died in 1952.

M. Woods Lauer Memorial Fund. Established by Mr. and Mrs. M.P. Lauer of Akron, Ohio, in memory of their son, M. Woods Lauer, a member of the class of 1940.

William A. Levering Memorial Scholarship. Established by a donation of Edith Levering to enable students to attend Oberlin who might not otherwise have that opportunity.

Louis G. Levine Scholarship. Created by the will of Louis G. Levine of Cleveland, Class of 1939, for needy students with a visual handicap.

The George 0. Lillich Scholarship Fund. Created by Mrs. George O. Lillich for worthy and needy Conservatory students.

Mary Mackenzie Lincoln Scholarship. Established by gift of Mr. J.C. Lincoln of Cleveland, Ohio, in memory of his wife, Mary Mackenzie Lincoln.

Lorain Scholarship. Organized in 1924 by Oberlin alumni and friends from Lorain, Ohio to benefit students from Lorain.

William I. Lyman Scholarship. Established in 1982 through the estate of Anna K. Lyman of Warren, Ohio in memory of her husband, William I. Lyman, Class of 1912. The fund is primarily for needy and worthy male students.

Jesse F. Mack Scholarship. Established by the estate of William H. Mack in 1975. For students specializing in English language and literature.

Theresa Mae MacNab Scholarship. Established by a bequest from Theresa Mae MacNab to aid female students with a desire to become primary school teachers..

Maine/New Hampshire Scholarship Fund. A fund maintained by Oberlin alumni who live in the states of Maine and New Hampshire.

Agnes and Seabury Mastick Scholarship. Created in 1965 by Agnes and Seabury C. Mastick.

Mary and Bertha McCIymonds Scholarship. Established by the Estate of Miss Bertha B. McCIymonds of Morris Plains, New Jersey in honor of the donor and her sister Mary.

Margaret Goodwin Meacham Scholarship. Created by the gifts of Mrs. Katherine Wright Haskell, 1898, of Kansas City, Missouri, in memory of her classmate, Mrs. Margaret Goodwin Meacham, 1898.

Samuel A. Means Family Memorial Scholarship. Created by the gift of Miss Anna K. Means, 1905, Kentland, Indiana who devoted much of her life to the teaching of the blind.

Mary McClure Miller Scholarship. Established by Mary McClure Miller, Class of 1913, of Newark, Ohio. Preference is given to Conservatory voice majors.

Amos C. and Jeanne G. Miller Scholarship Fund. Was first established by a gift from the Chicago Title and Trust Company as a memorial to Amos C. Miller, 1889.

Robert M. Miller Scholarship. Established by Mr. and Mrs. H. M. Miller, Jr., parents of Robert M. Miller, 1952, the income to be used for a needy student majoring in chemistry.

The George Wilson and Helen Demuth Morgan Scholarship Fund. Created by the gift of the Morgan family in 1965. The fund is to be used for deserving Conservatory students.

Mrs. George Muhlhauser Scholarship. Established by a gift from Mrs. George Muhlhauser.

Aznive Nersessian Fund. Established in 1980 from a trust created by Dr. Aznive Nersessian, Class of 1925. The fund is for needy Armenian students.

LaVerne Noyes Scholarship. Instituted by the Estate of LaVerne Noyes of Chicago, Illinois, for descendants of men who served in the armed forces during the First World War.

Oberlin Missionary Home Association Scholarship. Created by a gift from the Oberlin Missionary Home Association in 1950 to aid needy students.

Gail Slatkin Ornstein Scholarship Fund. Created in October, 1982, by the parents and friends of Gail Slatkin Ornstein, Class of 1966. The fund is for needy and deserving students in the College of Arts and Sciences.

Rebecca Cary Orr Fund. Established by Daniel Orr, Class of 1954, and his wife, Mary Lee Orr, Class of 1957, in memory of their daughter, Rebecca Cary Orr, Class of 1985. The award is for an outstanding entering student without regard to financial need.

Grove Patterson Memorial Fund. Established by classmates and friends of Mr. Grove Patterson in 1960.

The John Fisher Peck Scholarship. Founded by the friends of Professor John Fisher Peck, 1875.

Lois L. Pemberton Scholarship. Established by the will of Lois L. Pemberton. The scholarship is for needy and worthy Conservatory students majoring in piano and organ.

The Jesse Philips Prize in Economics. A $1,000 prize awarded annually to a senior Oberlin student who has contributed significantly in the field of economics. Created by an anonymous donor in recognition of Mr. Philips’ loyalty and generosity to Oberlin College.

Jesse Philips Scholarship Fund. Established by the Jesse Philips Foundation of Dayton, Ohio to aid students who otherwise would find it difficult to attend Oberlin.

Florence Pye Scholarship. Established by the children of Florence Pye in her memory. The fund is for women.

The Raphael Scholarship Fund. Established in 1983 by Frank and Antigone Raphael, 1934, for a worthy and needy student.

Ralph K. Reed Scholarship Fund. A fund created in 1983 by Ralph K. Reed, Class of 1922, of Balboa, California. The fund is for needy and deserving students with preference given to male athletes, first from Newport Plarbor High School, California, then from student athletes from other high schools in California.

Herbert Wade Rinehart Memorial Scholarship. Established in honor of Herbert Wade Rinehart, 1919, by the Class of 1919.

Fredonia Robinson Memorial Scholarship. Created by the friends of Fredonia Robinson, 1920.

Marion Benjamin Roth Scholarship. Established as a fund for students from Mahoning County or Trumbull County, Ohio.

The Sarah Rounds and John A. Stemen Scholarship. Established by the gift of Mrs. Ernest M. Ruder, 1915.

The Dr. Sollis and Margaret Runnels Tuition Fund. Established from the estate of Dr. Sollis Runnels, 1925, of Indianapolis, Indiana. The fund is to be used for students who have been residents of Indianapolis.

Ralph G. and Leona W. Rupp Scholarship Fund. Created by Ralph G. Rupp, 1907, of Hammond, Indiana.

Otto B. Schoepfle Merit Award. Established by Otto B. Schoepfle for outstanding organ students.

Lois Axtell Schmidt Memorial Scholarship. Created in 1976 by Carl Schmidt, Class of 1941, in memory of his wife, Lois Axtell Schmidt, Class of 1941. The fund supports needy and deserving students majoring in art.

Gladys Sellew Scholarship. Created through the gift of Miss Gladys Sellew of Oberlin, Ohio.

Shansi-Davis Scholarship. Established by a gift from Reverend Leonides H. Davis, 1884, of Hollywood, California.

Shansi-Fitch Scholarship. Founded by a gift of Miss Florence M. Fitch, 1897, of Oberlin, as a memorial to her father, Dr. Frank S. Fitch, 1870.

E. Amelia Sherman Scholarship. Established by a donation of Dr. E. Amelia Sherman, 1874, of National, Iowa. The fund is designed to help young student women who are preparing to become doctors of medicine.

General Giles Waldo Shurtleff Scholarship. Created by gift of Mrs. Laura Shurtleff Price, 1893, of Chicago, Illinois, in honor of her father, Mr. Giles Waldo Shurtleff, 1859.

George B. Siddall Scholarship. Created by gifts from Mrs. Nettie D. Siddall, 1891, in memory of her husband, George B. Siddall, 1891.

Mary Emily Sinclair Scholarship. Established by bequest of Miss Mary Emily Sinclair, 1900, Emeritus Professor of Mathematics, who taught in the College for 37 years.

Axel Skjerne Memorial Scholarship. Established in 1981 by Neva Hawthorne Easton, Class of 1931, in honor of Professor Axel Skjerne. The award is for outstanding junior or senior piano majors with financial need.

Florence Snell Scholarship. Established by bequest of Florence M. Snell, 1893, of Northampton, Massachusetts for young women in Oberlin College.

Somers Scholarship Fund. A fund established in 1970 in memory of Robert T. Somers and his daughter Gwendolyn Somers.

Lucy M. Spelman Scholarship. Established by a bequest from Miss Lucy M. Spelman of New York City. The fund is designated for the benefit of girls preparing for foreign missionary' fields.

Roger W. Sperry Endowed Scholarship Fund. Established in 1982 by gifts from friends in honor of Roger W. Sperry,

Comfort Starr Scholarship. Established in 1902 by gift of Mr. Merritt Starr of Chicago, Illinois.

Rosa O. Stedman Scholarship. Established by a bequest from Claude W. Stedman, 1909, of Hinsdale, Illinois.

Max, Martha and Alfred M. Stern Scholarship Fund. Created by bequest of Martha S. Stern in memory of Mrs. Stern, her husband, Alfred M., and son, Max of Cincinnati. The income to be used for gifts to worthy blind students.

Stevenson Scholarship Fund. Established in 1983 in honor of Eleanor B. and William E. Stevenson by Richard and Priscilla Stevenson Flunt. The income from the fund is to provide financial aid for students from a country outside North America.

lone Stone Piano Scholarship Fund. Created in 1981 by the will of lone Stone, Class of 1923. Awards are made to needy and deserving students majoring in piano.

Strickland-Taylor Scholarship Fund. Established in 1973 with proceeds from the estate of Laura P. Taylor. The fund is for needy students from Florida.

Reverend Clarence F. Swift Memorial Scholarship. Established by gifts of members of the families of Reverend Clarence F. Swift, 1883, and H. M. Swift, 1883, and their friends in remembrance of Reverend Clarence F. Swift.

Laura Scott Taylor Scholarship Fund. Established by the Congregation of the Concord Baptist Church of Christ, Brooklyn, New York in tribute to Laura Scott Taylor. The award is for black students.

The Harold Tower Scholarship. Established by Walter Blodgett, 1932, and added to by former choir singers, students, and other friends of Harold Tower, 1911, Akron, Ohio.

The Van Cleef Family Scholarship. Established by gift of Mr. Henry H. Mandle in honor of Mr. Frank C. Van Cleef, 1904, and Trustee of the College.

George A. Vradenburg Memorial Scholarship. Founded by gifts from classmates and friends of Mr. Vradenburg, 1910, of Toledo, Ohio.

Waddington Christian Ministry Scholarship. Founded by the bequest of Lottie W. Bender in memory of Joseph H. and Charlotte Waddington.

Charles Wager Scholarship Fund. Created by gifts made in 1952 by an anonymous alumnus and his wife in memory of Emeritus Professor Charles Wager, who served as head of the Department of English for 35 years.

Harold C. R. and Minnie S. Wall Scholarship. Created by the gift of Harold C.R. Wall and Minnie S. Wall.

Annie Walworth Scholarship. Established by a bequest of Miss Anne Walworth of Cleveland, Ohio.

Addison W. Ward Memorial Scholarship. Established by the family and friends of Addison Werner Ward in 1965.

Mary E. Wardle Scholarship. Established by a bequest of Miss Mary E. Wardle of Elgin, Illinois in 1896.

C., 1865, and I. DeVer Warner of New York City, in memory of their mother, Lydia Ann.

Any Frances Webster Scholarship. A fund for women established by the estate of Amy Frances Webster.

Webster-Barnes Scholarship in Pre-Medicine. Established in 1976 by Charlotte Webster Barnes, Class of 1926, and her husband Dr. Broda Barnes to provide an annual stipend to a student entering the senior year who plans to pursue a career in medicine.

Wellington Scholarship. Established by subscriptions of Wellington, Ohio, alumni and friends to the Endowment and Building Fund of 1923. The fund was created in 1924 to be used for the benefit of a Wellington student.

Donald II. Wells Scholarship. Created in 1979 from the estate of Donald H. Wells for students from Croton, Ohio; Summit, New Jersey, and Fort Lauderdale, Florida.

Ellen Whitcomb Scholarship. Established by gift of Mr. David Whitcomb of Worcester, Massachusetts, in memory of his daughter.

The Mary Latimer White Memorial Scholarship. Founded by Mary Tossell White in loving memory of her daughter, Mary Latimer White, 1959. The scholarship will be awarded to students majoring in psychology.

The Clement C. Whitney Scholarship. Created by the executor of the estate of Clement C. Whitney of Vancouver, Washington. The fund is to be used to aid foreign students.

Dr. Robert Case Williams Scholarship Fund. Awarded to a needy student with an interest in chemistry.

The Julia A. Wilmot Scholarship. Established by Claude W. Stedman, 1908, of Flinsdale, Illinois.

Albert B. and Clara S. Wolfe Scholarship. Established by the will of Albert B. Wolfe to provide scholarships for women.

Tuera Woodruff Shellbach, 1898, of San Diego, California, and the late Mrs. Mary Woodruff Harrison, 1885, in memory of their sister, Miss Ida May Woodruff.

Margaret Yocom Memorial Scholarship. A fund for needy and deserving students in the College of Arts and Sciences. Established by an anonymous friend of Margaret Yocom.

Ruth Tschanen Yocom and Ernest G. Yocom Scholarship. Established by the estate of Ruth Tschanen Yocom in 1969. The fund is for needy and deserving students.

The Eva Young-Hunter Scholarship. Established by bequest of Eva Rinz Young-Hunter, 1915, of Albuquerque, New Mexico.

The Ernest R. Zechiel Scholarship. Established by gift of Ernest R. Zechiel, 1912, Sweet Briar, Virginia.

The following scholarships are awarded to individuals without specific designation.

Ruth Knupp Acheson Scholarship. Established in 1977 by bequest of Ruth Knupp Acheson of Riverside, California, for general scholarship purposes.

Dr. Dudley Allen Fund. Established by Dr. Dudley Allen of Oberlin, Ohio, with the funds to be used for scholarship purposes.

Kevin C. Allen Memorial Fund. Established by the friends of Kevin C. Allen of Cuyahoga Falls, Ohio

Lucile May Allen Scholarship. Established in 1919 by Alonzo F. Allen of Cleveland, Ohio, in memory of his daughter.

Adam and Charlotte Alles Scholarship. Established in 1965 by gift of Adam and Charlotte Alles for needy and worthy students.

Tacy P. Anderson Fund. Established by bequest from Albert Herrick, Horicon, Wisconsin, in honor of Tacy P. Anderson.

The Andover Scholarship. A fund for men established in 1900 by Helen G. Coburn of Boston, Massachusetts.

George Whitfield Andrews Organ Scholarship Fund. A fund established in honor of Professor George W. Andrews who retired in 1931.

Mary Hunt Andrews Scholarship Fund. Established in 1923 by Arthur C. and Francis E. Andrews of Minneapolis, Minnesota.

Enid Harper Axtell Scholarship Fund. Established by the friends of Enid Harper Axtell, 1941, who passed away in 1957.

The Daughters of Mary Ladd Bacon Scholarship. Established by Jessie Bacon Potter of Philadelphia, Pennsylvania, in 1928 in memory of her mother and her sisters.

Julia D. Baker Fund. Established by bequest from the estate of Julia D. Baker, 1917.

Frances M. Banta Scholarship. Established by a bequest from Frances M. Banta, 1900, of Arundel County, Maryland.

Jason A. Barber Scholarship Fund. Established in 1938 by a bequest from the estate of Jason A. Barber and by gifts from members of his family.

Alice S. and Robert R. Barr Scholarship Fund. Established in 1970 by bequest of Alice S. Barr of Oberlin for general scholarship purposes.

John Henry Barrows Scholarship Fund. Established in 1915 by members of the Barrows family to aid self-supporting students.

John Manning Barrows. Established in 1902 by the family of John Manning Barrows who died as the result of an injury received in a football game.

Frank Dickinson Bartlett Scholarship. Established in 1900 by A.C. Bartlett of Chicago, Illinois, for Arts and Sciences students.

John II. and Madison W. Beacom Fund. Established by the will of Colonel John H. Beacom, Class of 1878, and Judge Madison W. Beacom, Class of 1879, of Cleveland, Ohio.

Benjamin Franklin Bellows Memorial Scholarship. Established in 1958 by Mrs. Virgil V. McNitt, 1907, of New York in memory of her father Benjamin Franklin Bellows,

Ada E. Bergquist Memorial Fund. Established in 1970 by bequest of Elizabeth L. Bergquist of Jamestown. New York as a memorial to her sister Ada E. Bergquist.

The Berkshire-Oberlin Scholarship. Established in 1923 by alumni and friends of the College who lived in Berkshire County, Massachusetts.

Augusta W. Berle Scholarship Fund. Established by Rev. Adolph A. Berle, Jr., who graduated from the Oberlin Theological Seminary in 1887, in memory of his wife.

Bierce Scholarship. Established in 1886 by bequest of Mrs. Sophronia Bierce of Akron, Ohio, for self-supporting women.

Established by bequest of Charlotte W. Bosworth, 1915. to provide scholarship aid to deserving and needy students.

William K. Breckenridge Piano Scholarship. Established in 1943 by a gift from Walter Blodgett, Class of 1932, and by gifts from friends and former students of Professor William K. Breckenridge.

Lucy Beckett Browning Scholarship. Established in 1954 by the Cleveland, Ohio friends of Lucy Beckett Browning for Conservatory students.

Ebenczer Butler Scholarship. Established in 1874 by a bequest from Ebenezer Butler of Winchendon, Massachusetts, for the benefit of black students.

Elbert Henry Cargill Scholarship. Established by a bequest from Miss Dora Roberts Cargill of Oberlin in memory of her father. Proceeds are limited to use by Conservatory students.

II. Wade and Maude Cargill Scholarship. Established by a gift of Mr. and Mrs., xl905, H. Wade Cargill of Clearwater Beach, Florida.

Jane Roberts Cargill Scholarship. A Conservatory fund established by a gift from FI. Wade Cargill in memory of his mother.

William B. Chamberlain Scholarship. Established in 1923 by gifts of members of the family of Professor William B. Chamberlain, Class of 1875.

Edward Chapman Fund. Established in 1924 by a bequest of Maria E. Chapman in memory of her husband Edward Chapman with the funds to be used for male students.

Maria E. Chapman Fund. Established in 1924 by a bequest from Marie E. Chapman with the income to be used to assist female students.

Children’s Department Scholarship. Established in 1925 from various gifts to give assistance to students in the Children’s Department of the Conservatory.

Kathryn R.F. Churchill Scholarship. Established by a bequest of Kathryn R. Frater Churchill, xl903, to help needy students.

Lews Nelson Churchill Scholarship. Established by a gift from Mrs. Lewis Vance in 1890 in memory of Lewis Nelson Churchill.

Glenna Hostetter Clark Fund. Established in 1955 in memory of Glenna Hostetter Clark, 1902, by her husband Arthur B. Clark, for general scholarship purposes.

Robert Keep Clark Fund. Established by Mr. and Mrs. Robert K. Clark of Evanston, Illinois, for Conservatory students.

Class of 1858 Scholarship. Established through the efforts of Emily E. Walker on the occasion of the twenty-fifth anniversary of the Class graduation.

Class of 1869 Scholarship. Established in 1900 by members of the Class as their gift to the Reunion Fund of 1900.

Class of 1889 Fund. Established by the Class at its twenty-fifth reunion in June, 1914, for scholarship purposes.

Class of 1894 Scholarship. Established by the Class at its twentieth reunion in 1914.

Class of 1898 Scholarship. Established by members of the Class as their subscription to the Reunion Fund of 1900.

Class of 1906 Scholarship. Established by the Class at its 45th reunion in 1951.

Class of 1931 Fund. Established by the Class of 1931 to provide assistance to needy and deserving students.

Class of 1950 Fund Scholarship. Established by the Class to assist needy and deserving students.

Class of 1956 Scholarship Fund. Established by the Class to assist needy students.

Clouse, Clouse and Alvord Memorial Scholarship. The gift of Mrs. George S. Carpenter (Helen Imogene Carpenter), 1905, in honor of her parents George N. and Francis T. Clouse.

Wilfred Adgate Cobb Memorial Scholarship. Established by Professor Charles K. Barry in memory of his pupil Wilfred Adgate Cobb, lost at sea in 1918 during the First World War.

Edmund C. Converse Scholarship Fund. Established by a bequest from the estate of Mr. Converse.

Janette E. Corbin Scholarship Fund. Established by a bequest from Janette E. Corbin, Class ofl890.

Ilenry and Alice Welch Cowles Scholarship. Established in 1884 by Mrs. Asa D. Lord of Oberlin in memory of Rev. Henry and Mrs. Alice Cowles.

Ray Clark and Bertha Wilbur Cummings Scholarship. Established in 1964 by Raymond Cummings, 1939, Syracuse, New York, in memory of his father and mother, Ray C. Cummings and Bertha W. Cummings.

Willis B. and Charles E. Currier Fund. Established by Albert H. Currier in memory of his sons Willis B. and Charles E. Currier.

Dascomb Scholarship. Established in 1879 by friends of Mrs. Marianne P. Dascomb, former principal of the Women’s Department.

Daughters of Ohio in New York. Established in 1958 by the Daughters of Ohio in New York to assist needy students.

Amy Rice Davis Fund. Established by Raymond Davis of Lawrence, Kansas, to honor his cousin Amy Rice Davis, a Conservatory graduate.

Julia Clark Davis Scholarship. Established in 1900 by a gift of Howard H. Russell of Delaware, Ohio, in honor of Julia Clark Davis.

Vesper Wood Davis Scholarship. Established in 1954 by the family and friends as a memorial fund to honor Vesper Wood Davis.

Flora Bierce Dee Fund. Created by a bequest from Mrs.Thomas J.Dee to provide funds for women.

Alex Dick Family Memorial Scholarship Fund. Established in 1971 by bequest of Myrtle G. Dick, 1905, of Los Angeles, California, for general scholarship purposes.

Walter M. and Mary W. Dick Fund. Established by bequest of Walter M. Dick, 1897, of Santa Monica, California, for general scholarship purposes.

Dodge Scholarship. Established in 1881 by Mrs. M.P. Dodge of New York City for aid of a self-supporting woman.

Anna Beatrice Doerschuk Scholarship Fund. Established in 1976 by bequest of Anna Beatrice Doerschuk, 1906, of New Wilmington, Pennsylvania, for needy and deserving students.

Lloyd C. and Besse I. Porch Douglas Scholarship. Established by a gift from Mrs. Carlos Herman, xl928, in memory of her parents, Mr. and Mrs. Lloyd C. Douglas.

Helen Douthitt Scholarship Fund. Created in 1979 by gift of Miss Imogene Ingalls of McAllen, Texas, in memory of Helen Douthitt, 1924, for a needy and deserving students.

Jessie A. Edgerton Scholarship. Established in 1951 by a bequest of Mrs. Jessie A. Edgerton, 1900, of Cadillac,

Charles II. Ewing Scholarship. Established in 1951 by a bequest of Charles H. Ewing of Sarasota, Florida, to assist needy students.

Helen Cooper Faunce Scholarship Fund. Established in 1981 by gift of James and Helen Cooper Faunce, 1930, for the College’s regular program for student financial aid.

Florence Kissel Ferris Scholarship Fund. Established by a gift of Mrs. Harry L. Ferris, 1914, to assist needy students.

June Bogart Fiebach Scholarship. Established in 1952 in memory of June Bogart Fiebach by Albert H. Fiebach, 1899, and Mrs. Mary Fiebach Bliss.

Frank S. Filch Scholarship. Established by gifts from friends and members of the family of Dr. Frank S. Fitch, 1870.

Mary Agnes Fraser Scholarship. Established by bequest of Mary Agnes Fraser, 1921, of San Francisco, California, to assist needy students.

Goodnow Scholarships. Established by bequest of Edward A. Goodnow of Worcester, Massachusetts, to assist women.

Orren A. Gorton Scholarship. Established by bequest of Orren A. Gorton of Syracuse, New York, to assist natives of Virginia, West Virginia, North Carolina, and South Carolina.

Emerette A. Grant Scholarship. Established in 1949 by the bequest of Robert A. Zorn, Cleveland, Ohio, in memory of his wife, Emerette A. Grant Zorn, 1889.

Mary Jane Bishop Graves Scholarship. Established in 1894 by Mrs. Elmira Bishop Hammon of Dryden, New York, in memory of her sister, Mary Jane Bishop Graves, 1856, to aid self-supporting women.

Anna B. Gray Scholarship. Established in 1917 by a gift from Mary J. Brown and Gertie Brown in memory of Anna B. Gray to assist worthy young women.

Louis C. and Marguerite Bloomberg Greenwood Scholarship Fund. Established in 1974 by bequest of Marguerite Bloomberg Greenwood, 1919, for scholarship purposes.

Sarah M. Hall Scholarship. Established in 1905 by a gift from Mrs. Mary H. Johnson of Akron, Ohio, in behalf of her sister, Sarah M. Hall, 1855, to assist young women.

Hawaii Scholarship. Established in 1911 by a gift from thirty-four friends of the College living in Hawaii.

Ferdinand V. Hayden Scholarship. Established in 1888 by a gift from Mrs. Emma W. Hayden of Philadelphia,

Pennsylvania in memory of her husband, Ferdinand V. Hayden, 1850. The fund is to be used to aid young men.

Irene Ziegler Mill Scholarship Fund. Created in 1972 by J. Ernest Hill of Birmingham, Alabama, in memory of his wife, Irene Ziegler Hill, 1928.

Hinchman Fund. Established in 1872 by bequest of Miss Anne W. Hinchman of Philadelphia, Pennsylvania to assist young women.

Paul H. Hirschhorn Scholarship. Established by bequest of Paul H. Hirschhorn of New York City to assist Conservatory' students.

George D. Hubbard Scholarship. Established in 1958 by the family and friends of Dr. George D. Hubbard, Emeritus Professor of Geography and Geology.

Jean Woodward Irwin Scholarship. Established in 1902 by Hannah B. Irwin of Wheeling, West Virginia, in memory of her daughter, for aid of self-supporting women.

Merton H. Jameson Memorial Scholarship. Established by bequest of Mrs. Rachel A. Marshall Jameson, 1864, of Oberlin, in memory of her son, Merton H. Jameson, 1896, with the income to assist self-supporting students.

Gad E. and Minerva Johnson Scholarship. Established by bequest of Mrs. Belle Johnson Landfear of Painesville, Ohio.

Helen Gaylord Johnson Scholarship. Established by gift of Helen Gaylord Johnson.

Melvin Blake Johnson Scholarship. Established in 1925 by gift of Messrs. M.D. and H.H. Johnson, 1885, of Cleveland,

Esther Ward Brown Johnstone Scholarship. Established by bequest of Esther Ward Brown Johnstone, 1899, of Dunfrieshire, Scotland.

Richard M. Jones Scholarship. Established by Mrs. Alice Jones Emery, 1891, of Oberlin in memory of her brother, Richard M. Jones, 1902.

William O. and Jessie F. Jones Scholarship. Established by bequest of William O. Jones, 1881, of New York City.

Katherine Kahley Scholarship. Established by gift of Katherine Kahley, 1907, Seal Beach, California.

Lula Kersey Scholarship. Established by bequest of Lula Kersey of Chicago, Illinois, to promote excellence in scholastic standing.

Gustav Kesper Scholarship Fund. Established in 1980 by bequest of Gustav Kesper, a long-time resident of Oberlin, for needy and deserving students.

Richard P. and Carol Krebs Scholarship. Established by gift of the Krebs Foundation of Rock}' River, Ohio, in memory of its founders, Mr. and Mrs Richard Krebs, to provide grants for Conservatory students.

Lawrence-Talcolt Hall Memorial Scholarship. Various donors established a fund in memory of Mrs. Carrie Lawrence, director of Talcott Hall from 1908 through 1935.

Marion W. Leeper Scholarship. Gift of Mr., 1907, and Mrs., 1909, Edward W. Leeper of Cleveland, Ohio. Funds are to be used for daughters of clergymen and majoring in physical education.

Ewart Lewis Memorial Scholarship. Established in 1970 by funds contributed by the family and friends of Ewart Lewis as a memorial to her.

William D. Lewis Scholarship Fund. Established in 19S1 by bequest of William D. Lewis, 1919, of Lorain, Ohio, to assist students in the Conservatory.

William D. Lewis Scholarship Fund. Established in 1981 by bequest of William D. Lewis, 1919, of Lorain, Ohio, to assist Arts and Sciences students.

Edward F. and Roxanne S. Lickey Scholarship Fund. Established in 1974 by bequest of Edward F. Lickey of Elkhart, Indiana.

Helen and Allan Lightner Scholarship. Created in 1956 by the gift of E. Allen Lightner in memory of his mother,

Fred P. Loomis Memorial Scholarship. Established by gifts made by Lee P. Loomis, 1905.

Elizabeth W.R. Lord Scholarship. Established in 1888 by Mrs. Asa D. Lord of Batana, New York.

Reuben Eddy and Genevra Jackson Loveland Scholarship. Established by bequest of Mr., 1890, and Mrs. Reuben Eddy Loveland of Madison, Wisconsin to assist worthy and needy students.

Carl G. Matland Scholarship. Established by friends of Carl G. Matland, a physicist, as a memorial to him.

Clara May Scholarship. Established by bequest of Miss Clara May, 1894, former principal of the Oberlin Kindergarten Primary Training School, with the income designated for College students.

Roberta T. McCandless Scholarship. Established under the will of Charles W. McCandless.

Mary Stewart McCarter Scholarship. Established by bequest of Mrs. Robert E. McCarter (Mary Stewart, 1922) of Brookville, Pennsylvania for general scholarship purposes.

Margaret H. McClelland Scholarship. Established by bequest of Margaret H. McClelland, mother of Mrs. Robert C. Lebkicher, 1941.

Tracy W. McGregor Memorial Scholarship. Established by the Trustees of the McGregor Fund (Tracy W. McGregor, 1893) on nomination of Dr. Frank J. Sladen.

The McIntosh Scholarship Fund. Established in 1945 by gift of Mrs. Mary M. Bridge, Montclair, New Jersey, in honor of A.W. McIntosh, Elizabeth Jones McIntosh, and Claudia Wheeler McIntosh.

Levi Meacham Scholarship Fund. Established by bequest of Levi E. Meacham of Cleveland, Ohio, for scholarship purposes.

Helen Grinnell Mears Scholarship. Established in 1914 by gift of Dr. and Mrs. David O. Mears of Essex,

Massachusetts, as a memorial to their daughter, a member of the Class of 1918. Funds are to be used for a singer of promise.

Joseph and Florence Meriam Scholarship. Established by a gift from Mr. and Mrs. Meriam.

Kathryn A. Merthe Scholarship. Established by bequest of Miss Kathryn A. Merthe, xl904, of Lorain, Ohio, with the funds to be used for Conservatory students.

Metcalf Scholarship. Established in 1881 by Eliab W. Metcalf of Elyria, Ohio, for aid of a self-supporting woman.

Bertha McCord Miller Scholarship. Established by gift of Professor, 1898, and Mrs. E.A. Miller of Oberlin, to provide tuition funds for students in the Children’s Department of the Conservatory.

Max Franklin Millikan Scholarship. Established by bequest of Arlene James Millikan in memory of her husband, Max Franklin Millikan, 1894.

Robert A. Millikan Scholarship. Established by bequest of Robert A. Millikan, 1891, of San Marino, California, for general scholarship purposes.

Polly Miner Student Aid Fund. Established by bequest from the estate of Joel Ambrose Miner of Ann Arbor,

Marion A. Minor Scholarship. Established by the bequest of Mrs. Etta Minor of East Cleveland, Ohio, for the benefit of worthy young women.

Miscellaneous Scholarship Fund. Established in 1923 to combine several small Conservatory funds not large enough to be treated as separate funds.

Erma Orabella Johnston Mitchell Scholarship. Established by bequest of Mrs. Walter E. Mitchell, 1917, of Phoenix, Arizona to provide scholarships for piano students in the Conservatory.

May Moulton Memorial Fund. Established in 1902 by a gift from Mrs. Susan A.S. Moulton, 1855, of Oberlin, and her friends in memory of her daughter. The funds are to aid needy and worthy young women.

Katrina L. Myers Scholarship Fund. Established by bequest of Miss Katrina L. Myers of Cleveland, Ohio, to assist poor, capable young men and women.

Frances G. Nash Scholarship. Established by bequests of Frances G. Nash and Louella May Nash of Oberlin, for Conservatory students.

Thomas Lothrop Nelson Scholarship. Established in 1926 by bequest of Mrs. Frances Sanford Nelson of Elyria, Ohio, with the income to be used for the education of young women.

Helen Handy Newberry Scholarship. Established in 1912 by gift of Mrs. Helen Handy Newberry of Detroit, Michigan with the income to benefit young women.

Howard Gardner Nichols Scholarship. Established in 1902 by J. Howard Nichols of Boston, Massachusetts, in memory of his son.

Samuel W. Niederhauser Scholarship. Established by Mrs. Jennie V. Gurwell Niederhauser, 1901, of San Diego, California, as a memorial scholarship fund in the name of her husband, Samuel W. Niederhauser, 1896. Funds are to be used for self-supporting women in the College.

Eva M. Oakes Scholarship. Established by bequest of Miss Eva M. Oakes, who retired as a teacher of the College after 32 years of service with the income to be used for scholarships for worthy students in the College.

Estelle Harrington Pellet Scholarship. Established by bequest of Mrs. Clarence S. Pellet, 1894, of River Forest, Illinois, to assist Conservatory students.

Phi Alpha Pi Scholarship. A fund established by gifts from various members of the Society.

Phileta Pierson Phillips Scholarship. Established in 1929 by a gift from Mrs. Bessie V. Cushman of Los Angeles, California, in memory of her mother to provide funds for black students.

Alma Dehler and Fred B. Pletcher Scholarship. Established by gift of Fred B. and Alma Dehler, 1918, Georgetown, Illinois, for general scholarship purposes.

Lotti Bryan Pore Scholarship. Established by bequest of Mrs. Lottie Bryan Pore, Greensburg, Pennsylvania, to aid self-supporting women.

Nannie I. Porter Scholarship. Established in 1921 by bequest of Nannie I. Porter of Millwood, Ohio, to assist young women in the Conservatory.

Charles A. Ransom Scholarship. Established in 1910 by gift of Mrs. Amanda A. Ransom of Plainwell, Michigan, in memory of her husband.

Correlia L. Ransom Scholarship. Established in 1910 by bequest of Mrs. Correlia L. Ransom of Oberlin to assist self-supporting women.

William W. and Ann G. Ransom Scholarship. Established by bequest of Miss Gertrude Ransom of Oberlin, as a memorial to her parents, William Wallace and Ann Glaze Ransom.

Francis N. and Harriet Ilowk Rhodes Scholarship. Established by bequest of Mabel V. Rhodes, 1910, of Atlantic City, New Jersey, in memory of her parents, for a scholarship for women.

Walter O. Richards Scholarship. Established in 1923 by gift of the Edward and Effie R. Johnson Foundation of Minneapolis, Minnesota, as a memorial to Dr. Walter O. Richards of Waterloo, Iowa, a student at Oberlin 1842-43.

John and Eliza J. MacFarland Rodgers Scholarship. Established by a bequest of Fred P. Loomis, 1896. of Omaha,

Nebraska, in memory of his father-in-law and mother-in-law, Mr. and Mrs. John Rodgers of Solon, Ohio.

Genevieve B. Sackett Scholarship. Established by Miss Genevieve B. Sackett of Amherst, Ohio, to assist women enrolled at Oberlin.

Charles W. Savage Scholarship. Established by the family and friends of Charles Winfred Savage, 1893, Emeritus Professor of Physical Education and Director of Athletics. Funds are to be used for College students majoring in physical education.

Elsie C. Schultz Scholarship Fund. Established in 1981 by bequest of Elsie C. Schultz, 1922, to aid needy and deserving students.

Mary J. Shafer Scholarship. Established by bequest of Miss Mary Jane Shafer, 1868, in memory of her parents Reverend and Mrs. A.S. Shafer, to provide funds for poor students.

Marie Shank Scholarship. Established by bequest of Miss Marie Shank, Asheville, North Carolina, in memory of her sister, Miss Jessie L. Shank, 1896, for general scholarship purposes.

Alberto C. Shattuck Scholarship. Established by bequest of Edith C. Shattuck for general scholarship purposes and as a memorial to her husband, Alberto C. Shattuck.

Elsie W. Shearon Scholarship. Established by bequest of Mrs. Elsie May Smith Shearon, 1906, of Mount Kisco, New York, to aid deserving, self-supporting students.

Rebecca Toof Sherwood Scholarship. Established under the will of Mrs. Loy Sherwood Ashton of Chicago, Illinois, as a memorial to her mother, Rebecca Toof Sherwood, for self-supporting men and women.

Owen F. Shobe Scholarship Fund. Established in 1979 by bequest of Owen F. Shobe, 1919, of Lakewood, Ohio, to assist needy students.

John M. Siddall Memorial Fund. Established by bequest of Mrs. Jean Joiner Siddall, 1893, of Tucson. Arizona, as a memorial to her husband, John M. Siddall, 1898.

John and Jean Siddall Scholarship. Established by the will of Mrs. Jean Joiner Siddall, 1893, of Tucson, Arizona, for general scholarship purposes.

Gertrude B.P. Smith Scholarship. Established by bequest of Mrs. Robert F. Smith.

Harvey B. Spclman Scholarship. Established in 1899 by gift of Mrs. John D. Rockefeller of New York City for aid of a self-supporting young man.

Lucy M. Spelman Scholarship. Established in 1899 by gift of Mrs. John D. Rockefeller for aid of a self-supporting young woman.

Springfield, Massachusetts Scholarship. Established by gift of an anonymous donor of Springfield, Massachusetts for general scholarship aid.

Benjamin F. Stanton Scholarship. Established by bequest of Benjamin F. Stanton, 1896, of Alliance, Ohio, to assist worthy students.

Minnie I. Starr Scholarship. Established by bequest of Minnie I. Starr, 1895, for worthy Conservatory students.

Iantha B. Sturges Scholarship. Established by bequest of Mrs. Iantha B. Sturges of Oberlin to assist students in both the College and the Conservatory.

Tracy Sturges Scholarship. Established in 1881 by gift of Stephen B. Sturges of Brooklyn, New York in memory of his son.

Tabor College Scholarship. Established by Miss Lulu Evelyn Kilpatrick, St. Louis, Missouri for general scholarship aid.

Talcott Scholarship. Established in 1881 by James Talcott of New York City, for aid of a self-supporting woman.

Samuel R. and Rhoda D. Tedoff Scholarship. Established by bequest of Samuel R. Tedoff of New York City to aid deserving but poor students in the College.

Paul Jared Thomas Memorial Scholarship. Established by gift of Mrs. Helen Elnora Thomas Watkins, 1918, of Sturgis, Michigan, as a memorial to her brother. The income is to be used for Conservatory students.

Lucy M. Thompson Scholarship. Established in 1905 by bequest of Miss Lucy M. Thompson of Oberlin to provide tuition and board for students.

Rosa M. Thompson Scholarship. Established in 1913 by members of the Class of 1896 in memory of Rosa M. Thompson.

Cornelius H. Tillman Scholarship. Established in 1918 by gift of Mr. and Mrs. A.M. Tillman of Hooper, Nebraska, in memory of their son who was a member of the Class of 1918 and died during war service. Income of the fund is to be used to aid men.

Mrs. F.E. Tracy Scholarship. Established in 1889 by gift of Mrs. F.E. Tracy of Mansfield, Ohio the income to be used in aid of self-supporting young women.

Howard L. Valentine Scholarship. Established in 1880 by Mrs. Lucy H. Valentine of Mountainville, New York, for aid of self-supporting women.

Blance Seymor Wait Scholarship. Established by bequest of Miss Permelia Allen, 1905, of San Diego, California, to assist poor and deserving students.

Helen M. Walker Scholarship. Established by bequest of Miss Helen M. Walker, 1902, of Detroit, Michigan, to benefit self-supporting women.

Lucretia C. Wattles Scholarship. Established as a fund for Conservatory students by a bequest from Lucretia Celestia Wattles, 1884.

A. West, 1843, of Chicago, Illinois, the income to be used for self-supporting students.

W.A. Westervelt Scholarship. Established in 1916 by gift from William D. Westervelt, 1871, of Honolulu. Hawaii, in memory of his father, W.A. Westervelt, 1843.

Janet Whitcomb Scholarship. Established in 1899 by gift of Plomer H. Johnson, 1885, of Cleveland, Ohio, the income to be used in aid of young women.

Roy E. Whitney Scholarship. Established by gift of Roy E., 1909, and Verna Chapin Whitney, 1908, of Columbus,

Charlotte E. Wilbor Scholarship. Established by bequest of Mr. Herbert F. Wilbor, 1886, of Erie, Pennsylvania, in memory of his mother. The income is for general scholarship purposes.

Ruby Wilcox Scholarship. Established by bequest of Miss Flora B. Robinson of Lakewood, Ohio, in memory of her deceased niece.

Anna England Wildberg Scholarship. Established by gift of Mrs. Leslie K. Wildberg, xl912, to commemorate the College’s 125th anniversary.

J.C. and Elizabeth E. Wilder Scholarship. Established in 1902 by gift of Mrs. Ella M. Wilder Metcalf of Baltimore, Maryland, in memory of her father and mother.

Alma D. Williams Scholarship. Established in 1924 by gifts of Mrs. Alma D. Williams and Professor and Mrs. S.R. Williams of Oberlin for general scholarship aid.

Eleanor Williams Memorial Scholarship. Established by bequest of Eleanor Williams to provide funds for needy students.

Jennie Morton Williams Scholarship. Established in 1883 by Reverend Edwin E., 1865, and Mrs. Frances Lee Williams, 1858, of Saratoga, California in memory of their daughter. The income is to be used to assist young women.

Winifred Williams Scholarship. Established by gift of David T. Williams, 1883, of Duluth, Minnesota. The income is available for students in the Children’s Department of the Conservatory.

Flora Isabel Wolcott Scholarship. Established by Miss Helen F. Treat, 1913, of Berkeley, California, in memory of her aunt, Miss Flora I. Wolcott, 1881, former Registrar of the College.

Cassius E. Wright Scholarship. Established in 1939 by bequest of Mrs. Emma S. Wright of Ashtabula, Ohio, in memory of her husband, Cassius E. Wright, 1867, with the income used to assist worthy men.

Lucy Ann Wright Scholarship. Established in 1924 by gift of Professor and Mrs. Howard H. Carter of Oberlin in honor of Mrs. Lucy Ann Wright.

Anna M. Wyett Scholarship. Established in 1916 by gifts from Mrs. Caroline S. Johnson of New York City and Mr. Columbus C. Venum, 1875, of Hollywood, California.

Laurel E. Yeamans Memorial Fund. Established by bequest of Mrs. Lillie B. Yeamans, mother of Laurel E. Yeamans, 1910, and Conservatory faculty member who died in 1937. The income is to be used for organ majors.

Cora 13. Young Scholarship. Established by bequest of Miss Cora B. Young of Los Angeles, California, to assist worthy young women.

Mary Ida Ziegler Scholarship. Established by bequest of Mary Ida Ziegler, 1889, Los Angeles, California, as a scholarship fund.

All students in the College of Arts and Sciences and the Conservatory of Music are expected to adhere to the rules established under the Constitution of the Association of Students. Information about regulations is distributed to all students at registration. However, students considering application to Oberlin should be aware of the following which particularly influence the character of student life.

1. In general, Oberlin students are expected to have the good judgment and the sense of responsibility to regulate their lives in such a way as to make a positive contribution to the community in which they live. They are expected to be citizens as well as scholars, and to be conscious of and respectful toward the basic needs of others.

2. Students are required to live in College residence halls and to take their meals in College dining halls. Exceptions to this requirement are granted according to policies set by the Housing and Dining Committee. New students should expect assignment to College residence and dining halls.

3. Parking facilities on the campus are exceedingly limited, therefore students are encouraged not to bring a car or other motor vehicle to Oberlin. Upper class students (sophomore and above) must annually request permission to have a car at Oberlin; permission is granted based upon compelling need for the vehicle and available space. Freshmen are prohibited from having vehicles at Oberlin. Exceptions to the freshmen "no-car" rule are based upon critical need, (e.g., medical), and requests must be submitted in writing to the Director of Security.

Students receiving permission to have a vehicle at Oberlin must register in one of three categories: (a) On-Campus -fee of $30 annually, vehicle to be parked (but not operated) on campus; (b) Off-Campus - no fee, vehicle to be parked off College property (proof of legitimate off-the-street parking must be submitted); (c) Commuter - fee of $15 annually, use of on-campus student lots.

Requests for registration permission or exceptional status must be addressed to the Department of Security, Attention: Student Vehicles.

5. The use of drugs and alcoholic beverages is subject to control by law, and Oberlin College does not protect students from prosecution under federal, state or local laws. While the College places primary emphasis on a counselling and educational approach to alcohol and drug abuse, members of the College community are reminded that the College Judicial Charter allows any member of the College community to bring a complaint against a student for violation of appropriate standards of conduct or of specific College regulations.

Housing and Dining Options. As noted above, students normally are expected to live and eat in College facilities. (About 25% of the student body each year receives permission to live off-campus.) Freshmen and sophomores are required to live on-campus. Prospective students should be aware that there is considerable variety in the residence hall system, with facilities ranging in size from one accommodating as few as fifteen residents to others accommodating as many as 236. Options include single-sex and co-ed halls; program houses (Afrikan Heritage, Asian, Farmer’s Cooperative, French, German, Hebrew, Russian, Spanish, Third World and Women’s Collective); and student cooperative houses. Dining options include cafeteria and buffet service, a vegetarian dining hall, and student-run co-op dining halls serving natural, vegetarian and kosher cooking. Each year students have the opportunity to indicate a preference for those housing and dining options they prefer. Membership in co-ops is determined by random lottery.

Residence Hall Occupancy. New students may occupy their rooms just prior to Orientation. Continuing students may occupy their rooms after Orientation but prior to Enrollment. Meal service will be provided at no additional cost to new students during the orientation period; continuing students may take meals in College dining halls on a cash basis until the first regular board plan meal on enrollment day. NOTE: Residences and dining halls are closed during winter and spring vacation periods.

Health Care. Student health care is provided through the Oberlin Clinic, Inc., an association of physicians in private group practice serving both the College and community. The mandatory Medical Fee entitles students to:

1. Outpatient treatment and advice from the Oberlin Clinic staff when the College is in session. This includes all customary general medical services, but not surgery, maternity care, hospital care, psychiatric services, examination by specialists, routine eye examinations, the fitting of glasses, or prescriptive medicine. It does include routine diagnostic x-ray and laboratory procedures at the Clinic. A part of the emergency room services at Allen Memorial Hospital, when the Clinic is closed, is also covered. See the Student Health Program brochure for details.

2. Short-term consultation with the College clinical psychologists. If extensive psychiatric treatment is required, referrals are made at the student’s expense.

The student Sickness and Accident Insurance Plan, which is optional, supplements the services provided under the College Medical Fee. It provides year-round protection against the expenses of illness and injury, both at Oberlin and away from the campus. This includes hospitalization, surgery, or extended treatment. In Oberlin, both hospital and infirmary-type care is available at the 100-bed Allen Memorial Hospital, which is fully accredited by the Joint Commission on Accreditation.

Support Services. All students admitted to Oberlin have the potential and capability to experience significant personal and academic growth while at the College. Sometimes problems arise during a student’s career that temporarily inhibit that growth: difficulty in a course or group of courses, concern over academic pressures, personal problems involving roommates, friends or family. To support students as they deal with these problems, a number of services are available. These include:

Student Support Services which offers primarily academic assistance for students lacking skills or having problems in particular areas (see Learning Assistance Studies under Arts and Sciences course listings); Psychological Services which provides short-term consultation with the College’s clinical psychologists; and the Department of Residential Life and Services which, along with residence hall staff and the Office of Chaplains, provide support of a more general nature in handling most of the day-to-day problems that may occur on any residential college campus.

Religious Activities. Many campus groups and programs as well as local churches welcome participation by all members of the College community. Among the religious and cultural traditions represented at Oberlin are: Jewish (creative and traditional), Roman Catholic, Evangelical, Pentecostal, Protestant, Ecumenical, Afro-American, Quaker, Unitarian, Buddhist and Humanist. The Office of Chaplains, located in Wilder Hall, is a center for religious counselling, coordination and support of religious activities and spiritual life, and for a wide range of educational, social service and political action projects.

The College Speech Clinic provides diagnostic and therapy services for students with speech and/or hearing problems. Special in-class support is provided for deaf and other hearing impaired students by a sign language interpreter/tutor. The College also maintains a TTY telephone for use by hearing impaired students.

The Honor System. The honor system applies to all work submitted for academic credit, such as examinations, quizzes, papers, and laboratory assignments, as well as destruction, hiding, and improper removal or retention of library materials with the intent of denying others access. The system is supervised by the Honor Committee composed of students.

The student body of the entire College, with the approval of the General Faculty, developed and implemented the Honor System, which places with the student full responsibility for academic integrity. The administration of the Honor System requires the collective and individual cooperation of the entire College community and is fully explained in the student handbook of regulations.

The purpose of the Honor System is to maintain in Oberlin a high standard of integrity in all academic work. The basic assumption under which the System functions is that all academic work submitted is the sole and original product of the individual student. The System respects the student’s ability to maintain this standard and encourages the further development of this ability.

Each student must enroll in person at the beginning of each semester by completing an enrollment card and information sheet furnishing up-to-date information for the Student Information files. Students who have not enrolled by the 14th calendar day of the semester normally will be dropped from their courses and withdrawn. To qualify for full-time standing a student must be registered for at least twelve hours.

New Students. In late May and late December, after an intent-to-enroll card has been filed, the College sends the entering new student a catalog of course offerings, a registration supplement and a registration sheet to be used to indicate course preferences. Students whose reading proficiency is deemed inadequate on the basis of required testing during New Student Orientation will be strongly advised to enroll in the Developmental Reading course in their first year.

Health Certificate and Physician’s Statement. As part of the requirement for matriculation, all students, regardless of classification and including graduate assistants, must file with the Medical Coordinator a health certificate and results of laboratory tests as specified on the Student Health Questionnaire, furnished by the College for this purpose.

Registration. Each May and December, all continuing students register their courses of study for the next semester. A ten-day period is allowed for planning, consultation and approval of the program with faculty advisors. Students who have earned less than 56 semester hours credit consult with their general advisors. Thereafter students confer with an advisor in the department or program in which they have declared a major.

Students must file registration forms signed by the advisor in the office of the Registrar prior to the end of the registration period. Failure to do so, or to offer a satisfactory explanation of the failure, will result in the initiation of withdrawal procedures by the Registrar.

Changes in Course Schedule. Students are eligible to receive credit only in those courses for which they register initially or which they add officially through the Registrar’s Office. Semester courses may be added, dropped, or changed to the CR/NE grading option no later than the end of the 21st calendar day of the semester. First and second module courses may be added, dropped, or changed to the CR/NE grading option no later than the 14th calendar day of the module. Schedule adjustments may be made no later than the 14th calendar day after the Drop/Add/CR-NE deadlines. During the two week schedule adjustment period, no student may be added to a course not attended at the end of the regular add period, or dropped from a course attended past the regular drop deadline. Semester hour changes in courses with variable credit options must be requested no later than the last day of Reading Period.

The semester’s tuition is based on the courses for which a student is registered at the end of five weeks.

Academic Leave of Absence, Non-Resident Status. Students on approved programs conducted away from Oberlin may be able to obtain an academic leave of absence from the Office of the Associate Dean for Student Academic Affairs.

Leaves of absence to study for one semester will be limited to the fall term. Normally the only exceptions will be (a) for programs listed as departmental options in this catalog, (b) for Great Lakes Colleges Association Programs, and (c) for unique programs which occur only in the second semester but then only if the work is to be done as part of a student’s major or minor field of study.

Students must apply for an academic leave prior to May 1 for leaves beginning in the fall semester or the academic year and prior to December 1 for leaves commencing in spring semester. Students must have completed two or more semesters at Oberlin in order to be eligible for academic leave. Requests for extensions of academic leaves must be received by the same deadlines. Return from a leave of absence is routine and is prepared prior to departure from campus.

Students wishing to pursue primarily non-academic activities for one or two semesters before resuming studies at Oberlin should consult with the Office of the Associate Dean for Student Academic Affairs, Cox 100.

Enrolled-Not-in-Residence. This category applies to students who are participating in programs sponsored by individual departments and programs. These are: the Danenberg Oberlin-in-London Program, the Tours Program, the German Exchange Program, and the Cordoba Program. Conservatory students may enroll in one of these programs with the approval of the student’s principal advisor and the Associate Dean of the Conservatory. Care should be taken that such study not interfere with the student’s progress toward completion of his or her major. Conservatory students must complete the First Major Private Applied or Composition Study Committee Examination requirement before participating; exceptional cases may be considered for approval by the appropriate applied study department or the Composition Department. Approval for such study must come from the sponsoring department, the student’s principal advisor, and the Associate Dean of the Conservatory. Students on these programs must notify the Registrar’s Office of any change in plans.

Enrolled-not-in-residence also pertains to those students who are pursuing independent study away from Oberlin under the direction and sponsorship of Oberlin faculty. Oberlin credit hours are awarded under this status, and students pay Oberlin tuition for these credits. Students desiring to pursue independent study away from Oberlin must apply for status through the Office of the Associate Dean for Student Academic Affairs, Cox Administration Building, by May 1 for summer or fall projects and by December 1 for spring projects. This independent study status is limited to students who have completed two or more semesters at Oberlin. Students are held responsible for notifying the Associate Dean’s office of any change in plans.

In both types of Enrolled-not-in-residence, the student’s matriculation deposit will not be refunded but held until graduation. Students are held responsible for notifying the appropriate offices identified above of any change in plans, and will forfeit their matriculation deposits for failing to follow through on such notice.

Personal Leave of Absence. Students in the College of Arts and Sciences who wish to take a semester or a year away from Oberlin while pursuing primarily non-academic activities may apply for a Personal Leave of Absence. Conservatory students are not eligible to take personal leaves and instead must withdraw. Double-Degree students must drop the Conseivatoiy ponion of their degree program if they elect a personal leave.

Personal leaves are available to students who have completed two or more semesters at Oberlin. Students are permitted to take a maximum of six hours of credit per semester for transfer to Oberlin. Applications are available in the Office of the Associate Dean for Student Academic Affairs, and are due May 1 (for leaves commencing fall semester) or December 1 (for leaves commencing spring semester). Requests for extensions of personal leave must be received by the same deadlines.

Withdrawal. Before withdrawing from Oberlin for the remainder of a semester or more, all students must meet with the Associate Dean for Student Academic Affairs. Conservatory students, including double-degree students, who contemplate withdrawing for the remainder of a semester or for one or more subsequent semesters, with or without the intent to return, should first discuss these plans with their principal advisor, the Associate Dean of the Conservatory, and the Financial Aid Office if appropriate. Unless notice of intent to withdraw has been given by June 30 (for fall semester), or by December 31 (for Winter Term or spring semester), the matriculation deposit will be forfeited.

Readmission to Oberlin. All students who have withdrawn or been withdrawn from Oberlin College after matriculating will be required to submit an application for readmission to the Registrar’s Office. Conservatory students, including doubledegree students, who contemplate withdrawing for the remainder of a semester or for one or more subsequent semesters, with or without the intent to return, should first discuss these plans with their principal advisor, the Associate Dean of the Conservatory, and the Financial Aid Office if appropriate.

If a Conservatory or double-degree student wishes to return to the Conservatory, the Associate Dean of the Conservatory reviews the student’s previous academic record in consultation with the student’s major department. A student who has withdrawn for two consecutive semesters or more may be required to audition for readmission. A student who has withdrawn for more than four semesters is required to graduate under the requirements for his or her major which are in effect at the time of readmission to the Conservator.'.

Students in good standing with the College and who do not owe money to the College can expect to be readmitted if they file an application prior to August 15 (for fall semester), and January 15 (for spring semester). Applications received after these dates will be considered only under extraordinary circumstances. Students must be cleared for readmission by the first day of classes in order to enroll for that semester. NO EXCEPTIONS WILL BE MADE. To assure maximum options for housing and dining and preregistration, applications should be received no later than March 1 (for fall semester) and October 1 (for spring semester).

To encourage and enable students to discover the value of self-education, Oberlin provides a Winter Term of four weeks in January. This term affords the student an opportunity to devise and pursue programs of independent study or research and to undertake, individually or as a member of a group, other projects of educational value which the structured curriculum during the academic year cannot easily accommodate.

Winter Term provides an opportunity for variations and supplements to the usual course offerings, with an emphasis on experimentation and creativity, intellectual independence, and personal responsibility. Many departments offer individual and group projects; students also are encouraged to devise their own projects sponsored by an Oberlin faculty member or an approved Administrative and Professional Staff (A&PS) member.

Whenever possible, students are advised to pursue their projects on campus. Many concerts, theatrical productions, films, lectures, forums and discussion groups are scheduled during Winter Term, often coordinated with on-campus projects. Off-campus projects are appropriate when they involve volunteer work, observation, or internship in professional offices, schools, or other agencies, and for projects based on field work, site visitation, or access to special collections, library holdings or research facilities elsewhere.

Variable Credit. Students may earn one credit or a half credit for each Winter Term project. This determination is made prior to Winter Term by the student and sponsor in consultation for individual projects, and by the sponsor alone for group projects. Students may participate in one or two projects each Winter Term, but only one full credit (or two half credits) may be earned per term.

Graduation Requirements. Three Winter Term credits are required for graduation. Students may participate in more than three Winter Terms and may earn more than three Winter Term credits. Transfer students are required to earn one full credit in each Winter Term during their enrollment at Oberlin, unless this would result in more than three full credits. Exceptions for special cases may be granted by the Winter Term Committee and the appropriate academic Dean.

Students who plan to take a leave of absence for study abroad for an entire academic year should plan to undertake Winter Term projects for each of the three years in residence, since Winter Term projects may not be undertaken while on leave for the entire year. Students on leave for one semester may undertake a Winter Term project if they are enrolled at Oberlin for the other semester of the year, and if their course of study elsewhere does not overlap with Winter Term.

Transcripts. Winter Term project titles and their value (full or half credit) are recorded on each student’s transcript. A preliminary title is determined when the project is proposed; it is finalized upon completion of the project.

Winter Term Planning and Advising. Winter Term projects are publicized early in the Fall term. Students should discuss their Winter Term plans with their advisors and potential project sponsors in October or early November. Three principal guidelines are: (1) the project should be conducted on campus unless a different location is required or would represent a significant improvement; (2) generally students should plan to devote 5 hours or more per weekday of Winter Term to their Winter Term projects or project-related activities; (3) students are encouraged to participate in one Winter Term project (or more) in which potential career interests are experienced.

Once selected, the nature of a Winter Term project is described in a written proposal submitted to the sponsor. This should include (1) a description of the project, (2) expected activities related to the project (including any participation by the sponsor), (3) evidence of approval received from the appropriate officials for the use of limited college facilities (such as rehearsal and performance halls, audiovisual equipment, classroom or laboratory space), and (4) the nature of the final report upon completion of the project (essay, outline, lab report, journal, bibliography, aural or visual presentation, etc.).

Graduate and Special Students. Graduate students in the College of Arts and Sciences can earn up to four hours of graded graduate credit per Winter Term. Students enrolled in the five year Masters program or in the Artist Diploma program in the Conservatory of Music can earn up to four hours of graded graduate credit per Winter Term once undergraduate Winter Term requirements are met. Special

students may participate in Winter Term according to either undergraduate or graduate student procedures.

A detailed description of Winter Term procedures and dates to be observed is issued each Fall by the Winter Term Committee.

Winter Term Offerings. Each fall, the Winter Term Committee publishes a circular entitled "Winter Term Project Bulletin" listing individual and group projects available at the time of printing. The same listing is displayed on the Winter Term Bulletin Board in Wilder Hall and updated as new projects are proposed.

In this catalog, many departments have listed information about 1988 Winter Term. The information, current at the time of publication, is intended to give an indication of the breadth of opportunities and possibilities for Winter Term projects. Numerous additional opportunities will be published in material in the fall of 1987.

For the individual student who wishes to pursue topics outside the normal course offerings of the College of Arts and Sciences or the Conservatory of Music, various alternatives are available, both at Oberlin and off-campus. (Students on financial aid should consult the Director of Financial Aid before planning to participate in an off-campus program.) For most of these options, credit is transferred only after prior planning and approval, and upon receipt of the official transcript from the agent institution. In addition, for may off-campus programs not specifically run by Oberlin, transfer of credit is subject to payment of the transfer processing fee. Students are advised to determine from the program description in this catalog, the Registrar or the Associate Dean for Student Academic Affairs which programs are subject to the fee.

Experimental College. The Experimental College is a student-run organization which sponsors courses (for limited academic credit) taught by members of the Oberlin community - faculty', students, administrators, townspeople. Each year a very heterogeneous list of subjects is offered including crafts, special interests, community services, and academic subjects not found in the regular curriculum.

Anyone may coordinate an ExCo course. For the course to offer College credit, an interview with the Experimental College Committee is necessary. Students taking ExCo courses can receive up to five hours credit in their Oberlin career. Any course receiving credit may be taken by any student for 0 to the maximum number of hours listed for the course in the catalog. Student instructors may receive one additional hour. Experimental College catalogs are distributed shortly before ExCo registration which is usually at the same time as regular College registration. Further information is available at the ExCo office in Wilder Hall.

Private Reading. For the student who wishes to pursue individually and in-depth a topic not covered in the regular curriculum, the option of a one-to-one tutorial is available. For further information refer to the College of Arts and Sciences and Conservatory sections of this catalog.

Independent Study. Enrolled Not-in-Residence. Under special circumstances, a student may arrange for independent study in appropriate off-campus locations. Such programs must be arranged in consultation with faculty members and approved by the office of the Associate Dean for Student Academic Affairs. Students pay Oberlin College tuition for this work and it must be completed within a specified semester. Deadlines for application are December 1 for a spring program and May 1 for a fall program.

General. Oberlin College recognizes and supports the desire of students to supplement their Oberlin experience through a program of study or internship abroad. Such "time away" is often extremely valuable for both the student and the institution by promoting the diversity and development of new perspectives which are an essential part of Oberlin’s educational philosophy. Oberlin offers a variety of sponsored programs. In order to ensure the quality of students’ choices of programs, the College maintains a well-stocked library of foreign study resources and provides an experienced intern to counsel students and help them plan or choose individual programs of study in the office of Career Development and Placement (Peters Hall).

Financial Aid. Students receiving financial aid who wish to study off-campus and abroad should consult with the Director of Financial Aid in planning such study. For many of the programs, financial aid can be continued; however, because not all types of financial aid can be applied to off-campus programs, an early consultation with the Director of Financial Aid is recommended.

The Danenberg Oberlin-in-London Program. This program of study runs each semester and involves two (and in some cases three) Oberlin faculty members and about thirty students each semester. The curriculum varies from semester to semester and year to year, according to the academic disciplines of the instructors, but it seeks to take advantage of the unique opportunities afforded by the cultural and historical settings of London and England and it features interdisciplinary courses and innovative approaches. Details of the curriculum for 1987-88 are listed later in the catalog (see "London Program"), and course descriptions are cross-listed under appropriate departments and programs.

The programs are available to all Oberlin students who have completed at least three semesters of college work, have fulfilled certain prerequisites for course work (see course descriptions), and evidence a serious interest and preparedness for the program. Cost of the program is equivalent to the cost of an Oberlin semester plus a portion of the transatlantic airfare, and will cover instruction, housing, board, and program expenses. Financial aid will be available as for a semester in residence at Oberlin. Academic credit of 12-14 hours is given for participation in the program. Application for entry to the program is made to the chairperson of the Danenberg Oberlin-in-London Committee, as announced each semester.

French Studies in Tours, France, Semester II. A study abroad semester in France for a select group of beginning and intermediate French language students. About 20 students undergo four months of intensive language study in Tours, France. Participants are required to take eight (8) hours of language credit and three (3) hours of civilization credit; they are also encouraged to take the appropriate reading course for three (3) additional hours of credit to complete a normal fourteen (14) hour academic load. Instead of the reading course, participants may choose to organize a private reading project with a member of the Oberlin faculty to supplement the eleven required hours. The program is complemented with significant cultural excursions throughout the Loire Valley.

Cost of the program is equivalent to the cost of one Oberlin semester plus one way airfare. Interested students should consult the chairperson of the Department of Romance Languages or the Director of the Tours Program.

German Studies Abroad Program, Semester II. Some 16-17 select students from the elementary and intermediate levels study language and culture in a German-speaking country with faculty guidance. The first two months are devoted to intensive language work in courses at a German university. Thereafter, through a program of readings and discussion, attendance at performances, and participation in a broad variety of other activities, steady progress toward an independent project is furthered. Interested students should consult the chairperson of the Department of German and Russian. The cost of the program is equivalent to the cost of one Oberlin semester. The College normally assumes part of the transatlantic air fare.

Studies in Spain at the University of C6rdoba, Semester I, II or both. Students of Spanish language, literature, and culture may participate for one or two semesters in the Programa de Estudios Hispanicos en Cordoba (Spain). This program is sponsored by a consortium of Brown University, Oberlin College, Smith College, Trinity College, Wellesley College, and the College of Wooster. Cordoba, one-time capital of Roman Spain and seat of the Caliphate, offers a unique opportunity for on-the-scene study of the Muslim, Jewish, and Christian influences on Spanish culture. Courses are offered in literature, history, art, architecture, music, economics, and social and political reforms. Particularly attractive for the student of Latin America are the "Archivos de Indias" (archives) in nearby Seville and the program at the University of Cordoba in American studies. Complete program expenses, including transportation, cost no more than a normal Oberlin semester. Participants receive 15 hours per semester of academic credit toward graduation; up to nine hours each semester may be counted toward the Spanish major. Interested students should consult with the Department of Romance Languages. Students on financial aid should consult the Director of Financial Aid before planning to participate in this program.

Oberlin is a member of the Great Lakes Colleges Association, a consortium of twelve midwestern colleges which sponsors a number of off-campus studies programs both in America and in foreign countries for no more than the cost of a regular semester at Oberlin. (Students on financial aid should consult the Director of Financial Aid before planning to participate in an off-campus program.). However, the transferred credit received from these programs is subject to payment of the Transfer of Credit fee. Information on these programs is available from the campus liaison for each program and from the student intern in the Office of Career Development and

Placement. Through its membership in GLCA, Oberlin offers opportunity for leave of absence in the following:

Overseas Study. GLCA sponsors summer and/or academic year programs based in Scotland, India, Hong Kong, Japan, East and West Africa, and Colombia, as well as a multinational urban studies program in Yugoslavia-the Netherlands-England and a semester program in Yugoslavia. In each country GLCA has established cooperative arrangements for American students to study and participate in the life of a local university.

American-Based Programs. In the United States, GLCA offers four off-campus study programs. The Urban Center in Philadelphia combines work-study in a community organization with a seminar in urban affairs and an independent study project. The New York Arts Program offers a semester of work combining an internship (in theater arts, fine arts, museum and gallery activities, music, or film) with a seminar in the arts of the city and independent study. The Oak Ridge Science semester places students with research scientists working on intensive investigations and provides advanced course work in the natural and social sciences. The Newberry Library Program in the Humanities, based in Chicago, provides an opportunity for seminars and independent study with the Newberry’s rich collection of books and manuscripts.

Students may participate in a variety of off-campus study options which are not conducted by the College itself. Information on many of these programs is in the library of the Career Development and Placement Office in Peters Hall. Students participating in these programs are classified as being on leave of absence. Approval for such leaves must be processed through and granted by the Associate Dean for Student Academic Affairs prior to a student’s departure from Oberlin. The programs are subject to the following regulations:

1. To qualify for a leave of absence to study off-campus a student must have completed at least two semesters at Oberlin.

2. A maximum of 36 hours of credit transfer toward the graduation requirement will be permitted after a student has enrolled at Oberlin within the graduation requirement that a student may transfer no more than 56 hours towards their Oberlin degree.

3. There are specific limits on credit transfer from off-campus study programs. For the College of Arts and Sciences they are: (a) 15 hours per single semester, or (b) 10 hours per quarter, or (c) 30 hours per academic year. For Conservatory of Music limits consult that section of the catalog.

4. Except as noted elsewhere (see "Enrollment and Registration," above) leaves of absence to study for one semester will be limited to the fall term only.

Inter-collcge Exchanges. In addition to inter-college exchanges with GLCA schools, Oberlin has exchange programs with two other institutions. Students may be selected each semester to participate in an exchange with Gallaudet University, the nation’s only liberal arts program for the deaf, or Fisk University, a predominantly Black university in Nashville,

Tennessee. Sophomores and juniors with good academic standing and an interest in intergroup relations are eligible to apply. Application for the Gallaudet exchange should be made through the Department of Sociology-Anthropology; for the Fisk exchange, application should be made through the office of the Associate Dean for Student Academic Affairs.

Architecture at Columbia. Oberlin has made arrangements with Columbia University so that students wishing to study architecture, urban planning, and historic preservation during their junior year may apply to a specialized program at Columbia University, Graduate School of Architecture and Planning, "The Shape of Two Cities: New York/Paris," a preprofessional program for undergraduate students. Two options are available: Architecture or Urban Planning/Historic Preservation. The first semester is spent at Columbia University, and the second in Paris, both under supervision of Columbia professors of architecture. The Columbia program is the core of the Pre-Architecture Individual Major. For information and applications, see the Pre-Architecture advisor in the Art Department. Students on financial aid should consult the Director of Financial Aid before planning to participate in this program.

Business Administration at Wharton. Under an arrangement with the Wharton School of the University of Pennsylvania in Philadelphia, Oberlin students who wish to take undergraduate courses in business administration may enroll as a Guest Student at Wharton. The arrangement was established to provide a one-semester exposure to business and management at a distinguished business school. To qualify for admission at the University at Pennsylvania, Oberlin students must have a minimum grade point average of 3.0. Complete details are available in the office of the Associate Dean for Student Academic Affairs. Financial aid is not available for this study option.

Other OIT-Campus Program Options. A student who wishes to study off-campus is not limited to the pre-established options described above. A student may participate in off-campus study programs sponsored and supervised by a recognized American college or university, provided that the institution consents; and students are free to arrange their own individual programs of study at other American or foreign universities. Students on financial aid should consult the Director of Financial Aid before planning to participate in a study program off campus. The Associate Dean for Student Academic Affairs and the Study-Away-Intern in the Office of Career Development and Placement will assist students who need help in making such plans. Academic leaves are for full-time study only, so students must carry a minimum of 12 semester hours or that equivalent in other academic calendars. Credit earned on off-campus programs may be transferred as long as the arrangements are discussed and approved in advance by the appropriate departments, the office of the Associate Dean for Student Academic Affairs and/or the Registrar, and provided that a leave of absence is arranged within time limits (December 1 for a spring leave and May 1 for a fall or year-long leave).

Oberlin’s facilities are unsurpassed by any school its size. Included is one of the nation’s wide-ranging college library collections, one of the three finest college art collections in the

country, and first-rate facilities and equipment in music, theater arts, the natural sciences, computing and physical education.

The Seeley G. Mudd Learning Center (completed in 1974) houses most of the College’s collection of 950,000 volumes; the balance is in four departmental area libraries elsewhere on campus. The Irvin E. Houck Computing Center operates two Digital VAX 11/780 super minicomputers for general academic use. A third super minicomputer system, the VAX 11/750, is devoted entirely to the computer science curriculum. All systems are accessible from terminals located throughout campus. Language processors include BASIC, FORTRAN, Pascal, APL, COBOL, C, and LISP. The system also includes text editors, word processors, and numerous other utility processors. More than 70 terminals/microcomputers are available for general student use in various locations across campus. For additional information about computer facilities and programs, see Computer Science Program.

The Kettering Hall of Science houses the Departments of Biology and Chemistry and an extensive science library, and includes a greenhouse, a cold room, and radiochemistry preparation room, a vision tunnel, growth chambers, and instrument rooms. It is located in a complex with the Wright Physics Laboratory and the Severance Laboratory for geology and psychology.

In addition to the facilities of the Conservatory (see the "Conservatory of Music" section of the catalog), performing arts utilize Sophronia Brooks Hall Auditorium, which seats 500 for theater and opera productions, and Warner Center for the Performing Arts, used for theater and dance classes and productions. Allen Memorial Art Building houses both the College’s exceptional collection (over 10,000 works of art), and the Art History and Studio Art Departments.

Athletic facilities center around the Jesse Philips Physical Education Center, completed in 1971. It contains basketball, racquetball, and handball courts, gymnastics, fencing, wrestling, Nautilus, and three weight areas, plus a magnificent pool, site of the 1986 NCAC championships. Other facilities include a football stadium with all-weather track, field house, skating rink, 12 all-weather tennis courts, 22 multi-purpose outdoor fields, six bowling lanes, and a second complete gym with swimming pool.

Facilities and Support Services for Handicapped Students. The Oberlin campus is small in area and level in terrain and many handicapped students will find it reasonably accessible, though not barrier-free. Oberlin is committed to compliance with Section 504 of the 1973 Rehabilitation Act and to ridding itself of such procedural and physical barriers as have the effect of discriminating against handicapped persons in academic, student service or employment areas. To this end, Oberlin seeks to meet the needs of handicapped students on an individual basis. The Associate Dean for Student Academic Affairs can help to ensure that suitable housing is obtained, assist whenever special arrangements for registration or testing are needed, and can be a liaison and special advisor if difficulties or barriers are encountered. A detailed guide for handicapped students, including information about the campus and services provided, is available upon request. Write to the Associate Dean for Student Academic Affairs (Cox 100).

Phi Beta Kappa. A chapter of Phi Beta Kappa, known as the Zeta of Ohio Chapter, was established at Oberlin College in 1907. Each year juniors and seniors are elected on the basis of academic excellence, good character and broad cultural interests. To be eligible, students must have completed at least nine credit hours of courses in each of the three divisions of the College of Arts and Sciences and must have taken at least two-thirds of their total hours for grades. Up to fifteen per cent of each graduating class may be elected.

Society of the Sigma Xi. The Oberlin Chapter of the Society of the Sigma Xi was established in 1941 for the promotion of scientific research. Any graduate student who has shown noteworthy achievement as an original investigator in some field of pure or applied science may be elected as a member. Any graduate student or undergraduate student who has shown marked aptitude for research in pure or applied science may be elected as an associate member.

Delta Sigma Rho-Tau Kappa Alpha. The Oberlin Chapter of Delta Sigma Rho-Tau Kappa Alpha was inaugurated in 1936. Students at the sophomore level or above who have acquitted themselves with distinction during two years of intercollegiate forensic competition, and who rank in the upper thirty-five per cent of their class academically are eligible for election to the Society.

Pi Kappa Lambda. The Theta Chapter of Pi Kappa Lambda National Honor Society was established in 1926 at the Oberlin College Conservatory of Music in order to recognize outstanding achievement in musicianship, musical leadership and scholarly attainment. Twenty per cent of the Conservatory graduating seniors are eligible for election, provided the residence requirement of at least four semesters prior to graduation has been met.

The Academy of American Poets. Awarded for the best poem or group of poems by a student.

Harrol W. and Virginia M. Baker Scholarship in Chemistry. For at least one junior or senior chemistry major each year.

Andrew Bongiorno Scholarship. Awarded for excellence in English to a junior (usually male), who is then designated as the Andrew Bongiorno Scholar during the senior year.

Helen Finney Cochran Scholarship. Awarded to a female student in the area of physical education.

Dahl Philosophy Prize. Awarded annually to the winner of a philosophy essay competition.

Florence A. Frew Prize. Established from funds given by Miss Florence A. Frew, Class of 1901, of East Orange, New Jersey. Awarded annually to the student(s) with the most distinguished record during the first two years of Latin or Greek.

Natalia Stone Gage Prize. For attainment in prose and poetic composition. Generally awarded to a fiction writer.

Joyce A. Gorn Memorial Prize in Environmental Studies. Awarded annually to students for meritorious work on an

Frank Blair Hanson Memorial Prize Fund. Established in 1946 by Harriet R. Hanson as a memorial to Frank Blair Hanson. The prize is for an essay or special work in the field of Economics.

Harry N. Holmes Prize. To outstanding seniors for high achievement in chemistry.

Carl E. Howe Prizes. Awarded annually to students who have distinguished themselves in the field of physics.

Frank Fanning Jewett Award. For outstanding sophomores intending to major in chemistry.

Glen Jorgensen Prize. A prize awarded to an underclass student in extemporaneous speaking and debating.

Kneeland Prize. Awarded to a male senior who plans to enter the ministry or other distinctive Christian service.

Lahaurine-Johnston Memorial Fund. Established in memory of Marie-Jeanne Lahaurine Johnston, first Directrice de la Maison Francaise of Oberlin College (1927-1938). The fund is for students who make the best use of French House opportunities.

The George Grant and Carrie C. Life Scholarship Prize. Awarded annually to students who have distinguished themselves in the study of American history on the basis of their records after six semesters of work.

Mary Mackenzie Lincoln; Robert A. Budington; George T. Scott and the Oberlin Scholarships. Scholarships, based on academic achievement, for summer studies at marine biological stations.

Margaret Goodwin Meacham Scholarship. A prize for distinction in English awarded to a woman, normally a senior, selected by the Department of English.

Gertrude Moulton Scholarship Fund. Awarded to female students in the area of physical education.

The Nash Drama Awards. The purpose of the Nash Drama Awards is to recognize major achievement and exceptional promise among students who have been active in Oberlin theater. One to three awards will be given yearly to students who have shown distinction in one or more of the following areas: acting, directing, playwriting, design/production, and criticism. The theater faculty will meet each spring to evaluate the work of eligible students. Nash Award winners will be announced at the annual Honors Day Assembly.

The Newton Prize. Open to all students in the College. Prizes are awarded for the best essays, research papers, translations, etc., on Asian themes that promote better understanding between the nations - East and West.

Rebecca Cary Orr Prize. Established in 1982 by the family of Rebecca Cary Orr, Class of 1985. The prize is for an outstanding student in mathematics.

Florence May Snell Scholarship. Awarded for scholarly promise to a woman beyond the freshman year who plans to teach, preferably English literature. Normally held by one woman at a time, each holder entitled to up to four years, including a year of graduate study.

The Comfort Starr Prize. Several annual awards to students who have distinguished themselves in each of the various departments within the social sciences.

Wolfgang Stechow Prize. Awarded annually to an undergraduate student, preferably with special interest in Northern Renaissance and Baroque Art, and Graphic Arts.

The Norma Dyer Swearingen Memorial Prize in Classics. Created in 1984 by the friends of Norma Dyer Swearingen, 1932, and her children James S. Swearingen, 1957, and Nancy Swearingen Kelly, 1959, for the member of the junior class with greatest promise as a secondary school teacher of Latin.

George B. Wharton, Jr. Prize Fund. A prize fund established in memory of George B. Wharton, Class of 1964, for geology majors.

Thornton N. Wilder Prize Fund. A fund created from the estate of Thornton N. Wilder. Proceeds from the fund are used to underwrite the cost of books for outstanding entering students.

Norman Hill Wright Prize in Biology. Established by Richard Combes, Class of 1947, and Angela Combes, Class of 1949, in memory of Norman Hill Wright, Class of 1918. The prize is for upperclass students majoring in biology.

The Arthur Dann Senior Piano Competition underwrites the costs of a recital tour for the winner. The recipient is chosen from among graduating piano students by a panel of judges in an annual competition.

The John Elvin Piano Prize Fund provides a cash award given annually to a student in the junior class who is judged by the faculty of the piano department to be the most talented performer in the class.

The Herbert Elwell Prize in Composition is a cash prize awarded annually to the graduating student who, in the judgment of the faculty of the composition department, has demonstrated outstanding promise as a composer.

The Louis C. and Marguerite Bloomberg Greenwood Prize is a cash award to a student who, in the judgment of the faculty, excels in voice, violin, piano, or violoncello, in that order of preference.

The Selby Houston Memorial Award provides funds for a book or music which is given to a graduating student whose performance in organ and music theory is of distinguished quality.

The Faustina Ilurlbutt Award is a cash award given to a graduating student majoring in piano, violoncello, violin or voice, who is chosen by the faculty as the most talented performer in his or her chosen field.

The Louis and Annette Kaufman Awards are two cash awards; one is given to an outstanding student of violin and the other to the piano student showing the most progress in the performance of chamber music.

The Lloyd Morrisett Keyboard Improvisation Award provides cash awards to students chosen by a faculty committee as being the most outstanding improvisers in the areas of contemporary, jazz, and baroque improvisation.

Pi Kappa Lambda Scholarship Awards are made annually to students who have been elected to Pi Kappa Lambda and who are chosen by the Faculty PKL Committee on the basis of outstanding musicianship.

The Rudolf Serkin Award is a cash award made to an outstanding piano major of the junior class selected by the piano department faculty.

The Stern Scholarship Fund provides partial to full tuition scholarships to Oberlin students attending the Aspen Music School during the summer. The fund was begun in 1982 through the generosity of John Stern, a trustee of both Oberlin College and the Aspen Music Festival.

The Bumpy Stevenson Awards are eight annual cash awards granted by the Aspen Music School to Oberlin students.

The Louis Sudler Prize in the Arts is awarded annually on the basis of faculty recommendation to a graduating senior who has created or performed with uncommon distinction in dance, theater, creative writing, music performance or composition, photography or the visual arts.

This office assists students and alumni in career planning, summer and full-time employment, internships, and in learning about study opportunities elsewhere in the United States and abroad. The Business Initiative Program helps find internships in the private sector. It gathers information on scholarships and assistantships available to seniors and graduates, and helps assemble material to support graduate applications. Seniors and alumni seeking employment are assisted in finding positions and are helped in developing job campaigns. Credentials are sent to employers. Notices of positions for which college-trained men and women are desired, and for summer work which can be done by college students are welcomed. Letters should be addressed to Director, Office of Career Development and Placement, Peters Hall.

The Shansi Association, founded in 1908, following an Oberlin tradition begun in the late nineteenth century; fosters international understanding and respect by carrying on educational exchange programs with universities in five Asian countries. Named for the province in China with which Oberlin has had a close relationship since 1882, the Shansi Association offers two-year teaching fellowships to recent Oberlin graduates as an opportunity to experience life and work in Asia. Shansi also brings Asian faculty and students to Oberlin for teaching and study, and, through the Shansi Student Committee, carries out an Asian affairs program on campus.

The academic year (See Academic Calendar, page 274.) is divided into two semesters, and a four-week Winter Term. (See Winter Term section of this catalog.) Each semester consists of approximately 13 weeks of classes (not including a one-week break in each), a three-day reading period, and a four-day evaluation period. During the reading period there are no classes; it is a time in which papers can be finished and work reviewed in preparation for examinations. The evaluation period is reserved for final examinations.

While every effort is made to ensure the accuracy of information contained in this catalog at the time of publication, it is normal that during the academic year some revisions will be made regarding course listings and other information

contained herein. Such information is distributed routinely on campus and will appear in subsequent editions of the catalog.

For additional information about Oberlin and its programs, please write to the Director of Admissions, Oberlin College, Oberlin, Ohio 44074.

In the College of Arts and Sciences, students, working closely with faculty advisors and using the general educational guidelines which appear below, design an educational program appropriate to their own particular interests, needs and longterm goals. It is felt that students can best take advantage of the many resources of the College if they bear the final responsibility for their own education in this way.

Students normally decide upon a major at the end of the second year of study. This leaves time in the first two years to attend classes in a variety of areas, to hear faculty members and upperclass majors discuss their departments, to rediscover an interest long since forgotten or to explore an entirely new field. Students who develop an interest which cannot be encompassed by the offerings of any one department may develop individual majors tailor-made to meet their needs, by combining courses in two or more departments.

Two defining characteristics of a liberal education are intellectual breadth and depth. Depth is realized through intensive training and is attained by the completion of a major. Breadth results from the assimilation of the substance, approach, and insights of several different disciplines. Oberlin’s general education guidelines encourage students to seek breadth in their education.

Traditionally, the liberal arts curriculum is divided into three broad divisions: humanities, social sciences, and natural sciences. As knowledge expands, new fields have emerged, and the boundaries between disciplines have become less distinct. The traditional divisions nonetheless retain sufficient coherence to provide the basis for Oberlin’s general education guidelines. In selecting the particular courses intended to meet the general education guidelines, students and their faculty advisors are encouraged to make informed judgments about individual courses. Department and Program catalog entries offer descriptions of their disciplines.

To meet Oberlin’s general education guidelines the student must complete at least nine credit hours of college level work in each division. Further, the student should take courses in at least two Departments or Programs within each division. Beyond this minimal expectation the College encourages its students to explore the growing scope and substance of human knowledge by taking additional courses outside the area of their primary interests.

While not fitting easily into any of the three divisions, the Physical Education Department offers varied opportunities for participation in physical activities and the study of physical education. Students are encouraged to take advantage of these opportunities.

Most students in the College of Arts and Sciences pursue a program of study leading to the Bachelor of Arts degree. Students who have completed the equivalent of four years’ course of study in the College of Arts and Sciences and passed

examinations satisfactory to the divisional faculty, may be nominated by the faculty of the College of Arts and Sciences for award of the degree of Bachelor of Arts.

Students may choose from among a wide variety of majors in each of the three divisions of the College of Arts and Sciences. These include:

Art and Humanities Division: Art, Classics, Creative Writing, East Asian Studies, English, German and Russian, Humanities, Judaic and Near Eastern Studies, Music, Philosophy, Religion, Romance Languages, and Theater and Dance.

Social and Behavioral Sciences Division: Black Studies, Economics, Government, History, Psychology, and Sociology-Anthropology.

Natural Sciences and Mathematics Division: Astronomy, Biology, Chemistry, Computer Science, Geology, Mathematics, and Physics.

Several majors are offered by the established Programs: Environmental Studies, Neuroscience and Biopsychology, and Women’s Studies. In addition, Oberlin has a number of curricular committees which supervise individual majors in the following approved areas of study. These are: Archeology Studies, Comparative Literature, Latin American Studies, Law and Society, Third World Studies, and Urban Studies.

Double-Degree Program. Students may decide to choose majors leading to undergraduate degrees in each division of Oberlin College, to a B.A. degree in the College of Arts and Sciences, as well as a B.Mus. degree in the Conservatory of Music. Prospective double-degree students apply for admission to each division separately. Students already enrolled in one division apply for admission to the other division at the appropriate Admissions Office. Admissions requirements and standards are the same as those for single-degree students. Conservatory and College Academic Standing Committees both review the records of double-degree students at the end of each semester.

Normally it will take five years to complete requirements for two degrees, and normally both degrees are awarded at the end of the fifth year of study. A double-degree student may elect to graduate from each division in different semesters. However, the requirements stated for the first degree as a single degree must be met. A double-degree student is classified in the Conservatory division for administrative purposes. Requirements, regulations and procedures relating to academic standing, advising, major study, etc., for both divisions will apply.

To earn two degrees under this program a student must complete the requirements for one or more majors leading to the B.A. degree and the requirements for one or more majors leading to the B.Mus. degree, as well as a total of 152 semester hours of course credits.

For further information consult "Requirements for Graduation" in Arts and Sciences, the "Double-Degree" section of this catalog, and "Requirements for Graduation" in the Conservatory.

Combined Liberal Arts and Engineering Program. Oberlin College has cooperative arrangements with engineering schools at Case Western Reserve University (Cleveland), Washington University (St. Louis), and the University of Pennsylvania (Philadelphia), whereby qualified students may obtain both the Bachelor of Arts degree and the Bachelor of Science degree after five years’ work - three at Oberlin and then two at one of the cooperating universities. Any Oberlin student recommended by the College will ordinarily be accepted by the cooperating university, provided that he or she has taken certain basic science and mathematics courses and maintained a grade average of 3.0 or better.

Upon satisfying the requirements of the engineering school for a bachelor of science degree, an Oberlin degree will also be awarded to students who have met the following requirements for the Oberlin component of the program:

1. At least 84 credit hours, no more than 42 hours of which may be in a single department or program;

3. For students entering in September 1985 and thereafter, proficiency in writing demonstrated in one of the ways specified in the section "Requirements for Graduation."

No student in this program may receive an Oberlin degree without at least four semesters in residence in Oberlin, completing not less than 56 credit hours, the last 12 of these must be in residence. Those interested in this program should contact Bruce Richards of the Department of Physics as early as possible in their College career.

Pre-Business. An increasing number of Oberlin graduates are entering business or graduate programs in business. The nation’s better graduate schools of business welcome applicants from Oberlin as a school whose students have received a solid liberal arts background. An undergraduate degree in business is neither required nor, in many cases, desired for acceptance into these schools. Students considering graduate work in business may choose to major in virtually any area of the liberal arts. They are advised to take introductory courses in economics, mathematics and computing sciences - areas often required for admission to, and recommended as preparation for, the better graduate programs. (Also, see Business Administration at Wharton.)

Pre-Law. Many Oberlin students enter law school after graduation. Students interested in obtaining information on general requirements for law admissions are encouraged to consult with the Office of Career Development and Placement (OCDP) or members of the faculty designated as pre-law advisors. A list of these advisors is available from OCDP or the Academic Advising Office. Normally, a student is expected to take the Law School Admission Test (LSAT) in either the second semester of the junior year or in the first semester of the senior year.

Pre-Medical. Students planning to apply to medical school may major in any subject provided they also complete the premedical requirements. Early in their academic careers at Oberlin they should discuss their plans with one of the premedical advisors. The pre-medical advisors are Mr. Luck and Mr. Sherman in Biology, Mr. Peek in Black Studies, Mr. Fuchsman and Mr. Matlin in Chemistry, Mr. Smith in /

Psychology and Neuroscience, and Ms. Janes in the Office of Career Development and Placement.

Most medical schools require one year of biology, one year of physics, and chemistry through organic chemistry. Students intending to take this work at Oberlin should note:

1. Oberlin College does not offer a one-year course in general biology; the minimum equivalent can be obtained by taking Biology 112 and 113. Biology 109 also is recommended strongly for pre-medical students.

2. The Physics 103, 104 sequence is the most common means of satisfying the physics requirement. Mathematics 134 and 231 are requirements for the Physics 110,111, 114 sequence.

3. Chemistry 101, 102, 205, 206 normally are chosen to complete the chemistry requirement.

Students should consult the appropriate departmental listings for descriptions of these offerings and their prerequisites. Most medical schools require a year of English and many specify a year of mathematics, most commonly calculus. Knowledge of statistics is extremely useful to physicians. Specific requirements of individual medical schools are listed in the most recent edition of Medical School Admissions Requirements, published by the Association of American Medical Colleges. This publication is available in Kettering Library'.

The required Medical College Admissions Test (MCAT) is administered at Oberlin twice each year. Information about the test, including deadlines for filing applications and application forms, is available from the Office of Career Development and Placement. Because this test is normally taken by students in the spring of their junior year, most students should plan to complete the minimum science requirements listed above by the end of their junior year. However, students completing Biology 113 in the spring of the junior year should consider taking the test in the fall of the senior year. Pre-medical students should have completed Chemistry 101 and 102, Biology 112, and Mathematics 133 by the end of the sophomore year. It is not necessary and in most cases not advisable to take more than two mathematics and science courses per semester during the freshman year.

Admission. A limited number of graduates of accredited colleges whose academic records give promise of satisfactory'’ graduate work are admitted to graduate status by the Director of College Admissions after approval by the chairperson of the department in which the student proposes to study.

Application for admission to graduate study should be made through the Director of College Admissions by February 15. Completion of a semester of successful full time graduate work at Oberlin is required before a graduate student may be admitted to candidacy for the Master of Arts degree. Decisions on all applications for admission to candidacy for the Master of Arts degree are made by the Committee on Graduate Study.

At the present time, graduate work is offered only by the Departments of Art History and Sociology-Anthropology. For further information on the rules governing graduate study, contact the chair of the relevant department or the Graduate Study Committee.

Fees. The tuition charged for graduate work is the same as for undergraduate work in the College of Arts and Sciences. For fees applicable to graduate students see applicable portion of "General Information." All bills are payable in advance.

Graduate Scholarships and Assistantships. Scholarships, covering full or partial tuition for two semesters, are provided for a limited number of graduate students of marked attainment and ability who are pursuing a course of study leading to the master’s degree. Applications for graduate scholarships must be made to the Office of College Admissions on or before February 15 each year. Graduate assistantships typically require 20 hours of work per week in exchange for tuition scholarship for a total of 15 hours of study (distributed over the academic year, by arrangement with the department chairpersons) plus a stipend. Assistantships are available in the Departments of Art History and Sociology-Anthropology. Applications for appointment as graduate assistants should be addressed to the head of the department concerned.

The Bachelor of Arts degree is conferred upon students who have successfully completed:

a. No more than 56 hours from a single department or program may be applied towards graduation*; thus at least 56 hours must be from outside any one department or program.* For purposes of this requirement only, German and Russian shall be considered separate departments.

b. No more than 84 hours within a single division (i.e., Arts and Humanities; Social and Behavioral Sciences; Natural Sciences and Mathematics) may be applied toward graduation.

i. 3-2 Engineering Program: No more than 63 hours within a single division may be applied toward graduation.

ii. Double-Degree Program: Double-degree candidates must complete at least 56 hours of non-music liberal arts credit in addition to the music credits required for the Bachelor of Music degree. A minimum of 25% of a student’s course work in Arts and Sciences must be outside a single division.

4. Students entering in September 1985 and thereafter must demonstrate proficiency in writing in any of the following ways: by a score or 650 or better on the College Board’s Achievement Test in English with essay, or

by a score of 5 on the Advanced Placement Examination in English Literature and Composition; or by satisfactory performance on an exemption examination given on campus at the start of each semester by the Expository Writing Program; or

by certification of writing proficiency by two instructors who have taught the student in specially designated courses in two different departments or programs.

Residence Requirement. No student may graduate without at least four semesters of residence at Oberlin or on Oberlin College programs, completing not less than 56 hours of College work. Ordinarily, the last semester must be spent in residence at Oberlin.

Finish Away. A student who lacks not more than eight hours at the end of the spring semester or four hours at the end of the fall semester of the amount required for graduation may apply through the Registrar for permission to complete these hours away from Oberlin. The work may be done at another institution or through Oberlin courses on an Enrolled-Not-in-Residence registration. Permission to complete more than four hours at the end of the fall semester or more than eight hours at the end of the spring semester away from Oberlin will be granted only after careful consideration of educational or personal reasons by the office of the Associate Dean for Student Academic Affairs.

In a small number of cases, a student who has spent at least six semesters in residence or on Oberlin programs, and has completed a major, may request a waiver of the last semester-in-residence requirement with a program of off-campus study, justified by clear educational purposes, for up to fifteen hours, either Enrolled-Not-in-Residence, or at another institution.

To provide organization and some intensive work in a student’s general training he or she must, before completion of 56 semester hours, elect a department or program in which to do major study. Students who have not declared a major after 56 hours will be allowed to register only with the permission of the Associate Dean of Developmental Services. A student may subsequently elect a different major and drop the previously declared major with the consent of the heads of the departments or programs involved. Students may elect to do major work in more than one department.

Each department or program determines the detailed requirements for completion of the major or majors in that department or program. The requirements that apply to a student are those published in the most recent edition of this Catalog at the time a student completes the second semester of his or her sophomore year. These requirements may be altered as necessary in individual cases by the departments or programs. All majors consist of no fewer than 24 hours in the major department.

Individual Major Program. Students wishing to pursue an Individual Major design their own program of study focusing upon a particular topic of interest which cannot be adequately studied by a departmental approach. Such proposals are normally submitted at the end of the sophomore year, together with the approval of two or more advisors, each from a different department. The program must consist of at least 30 hours with not more than 12 hours at the introductory level, must include courses from more than one department and usually must not have more than 2/3rds of the total hours in any one department. Furthermore the proposal must include at least 12 hours of work not yet begun at the time of the submission of the proposal; and if there is an off-campus component to the major, including courses taken while "Enrolled-Not-in-Residence," the number of hours involved in this component shall not exceed 1/3 of the total hours of the major. The student is advised to keep in mind the "General Educational Guidelines." and the Institutional Requirements of the College when designing an Individual Major. Each proposal is evaluated and either approved or disapproved by a joint faculty-student committee established for that purpose. Further requirements and guidelines are contained in the Revised Individual Major Handbook available in the office of the Registrar.

Honors Program. The purpose of the Honors Program is to offer students of proven ability and independence an opportunity to extend their competence within their major fields of study or within related fields. Individual programs may be established by Departments, by Programs with majors, or (for students having individual majors) by the Individual Major Committee. Departments and Programs may, if they desire, open their honors programs to students other than their own majors. Thus, for example, a qualified student having an individual major might do honors work either within a special program established by the Individual Major Committee or, provided that such an arrangement were agreeable to the Department or Program in question, within the regularly established honors program of a Department or Program related to the major. An honors candidate whose performance demonstrates the requisite degree of excellence is awarded the Bachelor of Arts degree with Honors in (major or related field of study), with High Honors in (major or related field of study), or with Highest Honors in (major or related field of study).

A student desiring to enter the Program must demonstrate his or her ability and independence in a fashion satisfactory to the Department, Program, or Committee responsible for the administration of the individual honors program within which he/she would become a candidate. The names of those students who are admitted to individual honors programs on the basis of such a demonstration of qualification for honors work will then be passed on to the Committee on Honors at Graduation.

The nature of honors may vary from one individual honors program to the next, but it is always to involve independent work. This work, which may or may not be for credit, may be done in seminars or in private reading, in research, or in the preparation of papers, reports, exhibitions or performances, all under the supervision of faculty advisors connected with the field of study in which the student is a candidate for honors. Students in the program are eligible for certain academic privileges such as release from tests and examinations and access to special library and laboratory facilities. At the end of the senior year, honors candidates are excused from final examination in courses in the fields within which they are doing honors work and, at the discretion of the instructor, in courses in closely related subjects.

Every candidate for honors must pass a special examination at the end of the senior year (written or oral or both) in the field in which he or she is doing honors work. Additional requirements, such as a thesis, may be established within individual honors programs by Departments, Programs, or by the Individual Major Committee. Outside examiners may

also be invited to conduct the final written and oral examinations of candidates.

Recommendations for the award of honors are made by Departments, by Programs with majors, or by the Individual Major Committee to the Committee on Honors at Graduation. A Department shall be allowed to recommend any student to receive Honors so long as the Departmental criteria are met, without regard to the specific major of the student. The same shall be allowed for any Program which offers a major. The Individual Major Committee shall make such recommendations only for those students whose honors work is in the fields of their individual majors. The Committee on Honors at Graduation is charged with the responsibility of making final decisions on all such recommendations, and of maintaining reasonably uniform standards for the award of honors at graduation.

A student interested in applying to enter the Honors Program should consult the chairperson of his/her major department.

Senior Scholars. Each year the Committee on Honors at Graduation may appoint a small number of highly qualified students (a probable maximum of eight) as Senior Scholars. Such students must have had an outstanding record during the first three years and must have given evidence of an unusual capacity for independent work. They must have completed all requirements for a major unless certain requirements are explicitly waived by the relevant Department or Program or by the Individual Major Committee. They are selected in the spring of their junior year, on the basis of applications submitted to the Committee. Students thus selected will be free during their senior year to pursue their own programs of independent study and research.

Students wishing to be considered for Senior Scholar status must make application to the Committee on Honors at Graduation prior to the April meeting of the Committee. The application should include, for discussion in the Committee, a one- to three-page description of the proposed project; a brief paragraph summarizing the proposed project for inclusion in the Committee minutes; a letter from the sponsoring faculty member or members indicating the general nature of consultation or supervision to be provided; and a letter from the principal supporting Department or Program indicating acceptance of responsibility for evaluating the proposed project. If relevant, the application must also include a statement from the student’s major Department or Program or from the Individual Major Committee explicitly waiving outstanding major requirements.

Subsequent to election, each student plans his or her program in consultation with the faculty advisor, and possibly other faculty members, and files a description of it with the Committee on Honors at Graduation. Scholars are free to consult with sponsoring faculty and with others in the course of their work. They do not normally enroll in courses, but they may attend class with the permission of the instructors. For purposes of academic record, Scholars are enrolled for the normal number of hours for a full semester’s work, and they are expected to carry out an amount of work in independent study commensurate with receiving that number of hours of credit each semester.

The designation "Senior Scholar" on the diploma shall be granted by the Committee on Honors at Graduation when the quality of work merits graduation with distinction. The

judgment of quality may be made on the basis of a formal product, such as a paper, a series of papers, a public performance, a report of experimental research, or a written or oral examination, or it may be made on the basis of consultations between the student and the sponsor or evaluating committee. A preliminary decision as to the criteria to be applied in a particular case will be made before November of the senior year by the Committee on Honors at Graduation on the recommendation of the sponsor. This decision will form the basis for evaluation of the quality of the Scholar’s work in January and unless revisions are made, again in May. If, at the end of the first semester, the Committee on Honors at Graduation believes that the program is not proving in the best interests of a student, it may, in consultation with the Dean of the College of Arts and Sciences and the sponsoring faculty, require that student to return to a normal curricular program. The final evaluation of a Senior Scholar project will be made at the conclusion of the senior year in time for consideration at the final meeting of the Committee on Honors at Graduation, and it is made on the basis of work done during the senior year.

Certain departments offer a minor that consists of at least four courses that total at least 15 hours of work in that department, including at least two components of work at the non-introductory level. Students who complete a minor are entitled to have the minor listed on their transcript, below the listing of their major.

Each Oberlin student has an academic advisor for help in planning an educational program consonant with the student’s interests and vocational goals. The advisor can offer guidance in evaluating academic strengths and weaknesses, and provide information on the College curriculum and regulations. Entering students are assigned faculty advisors, usually in the areas of their possible majors. A student may change advisors at any time by asking another faculty member to serve and notifying the Office of Academic Advising. Students who have declared a major are advised by a member of the department in which they are majoring.

Academic Standing General Guidelines. Each student is expected to progress toward graduation at a more or less average rate. Given the graduation requirement of 112 hours, an incoming student with no advanced placement or transfer credit should average 14 hours over eight semesters.

There exists a minimum level of acceptable accomplishment in any given semester. For a student who entered Oberlin without prior work at another institution, or with fewer than 14 hours of transfer credit, the minimum required level depends on the number of semesters the student has attended Oberlin, as follows: during the first semester of enrollment, the student must earn 8 hours; during the second semester, 10 hours; during all other semesters, 12 hours. Students who at the start of a semester need fewer than twelve hours to graduate are required only to complete the hours necessary for graduation. Students transferring to Oberlin with at least 14 but less than 28 hours of transfer credit will be required to complete 10 hours in their first semester and 12 hours thereafter. Other transfer students will be required to complete 12 hours each semester. Students who wish to register in any semester for fewer than 12 or more than 16 semester hours must obtain permission in advance from the Associate Dean of Developmental Services. With the exception of seniors in their last semester who need fewer than 12 hours to complete the semester hour degree requirement, students taking part-time schedules without permission will be charged full tuition.

Students who achieve at least the minimum level of acceptable accomplishment are considered in good standing. The Advising and Academic Standing Committee reviews the records of students whose achievement in a given semester falls below the appropriate established minimum. (The records of students who withdraw after the end of the 9th week of classes are subject to review by the Committee.) The decision of the Advising and Academic Standing Committee regarding a student’s academic standing is final.

The academic standing of Double-Degree students will be determined jointly by the College and Conservatory Academic Standing Committees.

Probation. Students who do not achieve, in any semester, the minimum number of hours appropriate to their semester (first, second, or other) will usually be placed on academic probation (see below under "Required Withdrawal"). The student will be removed from probation upon meeting the required minimum during the next semester; otherwise, the student may be required to withdraw.

1. Previous record of probation. If a student does not achieve, in any semester, the minimum number of hours for her or his semester and has previously been on probation, the student may be required to withdraw for one or two semesters. For relatively small deficiencies, however, the student may be continued on probation.

2. No previous record of probation. A student passing fewer than half the minimum number of hours that he or she is required to earn in a semester may be required to withdraw for one or two semesters.

3. Readmission after required withdrawal. The student should apply for readmission through the Registrar’s Office. The student must also write to the Dean of Developmental Services indicating what she or he has done during the absence.

Dismissal. If the Advising and Academic Standing Committee has required a student to withdraw, and if, after returning the student does not achieve the required minimum, the Advising and Academic Standing Committee may require the student to sever connections with the College.

Two grading options are offered: letter grades or credit/no entry. Each semester undergraduate students may choose to have some, or all of their courses evaluated by the credit/no entry grading mode. To exercise this option, students must file a card, signed by the advisor, in the Registrar’s Office no later than the 21st calendar day of the semester for semester-long courses or by the 14th calendar day of a module course. Once the deadline is passed, no change in the grading option may be made. If no option card is submitted, letter grades will be recorded. In courses in which the instructor declares credit/no entry grading, the student has no option.

Letter Grades. The grades recorded and their equivalents in quality points (used in computing grade-point averages) are as follows:

To obtain the quality points earned in a course the numerical equivalent of the grade is multiplied by the number of hours for which the course was taken. The grade-point average is computed by dividing the total quality points by the total number of hours for which letter grades are recorded.

Credit/No Entry (CR/NE). All passing work (A+ to C-) is given the uniform grade of CR (Credit). Work below C- is considered not passing, and is given a grade of NE (No Entry).

No Entry. Whether a course is taken for letter grades or credit/no entry, work below the C- level is considered not passing and no entry is made on the student’s permanent record. Thus, if a student does not pass a course, there is no indication on the official transcript that the course has been attempted.

Written Evaluation. Upon request, a student may receive a written evaluation of his or her work taken under the CR/NE option. Students desiring such an evaluation should obtain the necessary forms from the Registrar’s Office and give them to the course instructor at the end of the semester or the course. At the student’s request, such written evaluations may be sent, along with transcripts, to a graduate or professional school and/or a prospective employer.

Incomplete Grades. An incomplete grade is a temporary grade, assigned at the end of a semester, to permit students additional time to complete work in a course (or courses); an "incomplete" is designed to offer extra support. There are two kinds of incompletes:

1. During his/her time at Oberlin, a student may have up to two incompletes authorized by a course instructor for educational reasons, such as a desire on the part of the student to spend additional time on a particular course. A request for an educationally-related incomplete must be submitted to the Advising Office by the end of the Reading Period. Work must be finished by the end of the first week of Winter Term for first semester incompletes, and by three weeks after the end of the semester for second semester incompletes. Additional incompletes for educational reasons, beyond the first two, may be authorized by the Associate Dean of Developmental Services, but only in exceptional circumstances.

2. Emergency incompletes may be authorized by the Associate Dean of Developmental Services for reasons that arise from circumstances beyond the student’s control. Normally, these incompletes are for medical, psychological, or life crisis reasons. The due date for the work depends upon how much time was lost due to the emergency, up to a maximum of three weeks.

The due date for either kind of incomplete may be extended only for emergency reasons. If work is not completed within the specified time, a grade will be recorded based on the extent to which the course requirements have been met. All requests for incompletes must be made through the Academic Advising Office.

Asterisk Grade. An asterisk grade is used at the end of the first semester to indicate that the work of a course covers two semesters and that no grade can be recorded When the final grade is given at the end of the second semester the asterisk is removed and the grade earned is recorded for both semesters.

Grade Reports. Semester grade reports are sent to students. Copies of a student’s complete record are provided each semester to the student, the advisor, Developmental Services and the office of the Dean of Students. Fall semester grade reports are available through the Registrar’s Office after the middle of January; spring semester grades are mailed to the student at her or his home address. Students may release copies of their grade reports and information about their academic progress to their parents or guardians.

For students engaged in off-campus study during the summer, on leave-of absence or withdrawal during the academic year, transfer of credit, subject to the policies and guidelines of the College, is administered by the Registrar. For a general statement of the College’s policies on transfer of credit, see "Transfer of Credit" in the Admissions, Expenses and Financial Aid section of this catalog. A detailed statement of Oberlin’s transfer of credit regulations that constitute the College’s official policy on transfer credit is available from the Registrar’s Office, the office of the Dean of the Conservatory and the office of the Associate Dean for Student Academic Affairs.

Regulations on Transfer of Credit. In addition to the policies stated above, the following policies govern the granting of transfer of credit to Oberlin:

I. Transfer of credit is not granted for courses that duplicate course work taken at Oberlin.

II. Work done at other fully accredited colleges and universities is normally transferred at full value, subject to the restrictions stated in this document.

III. Transfer of credit for work done in foreign countries either on programs sponsored by accredited American colleges and universities or at foreign degree-granting colleges and universities is subject to the following:

A. A currently enrolled student is required to obtain approval in advance for the program of study from the academic Dean’s office. The approval procedure will require the student to obtain departmental approval of individual courses and the amount of credit to be transferred.

B. A new, returning, or transfer student must obtain departmental approval for credit to be transferred on a course by course basis.

C. The student, in all cases, is required to fill out a program evaluation form before credit is transferred. The forms will be surveyed by the Dean’s office to assess the quality and usefulness of the programs. The Dean’s office or academic departments may intervene at any time to question the suitability of a particular program. This evaluation of the program will be used by departments and the Dean’s office in

D. Normally, full credit will be transferred if the work satisfies criteria 1 and 2 under General Policy.

IV. Transfer of credit for work done at foreign and domestic institutes (non-degree-granting institutions) is subject to the following additional regulations:

Paragraphs A, B, and C under III above also apply to the transfer of credit for work done at foreign and domestic institutes.

D. The Dean’s office and the Registrar’s office, with the aid of departments, will produce and keep up-to-date a list of "approved" institutes and any limitations on the amount of credit which can be transferred from these institutes. Credit for work done at these approved institutes may be transferred if it satisfies criteria 1 and 2 under General Policy and if written documentation (e.g. a transcript, a certificate, or a letter) from an on-site representative of the institute certifying participation in class work is provided by the student. This written documentation may be supplemented by, but not replaced by, a transcript from a college or university which acts as an agent for the institute.

E. Academic departments will determine the amount of credit to be awarded on a case by case basis. Departments may administer examinations to determine the appropriate amount of credit to be awarded. However, credit is not granted on the basis of an examination alone, that is, in lieu of formal course work.

4. Courses taken at other institutions while the student is currently enrolled at Oberlin.

5. Courses taken in secondary schools, even if taught by college or university professors.

V. The Dean’s office will prepare and keep up-to-date a list of departmental restrictions on the transfer of credit. For work done in foreign countries and at domestic institutes, departments will decide, in certain instances, on the amount of credit to be awarded for the work done on a case by case basis. Departments may limit the amount of transfer credit which can be applied toward the major and may limit the total number of hours which can be transferred in that area of study.

Music Courses. Students in the College of Arts and Sciences may receive credit for work taken in the Conservatory, although opportunities to enroll in certain courses, including Applied Study, are limited. For more information see the Music section in course listings and the Conservatory section of

this catalog. Prospective College Music Majors should consult with the chairperson of the College Music Committee.

Auditing Courses. With the consent of the course instructor, students are permitted to audit courses in the College of Arts and Sciences. Students are permitted to have two audits per semester recorded on their transcript. (See "Auditing Fee.")

Private Reading. For the student who wishes to pursue individually and in-depth a topic not covered in the regular curriculum, the option of a one-to-one tutorial is available.

This work is normally at the advanced level in a specific field and coordinated with a member of the faculty who has agreed to supervise the student.

1. The student should have completed the basic courses offered by the department in which the work is to be done;

2. The substance of the private reading course may not duplicate the work of a regular course unless the student is unable to enroll in a course he or she needs to meet the requirements of a major or course sequence;

3. The student is limited to one private reading course per semester for no more than three hours of credit. Exceptions must be approved by the Associate Dean of Developmental Services;

A major in the field of Anthropology is offered within the Department of Sociology-Anthropology. For course descriptions and major requirements see that section of the catalog.

The Archeological Studies Major is an interdisciplinary major administered by the Curricular Committee on Archeology. It is based on a program of interdepartmental offerings that covers the range of prehistoric and early historic cultures and cultural developments in the Old and New Worlds and introduces students to the analytic tools that faciliate archeological studies. The major draws on courses offered in the Departments of Art, Classics, Religion, and Sociology-Anthropology where they are associated with research perspectives emphasizing archeology of the biblical world, classical, and prehistoric archeology. The major is interdisciplinary in two respects. First, it requires students, regardless of their specific interests, to become acquainted with at least two archeological research perspectives among the three currently represented in the College curriculum. Second, it permits students to explore the interrelations between archeology and other fields (e.g., geology, chemistry, physics and biology) in a manner that is consistent with current trends in both study and research.

Major Requirements: No fewer than 32 hours of course work distributed as follows:

1. 18 hours of course work including at least 6 hours each in two of the three areas of archeology now represented in the curriculum and drawn from the following: Art 122, 221, 222, 223, 227, and 321; Anthropology 102,103, 228, 260, 262, 463; Religion 102, 205, 208, 337, 345. Among these, Anthropology 103 and one seminar are required of all majors.

2. 9 hours of course work in mathematics and natural science. Courses should be selected in close consultation with the major advisor from the following list: Biology 100,101,109,110,112, 203; Chemistry 50, 101, 205, 211; Geology 100, 204, 220, 230; Mathematics 112 or 113,133, or 134; Physics 103,110, 111,

Students who wish to apply courses not on this list to the requirement may petition the Curricular Committee on Archeology for approval to substitute.

3. 3 to 6 hours of field or laboratory experience or the equivalent (e.g., two Winter Term projects). This experience can be gained through participation in a summer archeological field school or internships.

4. Senior Project: All majors are required to undertake a research project during one semester of their senior year.

These projects should involve more than one area or discipline. An invitation from the Curricular Committee on Archeology to participate in the College Honors Program would replace the senior project requirement. Senior projects may be pursued either within the context of existing seminars or as independent study courses. In the latter case, students should enroll in Archeological Studies 300 (1-3 credit hours).

In addition, students may choose to concentrate in Classical Archeology, in which case Latin or Greek 202 (or the equivalent) and the Histories of Greece and Rome (Classics 103 and 104) are required. This concentration will be registered on the student's transcript.

Those students planning to study archeology at the graduate level should plan to have a reading knowledge of an appropriate foreign language or languages and possibly some familiarity with computer programming language(s).

Mini-courses and colloquia will be occasionally sponsored by the Curricular Committee. As in the College I.M. major, students may take reading courses as a means of integrating their interests.

For further information about the archeological studies major, students should contact either Linda Grimm, Chair, Curricular Committee on Archeology, Susan Kane (Art Department), or L. Michael White (Religion Department).

First and second semesters. Consent of the instructor. 020-300-01 Hours to be arranged Staff

Open without restriction for freshmen are: all courses 41 through 48, and in art history, Art 101, 102 (formerly 099, 100) and other 100-level courses. In the second semester a freshman who has taken the appropriate prerequisites may take advanced courses.

Major Work. Requirements for the Art major may be met in any of the following ways:

Department of Art; these must include: the two semester Western surveys 101,102 (formerly 099,100), one semester of the Asian survey 111, 112 (formerly 151 or 152), three to six hours of studio, and the remaining hours in art history. Students must take at least one seminar (excluding Art 300) and courses in a minimum of four art historical areas; area courses are to be drawn from the following groups: Ancient (213, 222, 227, 243, 321); Medieval (231, 232, 233, 331); Renaissance (217, 241, 242, 247, 341); Baroque (251, 252, 253, 308); Modern (261, 262, 263, 264, 267, 361); Asian (111, 112 if not counted as the Asian survey requirement, 211, 212, 213, 214, 217, 311). To graduate, majors must, in addition, have completed History 101 and at least one course from the following group: History 102, 105, 280, Classics 103, 104. Also, a major must complete (or demonstrate the equivalent of) one year of college French, Italian or German. (Majors may petition the Art History faculty to have Chinese or Japanese accepted as alternative languages.) Majors are strongly urged to satisfy the art history surveys, the history and the language requirements as early as possible in their college careers.

2. Studio Art. No fewer than thirty-six hours. These must include at least six hours from 40-level courses, twelve hours from courses numbered 49 through 70, and two courses in art history, including Art 262 or 267 as early as possible, plus additional hours elected in the department. A studio major must take at least one course each with at least four of the six studio instructors. There will be strict conformity with the prerequisites specified.

3. Combined Major in Studio Art and Art Histoiy. No fewer than thirty-six hours. These must include a total of at least fifteen hours each in studio (with at least four of the six studio instructors), and art history, the remaining six hours elected from studio or art history.

1. Studio Art. It is suggested that studio art majors who wish to prepare for graduate study leading to the M.F.A. degree take as many studio courses as allowed. Many of the competing candidates for a limited number of placements in graduate schools will have received the B.F.A. (studio) degree (not offered at Oberlin) and earned a substantially higher number of studio credits than those required for the studio major leading to the B.A. degree.

2. Architecture at Columbia. Oberlin has made arrangements with Columbia University so that students wishing to study architecture, urban planning, and historic preservation during their junior year may apply to a specialized program at Columbia University, Graduate School of Architecture and Planning, "The Shape of Two Cities: New York/Paris," a pre-professional program for undergraduate students.

Two options are available: Architecture (classes in structures, design and architectural history) or Urban Planning/Historic Preservation. The first semester is spent at Columbia University, and the second in Paris, both under supervision of Columbia professors of architecture. The Columbia Program is the core of the Pre-Architecture Individual Major, and 16-17 of the 30 hours of credit earned from successful completion of the program may be counted towards the major. For information and applications, see the Pre-Architecture advisor in the Art Department, Ms. Pat Mathews. Students on financial aid should consult the Director of Financial Aid before planning to participate in this program.

3. Museum Studies. It is suggested that art history students interested in a museum career take the Museum Seminar. Otherwise, their course schedule should be the same as that for the Art History or Combined Major. Research training and a knowledge of German and French and/or Italian are essential for museum curatorial work and helpful preparation for other areas of the museum profession, such as administration or education.

4. Conservation of Art. It is suggested that students who wish to prepare for graduate study in Art Conservation fulfill the requirements for the B.A., with a major in Art History, Combined Art and Art History, or Studio Art. The following courses are now required by most schools of conservation: General Chemistry: 101,102; Organic Chemistry: 205, 206; at least eight hours of studio art and at least eighteen hours of art history. The following courses are strongly recommended: Art 300 (Museum Seminar);

Physical Chemistry 309; Geology 201 (Mineralogy); Physics 103,104 or Physics 110, 111; and a reading knowledge of German and/or French.

archeology as a profession should note the availability of a concentration in classical archeology within the archeological studies major. For further information, see the separate listing under archeology studies above, or consult Ms. Kane in the Art Department.

1. Art Histoiy. It would be well for prospective majors to take Art 101, 102 in the freshman or sophomore year. A score of four or five on the AP Art History exam exempts a student from Art 101,102. Work in the collateral areas mentioned under Major Work should also begin as soon as possible.

2. Studio Art. It is highly advisable for those considering majoring in Studio Art to take one or more courses numbered 41 through 48, as well as Art 267 (formerly 209) or 262 (formerly 253) as early as possible, the former preferably in the freshman year. Freshmen and sophomores considering the major should consult with the Studio major advisor in planning their programs.

Honors Program. The Department of Art favors the utmost flexibility and maximum independence in the programs of students invited to do honors work. Programs of individual candidates, which must preserve the essential features of the art major, should be worked out in consultation with the departmental advisor. Final credit will depend upon effective presentation of the results of such studies.

Minor in Art History or Studio Art. Persons with fifteen or more hours in either art history or studio art may apply in writing to the Art Department for a minor in the appropriate area.

GLCA Arts Program in New York. A semester of work, normally in the junior year, combining an internship in an artist’s studio, or one of a variety of other art-connected organizations and agencies, with a seminar in the arts of the city and independent study. Successful completion earns fifteen hours major or graduation credit upon payment of the Transfer of Credit fee.

Major Credit for Off-Campus Study. Before credit toward the major is awarded for off-campus study in either art history or studio, students must first obtain tentative prior approval from appropriate faculty members; then, after the study is completed, supply both official certification of satisfactory completion and evidence of the nature of the work done.

In Art History, syllabi, term papers, transcripts, examinations, etc., are regarded as relevant evidence. Requests for major credit for off-campus study or by transfer students will be handled on an individual basis.

In Studio, portfolios will be submitted to a faculty jury, which meets once each semester. The department is not obligated to give credit for work which fails to fit the general patterns of the Oberlin curriculum or fails to come up to Oberlin’s standard, no matter how valuable a student feels the experience has been, or how much time and effort have been expended. Limitations on credit: no more than 9 hours toward a minimum major (36 hours) will be accepted for work done off-campus. No more than 16 within the 56 hours allowed toward graduation, except in cases of GLCA and other special programs. Credit for approved study in crafts and photography courses will be accepted for a maximum of 9 hours.

Graduate Work in the History of Art. All graduate students must successfully complete at least one semester in prescribed courses before being admitted to candidacy for the degree of Master of Arts. Promising students may be admitted without adequate undergraduate training in certain aspects of the Humanities, in which case he or she will be designated as Special Student until qualified for graduate status.

Candidates for the Master’s degree in the History of Art must have completed during their undergraduate and graduate years at least fifty-six hours in the history of art or their equivalent, of which at least thirty were completed as a graduate student, including three to six hours of Independent Research and Thesis. Candidates are required to have a reading knowledge of French and German. They must present evidence of knowledge of the second of these languages not later than the beginning of the third semester in residence.

First (101) and second (102) semesters. First semester. From Egypt to the late Middle Ages. Second semester. From the early Renaissance to the present. (Each is an independent course, yet students are strongly encouraged to take both semesters in sequence.) The purpose of this broad survey is threefold: to present an historical overview of the making and meaning of architecture, sculpture, and painting from antiquity to contemporary America; to stimulate conceptual thinking about various recurring issues in art such as innovation vs. tradition, naturalism vs. abstraction, etc.; and to provide a basis for the continuing study for art history in the Art Department. Staff taught by the art historians. Enrollment limit 150. Formerly 099, 100.

First semester. This course examines the major artistic traditions of Asia -- India, China, and Japan - from the earliest farming cultures, ca. 5000 B.C. to the expansion of Buddhist art throughout East Asia, ca. A.D. 750. It will present an historical introduction to those traditions and to their interaction, particularly through the vehicle of Buddhism. The aim of such an introduction will be to provide a general understanding of the whole of Asian art history as well as of the diversity of the various national traditions during this time span. Cross-listed as EAS 141. Formerly Art 151.

Second semester. This course examines the traditions of sculpture, painting, architecture, and ceramics of East Asia

from the 8th-century internationalization of Buddhist art throughout East Asia to the end of the traditional period in the 18th century. It will present an historical introduction to the art of China, Korea, and Japan; the aim of such an introduction will be to provide a general understanding of the whole of East Asian art history as well as of the diversity of the various national traditions during this thousand-year time span. Cross-listed as EAS 142. Formerly Art 152.

Second semester This course will examine women in Greece and Rome. Women’s roles in society, their education, expectations, rights, and achievements will be documented through archeology, art, literature and history. Cross-listed as Women’s Studies 102. Next offered 1988-89.

131. Colloquium: The Illuminated Manuscript and Its Place in the Christian Culture of the Middle Ages 3 hours

Second semester. Books held a place of enormous importance in the Christian culture of the Middle Ages. Accessible only to a tiny literate minority, they nonetheless were the focus of institutions, rituals and beliefs whose power and influence were pervasive. This course will examine the major developments in the history of the illustrated manuscript book from its invention in late Antiquity to its demise in the age of printing. Its focus, however, will be as much on developments and changes in the reading public as in the book itself. The course aims to integrate the study of one of the most representative forms of medieval art with the study of medieval religion, history, and literature. Enrollment limited to 15 freshmen and sophomores.

141. Colloquium: Artists, Scholars and Princes: Studies in the Culture of Renaissance Courts 3 hours

First semester. This colloquium is devoted to reconstructing the intellectual and artistic culture of certain courts of Renaissance Europe. Centered around dynastic families, they were major settings in which the arts and sciences flourished. Special attention will be given to the period from about 1300 to 1600 in Italy and the types of relationships governing court life - patron/client, artist/scholar, etc., as well as to the political and social rituals by which that life was ordered. Music, literature, science and philosophy will be studied, with particular emphasis on the visual arts. Visiting speakers will address various aspects of Renaissance culture. Enrollment limited to 10 freshmen and 5 sophomores

First semester. This course will examine the early history of painting in China from the beginnings of pictorial art in the late Bronze Age (ca. 500 B.C.) through to the end of the Sung dynasty in A.D. 1279. Recent archeological material will be used to supplement well-known masterpieces from museum collections. Formerly Art 211.

Second semester. This course will examine the history of Chinese painting from ca. 1279 to ca. 1900. During this period.

under the Yuan, Ming, and Ch’ng dynasties, Chinese painting unfolded in significant ways, moving from illusion towards abstraction. This course will seek to place the paintings of this time span into a meaningful sequence which in turn can lead toward an historical concept of the story of later Chinese painting. Formerly Art 212. Next offered 1988-89.

Second semester. A history of Japanese painting from its origins through the century. Formerly Art 214.

First semester. Investigation of the history and development of Greek and Roman painting, including both vase and monumental wall painters with special emphasis on technique, style, and mythological iconography. Prerequisite: Art 101 or consent of instructor. Next offered 1988-89.

First semester. A study of the origins and development of Greek and Roman sculpture including public, private, votive and architectural sculpture. Special emphasis will be given to discussion of major artists and schools, important stylistic developments, fundamental aesthetic problems and principles, setting, purpose and use. Prerequisite: Art 101 or consent of instructor. Formerly Art 242.

Second semester. Historical survey of the origins and development of Greek and Roman architecture. Focus will be on the creation of the orders, the history of materials, forms and functions, the roles of architect and engineer, the development of aesthetic theories, and city and site planning. Prerequisite: Art 101 or consent of instructor.

Second semester. A study of the art of the civilizations of the Aegean basin (Egypt, Minoan Crete, the Cycladic islands and Mycenaean Greece) and those of neighboring Mesopotamia (Sumeria, Babylonia, Assyria) from their prehistoric beginnings through the 10th century B.C. The stylistic interchanges and relationships of these cultures will be emphasized. Fringe cultures, such as the Hittite in Anatolia and the Achaemenid Persian in Iran, will also be considered. Students who have taken Art 119 may not take this course. No prerequisites. 010-227-01 MWF-11:00 Ms. Kane

First semester. A survey of Christian art and architecture from its Jewish and Classical origins in the late Antique Mediterranean world to the rise of the Ottoman Empire in the West and the fall of Constantinople (1453) in the East. Prerequisite: Art 101 or consent of instructor. Formerly Art

Second semester. An analysis of European art from the first revivals of monumental architecture and sculpture around the year 1000 through the evolution of the Gothic style as first evident at the Abbey of St. Denis and subsequentially developed during the late Middle Ages. Emphasis on architecture and sculpture, but other media, including manuscript illumination, stained glass, enamel, and metalwork will be considered. Prerequisite: Art 101 or consent of instructor. Formerly Art 234.

Second semester. This course examines the emergence and development of the artistic styles and historical concepts now called "Renaissance," beginning with painting in Florence and Siena in the early fourteenth century. The scope of the course expands to include painting, sculpture, and architecture of the fifteenth century in Central Italy and the Veneto. A thematic approach will be taken throughout, emphasizing the function of art within Renaissance society. Prerequisite: Art 102 or the consent of the instructor. Formerly Art 260.

First semester. The painting, sculpture and architecture of Florence, Rome and Venice, beginning with the career of Leonardo da Vinci, form the subject matter of this course. Its concern is to outline the complex history of the periods sometimes known as "High Renaissance" and "Mannerism." Considerable emphasis will be placed on students’ acquiring a solid foundation in sixteenth-century art literature, as well as on developing critical familiarity with major modern scholarship. Prerequisite: Art 102 or permission of the instructor.

A survey of Northern Renaissance art from 1300 to 1500, with some attention to sculpture, but with the primary focus on painting and the graphic arts in France, Germany, and the Netherlands. In addition to the major artists from Pucelle to Breugel, the course will consider various themes, among them, the deelopment of new forms of devotional imagery, changing functions and audiences for art in the late Middle Ages, crossinfluences between Northern and Italian Renaissance painting and the early development of the graphic arts. Prerequisite: Art 101, 102 or consent of the instructor. Formerly Art 264. Next offered 1988-89.

First semester. An examination of the art of Italy, Spain and France from 1580 to 1680, from the "realism" of Caravaggio to the "academicism" of Poussin, concentrating on those artists working in Rome and other major centers of patronage. Prerequisite: Art 102 or consent of instructor. Formerly Art 227.

Second semester. This course will concentrate on the art of the Netherlands, Flanders, and England in the 17th and 18th centuries, including Rubens and Rembrandt, Vermeer, Inigo Jones, Christopher Wren, Hogarth, and Reynolds. Prerequisite: Art 102 or consent of instructor. Formerly Art 228. Next offered 1988-89.

First semester. An examination of the art and ideas of major European artists and movements, from 1780-1880, that were responsible for creating and sustaining a revolution in art.

These include Neoclassicism, Romanticism, Realism and Impressionism, and such figures as David, Delacroix, Ingres, Courbet, Manet and Monet. Their antagonists will also be discussed. The emphasis will be on painting. Prerequisite: Art 102. Enrollment limit: 40. Taught in alternate years. Formerly Art 252.

Second semester. An examination of the major movements in European art from 1880-1945, dealing primarily with painting but also with sculpture and explorations of new media. Some of the movements to be discussed are Post-Impressionism,

Cubism, Expressionism, Abstraction, De Stijl, Dada and Surrealism. The emphasis will be on the revolutionary avant-garde nature of their art. Prerequisite: Art 102. Enrollment limit: 40. Formerly Art 253. Next offered 1988-89.

First semester. Historical survey of major movements and figures in 19th and 20th century architecture, from Modernism through Post-modernism. Topics discussed include changing styles in architecture, the history of materials, architectural theory. Taught in alternate years. Prerequisite: Art 100 or consent of instructor. Limit: 40. Formerly Art 210. Next offered 1988-89.

Second semester. A study of the particular contributions of women artists to the art of the Modern period, and an investigation of how they exemplify and diverge from the notions of "mainstream" avant-garde art practice of the nineteenth and twentieth centuries. Priority to Art Plistory majors, seniors, and Women’s Studies majors. Cross-listed with Women’s Studies 264. Offered every other year on rotation with other modern surveys. Prerequisite: Art 100 or consent of instructor. Limit: 40.

First semester. An examination of the major trends, primarily in American art, from 1945 to the present. Art historical and critical approaches will be used to survey the art and to deal with issues concerning the art world and problems confronting and confronted by the contemporary artist. Prerequisite: Art 102. or permission of instructor. Enrollment limit: 30. Formerly Art 209.

Open only to graduate students and qualified juniors and seniors. Any seminar course may be omitted if the numbers registered do not warrant its being given.

A seminar to introduce students to: museum procedures - the acquisition, registration, care, handling, and display of objects; connoisseurship or study of quality; the history of collecting and museums; the current art market; and (with the staff of the Intermuseum Conservation Association) conservation problems, materials, and methods. Note: open only to graduate students and upperclass majors. Enrollment limit 15. This course is not intended to fulfill the seminar requirement for the Art History major. Next offered 1988-89.

Second semester. This is a course designed to introduce students to the aims, history and methods of art historical scholarship. Special emphasis at the beginning of the course will be given to the development of rigorous analytical techniques and to formulating art historical questions. The second part of the course uses selected readings from the 16th century to the present to trace the variety and significance of historical approaches covering a wide range of stylistic periods. Enrollment will be limited to juniors and seniors with preference given to Art History or Art majors. Permission of the instructor. Next offered 1988-89.

A special short, intensive seminar conducted by a distinguished visiting scholar or artist over a period of about two weeks in fifteen hours of class. Graduate students, majors and other qualified students may take this seminar for one hour credit. Consult with Department for topic and schedule for 1987-88.

Second semester. St. Denis and the Origins of the Gothic Style. The seminar will focus on the Abbey of St. Denis, the birthplace of Gothic architecture, during the crucial decade of the 1140’s. The Abbey buildings, their decorative program, and the writings of the patron, Abbot Suger, will be considered in relation to late Romanesque precedents and subsequent early Gothic experimentation. Prerequisite: Art 232 or consent of instructor. Formerly Art 303.

First semester. Topic for 1987: Problems in Venetian Painting. This seminar will treat various problems in the painting of Giovanni Bellini, Giorgione and Titian. Subjects to be studied include: patronage; iconography; the relationship between style and technique; and the function of various genres of art within the unique Venetian culture. Permission of the instructor is required to enroll. Formerly Art 305.

Prerequisite: Art 264 or consent of instructor. Formerly Art 304. Next offered 1988-89.

Second semester. "Symbolism and the Avant-Garde." The Symbolist period is the first conscious manifestation of Modernism and the stances of the Avant-Garde in art. Through a study of the artists working in France during the 1880’s and 1890’s, such as Gauguin, Van Gogh, Bernard, and Seurat, as well as the critics and writers, the specific manifestations of Modernism and the Avant-Garde will be investigated. Their origins in the art of earlier artists and writers also will be traced. Prerequisite: consent of instructor. Enrollment limit: 10.

Investigation of the history and development of Renaissance and Baroque graphics including consideration of techniques and quality of prints. Particular emphasis will be placed on the greatest masters, from Duerer to Rembrandt to Tiepolo, with extensive utilization of the Oberlin Museum collection. Prerequisite: at least one Renaissance or Baroque art history course, or consent of the instructor. Formerly Art 307. Next offered 1988-89.

First and second semesters. For Honors candidates only, under the supervision of one or more members of the staff. Formerly Art 241.

First and second semesters. For Master’s candidates only, under the supervision of one or more members of the staff. Formerly Art 321.

The aim of all studio courses is to enhance students’ abilities to acquire an awareness of, and understanding of art by their engagement in the actual processes which are necessary for its manifestation: to perceive the visual, social and cultural phenomena around them including other art both past and present; to conceptualize their responses to these phenomena; and to organize their perceptions and conceptualizations both rationally and intuitively in their own work. They should also become familiar with selected techniques and have some knowledge of the works and intentions of artists of the past and present.

Students planning to terminate their studies with the Bachelor’s degree in art should recognize that the fine arts curriculum at Oberlin is designed primarily as an integral part of the liberal arts program of the College, and not as specialized technical training. While art study at Oberlin is not designed as complete preparation for professional careers in art, it does provide a valuable and solid base for students who wish to proceed into formal professional training at the graduate level or to continue their development as artists on their own.

The department insists on adherence to specified prerequisites; however, while enrolled in introductory courses students considering themselves to be more advanced than their fellows may consult with the instructor, and with his or her support and consent may arrange special individual projects.

The purchase of textbooks is not usually required for studio courses, and the College provides such supplies as easels, drawing boards, etc. It is necessary, however, for each student to purchase expendable supplies as required, or pay a nominal amount for expendable materials supplied by the department, or both. Students should realize that studio art activities may sometimes be expensive.

Because the size and facilities of the department are limited, it is impossible to offer work in every field of student interest; however, credit can be arranged for off-campus study in areas not available at Oberlin. A program of study must have the prior approval of the department, and the results of such study are evaluated by the faculty before credit is granted. See Introduction: Major Credit for Off-Campus Study.

Note: Introductory courses may be repeated for credit if offered by a different faculty member. The department encourages the repetition of introductory drawing with two different faculty members. Names of students absent from the first studio session in any course will be dropped from the enrollment list.

Courses 40 through 48 provide an introduction to art through experience primarily in the technique areas. While the general focus will be on the areas specified in course titles, coverage will not be limited to conventional assumptions in these areas. Read the course descriptions carefully.

First semester. The purpose of this course is to introduce students to the computer as a tool for creating, manipulating, and recording visual information. To introduce students to the visual fundamentals of art via hands on experiences using the computer as an efficient tool for generating images instead of the traditional art medias. Learning how to translate the images created by the computer into the traditional medias of drawing and painting. Finally learning how to move back and forth in the creative process between computer -drawing/painting - computer - drawing/painting, etc. Consent of instructor. Limit 10.

First and second semesters. An active examination, through paint and related media, of such pictorial considerations as size and scale; time and place; color; content and subject; and their bearing on media and technique. The six hours in the studio will be supplemented by at least three hours of work outside of class. This course may be taken for credit only once.

First and second semesters. The course will offer basic experience in the five main approaches to sculpture modeling, casting, carving, constructing and soft sculpture - with some understanding of major considerations in the creation of three-dimensional form: relationship to gravity, scale, context, light and shadow, color, texture, the significance of materials and process, the introduction of the time element, spectator participation, etc. Through the use of simple yet varied materials, the student will create personal projects as an investigation of the expressive qualities of form in space. 010-043-01 MW-1:30-4:30 Staff

dimensional art primarily through the various printmaking processes with an emphasis on intaglio and relief. In addition to technical information, the course will deal with drawing, various modes of expression, pictorial organization, and other formal principles. The six hours in the studio will be supplemented by at least three hours work outside of class. Enrollment limit 20. This course may be taken for credit only once.

First and second semesters. Emphasis will be on silkscreen methods from basic techniques to more sophisticated ones using photographic processes. The course will stress a personal investigation of idea and its relationship to process and vice versa. Advantages and disadvantages of silkscreen printing will be demonstrated, as will color as applicable to printmaking.

The six hours in studio will be supplemented by at least three hours work outside of class. Enrollment limit 15.

First and second semesters. An investigation of the nature of drawing, which will be approached as being the first visual manifestation of an idea. Emphasis will not be on technical (motor) skill, but on the understanding of our modes of perception. Each student will undertake a series of controlled problems designed to develop awareness of formal principles, perceptual modes, intellectual attitudes, process, materials, etc. Media will vary. The six hours in the studio will be supplemented by at least three hours work outside of class. Enrollment limit 25. This course may be taken for credit only once.

First and second semesters. Students will be introduced to the basic techniques of the photographic medium in order to form a foundation from which to actively explore visual communication. Emphasis will be on the understanding and application of the medium as an artistic tool based on the technical, aesthetic, historical, and social aspects introduced.

Six hours of in-class time will be supplemented by a minimum of three hours of independent work. Students are required to supply their own 35mm or 6x6cm camera. This course may be taken for credit only once. Enrollment limit 15.

The scope of work in courses 49 through 60 will correspond generally with boundaries specified in the course descriptions, but will also take into account each student’s needs. Courses in this sequence may be elected more than once.

First semester. An experimental investigation of a wide variety of techniques. There will be an emphasis on observation and self-evaluation. The figure (from the life model) and landscape will be used as regular points of departure. The four hours in studio will be supplemented by two hours work outside of class. Prerequisite: Art 47 or consent of instructor. Enrollment limit 20.

Second semester. A creative, experimental, critical investigation of a wide variety of techniques and contents which fall within and just beyond the common definitions of drawing. The six hours in studio will be supplemented by three hours work outside of class. Prerequisite: Art 47 or consent of instructor. Enrollment limit 20.

Second semester. Designed to follow Introductory Photography both technically and conceptually, students will be introduced to color, non-silver and advanced black and white processes. Emphasis will be placed on the further development of the students’ aesthetic choices as they pertain to the success of their visual communication with the media. Six hours of in-class time will be supplemented by a minimum of three hours of independent work. This course may be taken for credit only once. Prerequisite: Two 40-level courses, including Art 48, or consent of instructor. Enrollment limit 15.

First and second semesters. A course aiming at a perceptive, creative and personal use of color through careful observation of color in nature and art and in specially contrived color circumstances, the employment of these phenomena and variations on them. The six hours in studio will be supplemented by at least three hours work outside of class. Prerequisites: two 40-level courses, including Art 41 or consent of instructor. Enrollment limit 20.

Second semester. While work will concentrate within the general areas of intaglio and relief, students will be challenged to integrate these with other media such as silkscreen, photography, artists’ books, etc. Instruction will generally be on an individual basis; however, articulation of visual and conceptual concerns will be stressed through group critiques. The six hours in studio will be supplemented by at least three hours work outside of class. Prerequisites: two 40-levcl courses, including Art 45 or consent of instructor. Enrollment limit 20. 010-055-01 TTh-1:30-4:30 Mr. Walker

Second semester. While working on large scale sculptures and models of large projects for particular outdoor or indoor sites, the students will deal with sculpture as an environment, as well as with its relation to the environment - to architecture, urban planning, and landscape. They will learn to consider factors that enter into the making of outdoor public sculpture: weather and climate conditions; traffic; public safety; underground situation of urban or natural site; social context of community, etc. Reinforced concrete and carpentry will be among the techniques taught. The six hours in studio will be supplemented by at least three hours work outside of class. Prerequsites: two 40-ievel courses, including 43 or consent of instructor. Enrollment limit 15. Next offered 1988-89.

First and second semesters. This course is a sequel to Introductory Sculpture (43). Students will be given an opportunity to pursue the direction(s) of their choice, within

the premises of recent attitudes to three-dimensional art. Instruction during class time will be on an individual basis, with group demonstrations on techniques and materials such as plastics in sheets and resin, fiberglass, polyurethane foam, latex, sheet and expanded metal, etc. (Welding will be taught and practiced only if there is enough interest and time or space.) The six hours in studio will be supplemented by at least three hours of work outside of class. Prerequisites: two 40-level courses, or consent of the instructor. Enrollment limit 15. 010-054-01 TTh-1:30-4:30 Staff

Courses 61-70 are open to students who have done outstanding work in courses 49-60. Admission will be by consent of instructor only. Generally speaking, work will be independent. During the second half of the semester, opportunity will be provided for occasional joint meetings of students and faculty in these courses, at the appointed meeting time. Courses in this sequence may be elected more than once.

First and second semesters. "Problems" conceived, declared and developed by the individual student. Each will be discussed and evaluated before, during and after its execution by its author, the teacher and fellow students in respect to the import of the problem (content) and its possible "solutions." The two hours in class will be supplemented by at least seven hours of work outside of class. After mid-semester there will be occasional meetings with other 60-level classes. Prerequisites: appropriate courses 49-59 and consent of instructor.

Second semester. Largely individual work, pursuing personal interests or developing further any of the areas touched upon in earlier 3-dimensional courses. Stone- or wood-carving and welding taught upon request. The two hours in class will be supplemented by at least seven hours of work outside of class. After mid-semester there will be occasional meetings with other 60-level classes. Prerequisites: Appropriate courses 49-59 and consent of the instructor. Enrollment limit 5. Next offered 1988-89.

First semester. This course will be predicated upon a strong sense of personal direction and motivation by the students. Weekly group critiques will challenge the participants to address and articulate visual and conceptual issues. The two hours in class will be supplemented by at least seven hours of work outside of class. Consent of instructor only. Enrollment limit 5.

Second semester. This course will be basically a projects class. Students will present to the instructor their ideas on art and demonstrate these ideas through media of their choice. Individual attention is a necessity and problems may be given to assist students to clarify their ideas or cope with them better. All those enrolled will meet once a week to present their work for general discussion. The two hours in class will be supplemented by at least seven hours of work outside of class.

After mid-semester there will be occasional meetings with other 60-level classes. Consent of instructor only. Enrollment limit 5.

First semester. As an interface between idea and execution, this course is predicated on independent student work. All students enrolled will be required to participate in a weekly presentation and critique of work and ideas. Both traditional and non-traditional use and combinations of media will be addressed. Three hours of in-class time will be supplemented by a minimum of six hours of independent work. Prerequisites: Appropriate courses 49-60 and consent of instructor. Enrollment limit 10.

Private Reading in Studio: Offered only in areas not covered by normal courses, and open to students who have had basic courses in the field and want to do work that is more specialized for three or fewer credit hours. (See detailed description under Private Reading.)

Students who wish to become professional astronomers should consult Mr. Snider of the Physics Department to arrange a program of courses (within the framework of a physics major) that will permit admission to graduate study in astronomy. Topics of astronomical interest are often included in Physics 462. Opportunities are available for students to participate in solar astrophysical research at Oberlin.

First semester. A science course for students with little scientific background. We will study the solar system, stars, galaxies and the entire universe, including such objects as quasars, pulsars and black holes. Emphasis will be placed on how we have been led by observation and theory to believe what we do. Observatory sessions will be held when possible. Graphs, simple geometry and elementary equations will be used, with review and explanation as needed. Enrollment limited to 130.

First semester. An introduction to astronomy, with some topics treated in depth, designed for students whose backgrounds include at least three years of mathematics, one year of general chemistry, and one year of general physics in secondary school or college, and who have a continuing interest in and aptitude for science. Students may not receive credit for both Astronomy 100 and 102. Students who already have reasonable backgrounds in astronomy should consider enrolling in Astronomy 351 for independent guided study. Not offered

First and second semesters. Advanced individual work for students with appropriate backgrounds. Prerequisite: Consent of the instructor.

Prospective biology majors are urged to take both chemistry and biology during the freshman year. The Biology Department recommends that Biology 109 and Biology 110 be taken at that time. Quantitative skills are particularly useful to a well-trained biologist, therefore, mathematics (calculus and/or statistices) should be included in a student’s course of study as early as possible.

Advanced Placement. Four (4) hours of graduation credit is automatically granted to students earning 4’s and 5’s on the Advanced Placement test. Students granted AP credit in biology who intend to major in biology must still complete the 27 hour minimum for the major. They must also complete the entire core sequence unless proficiency is demonstrated by passing tests covering that material given by the Department during Orientation at the beginning of the fall semester.

(1) to introduce students to the methods of study and investigation needed to understand a modern scientific discipline and needed to further their own education; (2) to provide background in biology and supporting sciences adequate to understand biological problems and the contribution biology may make toward the solution of general scientific problems; (3) to provide some concept of the breadth of modern biology so as to give the student a notion of the scope of the subject and to help those who wish to continue in biology to choose rationally among areas of interest. A biology major can meet the needs of students wishing to secure the present-day biological viewpoint.

By a proper selection of biology and other science courses in consultation with a departmental advisor, a major can also prepare for graduate study in a wide range of areas including anatomy, biochemistry, biophysics, botany, developmental biology, ecology, environmental sciences, immunology, marine biology and/or biological oceanography, physiology, virology, etc. Many majors proceed to study and work in applied biology including medicine and related fields.

The biology faculty instituted a 4 semester core curriculum for its majors beginning in 1987-88. It is intended that through these courses each major will gain a broad background of fundamental biological concepts and information upon which advanced courses in the department can then build

The Biology major consists of 27 hours minimum in biology, 14 of which must be completed at Oberlin. (A minimum of 24 hours in biology is required of classes entering before 1984-85.) Students majoring in biology may take the following core and upper-level courses in any sequence as long as the indicated prerequisites are met. However, students planning a biology major are advised to begin Chemistry 101, 102 (or 103 or 050) in their first year concurrent with Biology 109,110. This allows for maximum course choices and time to complete the major.

Biology 109 (Genetics), 3 hours Biology 110 (Introduction to Evolution and Ecology), 2 hours Biology 112 (Introduction to Organismal Biology), 4 hours Biology 113 (Introduction to Cell and Molecular Biology), 4 hours

At least one upper-level animal course with laboratory from the following 201, 202, 203, 301, 302, 311, 312, 319 and 321, 320 and 324, and 322 with 323.

At least one upper-level plant course with laboratory must be taken from the following: 205 with lab, 207, 208, 209, 316, and 326.

At least six laboratory units must be taken (effective for the entering class of 1984-85 and subsequent classes). A unit is defined as a three-hour laboratory period meeting weekly for one semester or the equivalent number of laboratory contact hours (36 hours minimum). Classification of courses by laboratory units is as follows:

Courses numbered 200-399 will be selected to complete the major. Courses numbered 400 and above do not count toward the major with one exception; seniors who successfully complete two semesters of Research for Honors in Biology (Biology 403) may count up to 4 hours credit earned during the second semester of their research. (Work done through Private Reading does not count toward completion of the major.) Many majors will want to elect courses beyond the minimum major and pursue some aspect in greater depth through private reading, seminars, and research.

2. Two semesters of chemistry that have Chemistry 102 or 103 as prerequisites. Several biology courses have one semester of Organic Chemistry as a prerequisite, and Biochemistry (Biology 313 or 314) requires a full year of Organic Chemistry.

Certain courses in other departments supplement offerings in Biology for some areas of student interests, such as Psychology 319, 320, 321; and Geology 220 and 327. Physical Chemistry (Chemistry 309) and introductory work in mathematics, physics, geology or psychology are highly desirable in many cases. The programs in Neuroscience and Biopsychology provide opportunities for some biology majors.

Summer courses at numerous inland and marine biological stations are usually accepted toward the major. Four scholarships for study at marine biological laboratories, such as the one at Woods Hole, Massachusetts, or Bermuda, are available in the department to majors in biology or related disciplines. These are the Mary Mackenzie Lincoln Scholarship for women and the Budington, George T. Scott, and Oberlin Scholarships for either men or women. Applications for the scholarships are usually accepted and acted upon in March of each year.

Medical School, Dental and Veterinary Medicine Most medical, dental and veterinary schools require:

Preparation for qualifying examinations (MCAT, DAT, VAT) is best achieved by completing Biology 109: Genetics, Biology 110: Introduction to Evolution and Ecology, Biology 112: Organismal Biology and Biology 113: Cell and Molecular Biology prior to taking any such examination.

Physics 103 and 104 are the most common means of satisfying this requirement. Note that Mathematics 133 is a prerequisite for Physics 103. Mathematics 134 and 231 are requirements for Physics 110, 111, 114.

Students should consult the appropriate departmental listing for descriptions of these courses and their prerequisites. Specific requirements of individual medical, dental, and veterinary schools should be considered when planning an undergraduate curriculum. Such information is available in Kettering Library, the Office of Career Development and Placement and from the members of the Biology Department.

Calculus and Statistics (Mathematics 113) are particularly valuable courses for those going onto graduate school and some experience with computer science is also recommended.

Many graduate schools expect a reading knowledge of one foreign language and some require reading knowledge of two foreign languages.

Certain deficiencies in course work may be made up in graduate school but not for graduate credit. Students planning to pursue an advanced degree should consult individual admission requirements of the schools and graduate departments in which they are interested. The qualifying examination for most graduate schools is the Graduate Record Examination (GRE) which consists of two parts, the general examination and an advanced component in Biology. The majority of graduate schools require the General Examination for admission and there is variation with respect to the advanced examination in Biology. Students are strongly urged to consult with members of the Biology Department in planning for their post-graduate education.

Honors at Graduation. Candidates for honors in biology' are accepted near the end of their junior year for their general ability, capacity to profit from independent work, and high motivation. As seniors they enroll in Biology 403, attend a required research seminar, and carry out a research project selected in consultation with a faculty member. Students interested in this program should initiate a discussion of research possibilities with any member of the staff.

Students may elect Biology 404 if they wish to engage in a research project without entering the Honors Program.

Winter Term 1988. The following faculty are willing to sponsor Winter Term projects as indicated. Ms. Bennett: intensive science review; pre-medical internship. Mr. Benzing: the technology of winemaking and viticulture; tropical biology. Mr. Braford: laboratory research in comparative neuroanatomy for students who have had Biology 320; neurobiology; evolution; systematics. Ms. Cniz: research and/or supervised readings in cytogenetics, entomology, parasitology, systematics, and evolution. Mr. Egloff: experimental research on marine microzooplankton for students with advanced laboratory work, e.g., Biology 113 and Biology 301 or 303. Mr. Levin: research on crown gall for students who have had one course (with laboratory) in microbiology. Ms. McCormick: experimental research on the evolution of vertebrate auditory and lateral line systems for students who have had Biology 320; topics on the evolution of vertebrate structure. Mr. Miller: holistic health; new age/transformational subjects; psychic healing group project; new paradigms in science; noetic sciences. Mr.

Sherman: history of science; history of the natural environment of Oberlin; history of the natural environment of Britain; mathematical biology; exercise physiology; nutrition; wilderness studies. Mr. Zimmerman: field ecology; computer modeling; creation-evolution debate; science journalism.

Second semester. This course examines contemporary environmental problems with an emphasis on the impacts of humans and of technology on the biosphere. Basic ecological principles are elucidated by lectures and readings on the origin of the biosphere, mineral cycles, water supply and treatment, pollution and agriculture. Friday afternoons will be used for field trips, lectures, films and discussions. No prerequisites but prior work in chemistry, especially Chemistry 151, is highly recommended. Credit for this course does not count for a Biology major. This course is identical to Environmental Studies 100. Next offered 19SS-S9.

First semester. The genetics, development, physiology and evolution of the human animal, including such considerations as reproduction, nutrition, digestion, exercise physiology, sexuality, pregnancy, disease and adaptations to stress. Laboratories include studies of anatomy (including a careful dissection of a fetal pig), physiology of exercise, evolution, and edible plants. Students will normally be expected to maintain a personal program of aerobic exercise in conjunction with this course. (Students who earn credit for this course may count 2 hours of the credit toward the Biology major, substituting it for the animal half of Biology 112.) Enrollment limit: 32 per section.

102. Reproductive Biology in the 80’s: Technology, Economics, Ethics and Values 3 hours

Second semester. Since you were born, discoveries concerning reproduction simply boggle the imagination. Technological advances beyond the wildest dreams of biologists of a generation ago are commonplace, and issues that were once in the province of science fiction have become everyday realities. Cloning, fertility clinics, test tube babies, surrogate mothers, and sex selection of babies are just a few of the issues we will deal with. We will consider the various technologies not only as scientific problem solving, but also in their broader societal context, in which ethical, economic and legal implications are of prime importance. This course has been designed primarily for students in the humanities and social sciences who are interested in the relationship of science to society. The class will be limited to 15 students, and the consent of the instructor is mandatory. The class will be selected with an eye toward some kind of balance concerning the curricular interests of the students. With that in mind, it will be filled, as much as possible, on a first-come, first-served basis. Next offered 1988-89.

104. Colloquium: Social Issues in Biology - The Evolution-Creation Debate 3 or 4 hours

Second semester. This colloquium will address the interface between science and public policy with the evolution-creation controversy serving as a focus. Preliminary discussions will acquaint students with the basics of evolutionary theory and philosophy of sciences. In this light, the validity of creation-science as a scientific discipline will be assessed. The 1925 Scopes trial will be compared to the 1981 McLean vs Arkansas (equal time) case and the impact of these events on the teaching of Biology in secondary schools will be examined. Enrollment limited to 10 freshmen and 5 sophomores. The fourth hour option is for those students taking the course on a writing intensive basis.

First and second semesters. This course is designed to allow students the opportunity to do non-technical writing on scientific topics. The primary focus will be on the evolution-creation controversy although related topics will be considered. Class members will serve as staff for the Newsletter of the Ohio Center for Science Education and thus the goal is for each student to write essays, book reviews, research pieces, and interviews of publishable quality. Additionally, students will be encouraged to attempt to publish their pieces in other suitable publications. Enrollment limit: 5. Prerequisites: Biology 104 and/or consent of the instructor.

First semester. A study of the principles which govern patterns in the natural world, with special attention to the influence of size on natural structures and processes. Topics to be studied will include: 1) elementary forms in natural structures and processes; 2) size in the natural world; 3) varieties of similitude in nature: geometric, dynamic, kinematic; (4) understanding natural relations by dimensional analysis; 5) minimum work as a determinant of size and shape; 6) surface-related phenomena in nature: how surface tensions, reactions and transports influence size and shape, especially in living systems; 7) size and biological time: how size affects metabolic rate, life span, heart rate, cardiac output, etc.; 8) size and animal locomotion: running, swimming, flying; 9) size and the geometry' of branching patterns: trees, streams, blood vessels, etc.

Textbooks for the course: T.A. McMahon and J.T. Bonner, On Size and Life; P.S. Stevens, Patterns in Nature. Prerequisites: an enjoyment of geometry and elementary mathematics. Some exposure to elementary calculus and physics would be very helpful. Class limited to 10 freshmen and 5 sophomores. Credit/No Entry.

First semester. An interdisciplinary' approach to the field of biology, using progress in genetics as a vehicle for understanding the relationship of science to society. It will be a suitable introduction both for prospective biology majors and non-majors with a serious interest in these matters. After considering certain fundamentals of biology and the mechanics of modern genetics, the course will branch out into a number of specific areas of scientific advance. We will focus not only on the new technology, but on some of the ethical, legal, economic, and sociological implications of such progress. Cloning, amniocentesis, genetic engineering, genetic screening and therapy, sex selection, genetics and the law, and environmental ethics are some of the topics that will be covered. The textbook is Biosocial Genetics by Gerald L.K. Stine. Class limited to 10 freshmen and 5 sophomores with the consent of the instructor.

Placement Examinations: Each fall during Orientation, placement examinations will be given for those students who feel that they have a strong background in introductory biology. Passage of all or part of the examination(s) enables the student to bypass one or more portions of the core (without credit).

First semester. The principles of heredity', an examination of the genetics of plants, animals, fungi, bacteria and viruses. Topics include concepts of dominance, gamete formation in males and females, epistasis, penetrance, mutation, linkage and the elements of population genetics. The use of probability will be discussed, as will human genetics, genetic screening and counselling and issues raised by genetic advance. This course is

Second semester. An introduction to the biology of organisms as populations, with an emphasis on the evolutionary and ecological mechanisms that account for the evolution of animals and plants. Basic evolutionary principles of natural selection, speciation, extinction and the origin of groups above the species level will be discussed in depth. Ecological topics will cover the biotic and abiotic factors influencing population growth, and the principles of competition and predatory interactions. Prerequisite: Biology 109.

First semester. An introduction to the anatomy, physiology, and development of higher plants and animals. Animals will be studied during the first half of the semester; plants, during the second half. Animal lectures will stress the different solutions that animals have evolved to problems all face with some emphasis upon the mammalian situation. Laboratories will include a dissection of the fetal pig, a study of the microscopic anatomy of representative organs, and the early development of vertebrates. Plant lectures will deal with plant nutrition, transport mechanisms, water balance, coordination of function and growth, and reproduction. Laboratories will emphasize the development and structure of the flowering plant. Prerequisites: A basic knowledge of elementary chemistry and one semester of college science. Enrollment limit: 32 per section. (This course will be offered first semester beginning in 1987-88 and in subsequent years.)

Ms. McComuck, Ms. Cruz, Mr. Miller, Mr. Benzing and Ms. Bennett 050-112-02 MWF-11:00 Th-l:30-4:30

Ms. McCormick, Ms. Cruz, Mr. Miller, Mr. Benzing and Ms. Bennett 050-112-03 MWF-11:00

Ms. McCormick, Ms. Cruz, Mr. Miller, Mr. Benzing and Ms. Bennett 050-112-04 MWF-11:00 F-1:30-4:30

Ms. McComuck, Ms. Cruz, Mr. Miller, Mr. Benzing and Ms. Bennett 050-112-05 MWF-11:00

Ms. McComuck, Ms. Cruz, Mr. Miller, Mr. Benzing and Ms. Bennett (NB: This section will only open if all other sections are filled.)

113. Introduction to Cell and Molecular Biology 4 hours Second semester. An introduction to discoveries in the area of knowledge and scholarly research which is known as the molecular biology of the cell. Lectures stress studies aimed at explaining biological phenomena in molecular terms and insights into the fundamental processes of all living cells. Laboratories emphasize experimental methodologies and techniques. Prerequisites: Chemistry 102 or 103; or permission of instructor. Enrollment limit: 24 per section. (This course will be offered in the second semester beginning in 1987-88 and in subsequent years.)

Mr. Luck and Ms. Bennett 050-113-02 MWF-9:00 Tu-1:30-4:30 Mr Luck and Ms. Bennett 050-113-03 MWF-9:00 W-l:30-4:30

First semester, first half. A comparative study of the functional anatomy and biomechanical characteristics of Porifera, Cnidaria, Platyhelminthes, Achelminthes, Echinodermata and the non-vertebrate Chordata, plus a special section on coral reefs. Living marine, fresh-water and terrestrial specimens will be available for laboratory study. Collection trips to local streams, quarries, marshes and Lake Erie will be conducted on two weekends in the fall. Prerequisite: Biology 112. Enrollment limit: 12 per section.

First semester, second half. A comparative study of the functional anatomy and biomechanical characteristics of the Mollusca, Arthropoda, and Annelida. Living marine, freshwater and terrestrial specimens will be available for laboratory study. Prerequisite: Biology 112. Enrollment limit: 12 per section.

Second semester. A study of vertebrate structure from evolutionary and functional perspectives. This topic is introduced by a discussion of the origin of vertebrates and their phylogeny and basic embryology. The morphological differences in each major organ system are studied primarily in terms of phylogenetic history and functional adaptation. Prerequisite: Biology 112. Enrollment limit: 24.

First semester. A study of the general principles of ecology focusing on species interactions and community organization. Although the emphasis will be primarily botanical, pertinent zoological material will also be covered. Special attention will be paid to the coevolutionary relationships between plants and animals (e.g., pollination, herbivory, etc.) as well as to population dynamics. The laboratory will make extensive use of Oberlin’s natural area, Chance Creek, and will allow students to perform numerous experiments and observations. The course may be taken with the lab (4 hours ) or without the lab (3 hours). Prerequisite: Biology 110 or 111. Laboratory Limit:

First semester, first half. A study of the major groups of the fungi. Lectures and laboratory will deal with the life cycles, evolutionary relationships, and the ecological and economic importance of the fungi. The exact nature of materials covered in the laboratory will depend to a certain extent upon the weather: if autumn is wet, emphasis will be on the collection and identification of local species of mushrooms, learning the common edible and poisonous species, with frequent field trips and forays; if the autumn is dry, more emphasis will be given to studying the smaller, lesser known groups of fungi which can be artificially cultured. Prerequisite: Biology 111 (or 109, 110) and 112 or consent of the instructor. Enrollment limit: 24. 050-207-01 TTh-10:00 Mr. Miller

First semester, first half. A study of the structure, life cycles and evolutionary relationships of the major groups of vascular plants. Prerequisites: Biology 111 (or 109, 110) and 112 or consent of the instructor. Enrollment limit: 30. (Alternates with Biology 304.) Next offered 1988-89.

Second semester, first half. A study of algae, mosses and liverworts emphasizing their structure, reproduction, physiology, ecology and evolutionary relationships. Laboratory work will include microscopic examination of the plant’s structure, and demonstrations of distinctive aspects of their physiology. A field trip will familiarize students with the identification and ecology of local species. Prerequisites:B\o\ogy 111 (or 109,110) and 112, or consent of instructor. Enrollment limit: 20.

First semester. A detailed study of cell and tissue anatomy, function and organization. The role of cell movement, cell secretions, and cell-cell interactions in tissue formation will also be explored. The laboratory will emphasize vertebrate cells and tissues, but efforts will be made to include other cell and tissue types. Experience with the basic techniques of tissue preparation for light and electron microscopy will be included. Prerequisites: Biology 112; 113 recommended. Enrollment limit: 15.

Second semester. A study of the developmental processes involved in animal embryogenesis. Lectures will examine the . various aspects of cell differentiation and morphogenesis in a variety of vertebrates and invertebrates. The laboratory will include a comparative study of normal development in well-known vertebrate systems, as well as observations and experiments designed to illustrate some of the fundamental concepts in animal development. Prerequisites: Biology 112 and

Second semester. The biology of microorganisms, with major emphasis on bacteria. Both medical and non-medical topics are covered, as are basic principles of microbial genetics, virology, and immunology. Prerequisites: Biology 113; Chemistry 205. Enrollment limit: 24.

First semester. This course will deal with both structural and functional aspects of vascular plant adaptation. Each of the major biotic and abiotic environmental restraints which impinge on terrestrial plants will be considered along with the responses plants have evolved to cope with these forces.

Among the specific subjects to be covered are comparative aspects of water economy, mineral nutrition, and carbon balance, plus reproductive strategies, animal-plant symbioses and defense. Students will be expected to research and develop a topic of their choice dealing with some aspect of plant adaptation during the course of the semester. Prerequisites: Biology 111 (or 109, 110), 112, 113. (Alternates with Biology

First semester. A lecture course on the chemical, physical and biological properties of nucleic acids, with emphasis on current topics related to the organization, replication, transcription, translation, regulation , and manipulation of genetic material. Prerequisites: Biology 113, Chemistry 206.

First semester. Identical to Biology 308 but with the addition of one laboratory per week. Laboratories will emphasize techniques used in working with nucleic acids. Enrollment limit: 12 per section.

First semester. A study of the biophysical and evolutionary foundations of animal function. Major topics include: osmotic regulation, permeability of membranes, transport of respiratory gases, dimensional factors in physiological function, and temperature dependence and regulation. Individual reading and laboratory projects are encouraged. Laboratory work includes a training program in radioisotope techniques. Prerequisites: Biology 113; Chemistry 205, which may be taken concurrently. Enrollment limit: 8 per section. Next offered 1988-89.

First and second semesters. A study of physiological mechanisms of the human body, with emphasis upon: circulation, respiration, renal function, nutrition, nerve excitation and conduction, muscle contraction, and central nervous coordination. Considerable attention is given to the physiology of exercise. Students are normally expected to conduct an individual program of aerobic exercise as part of the course. Prerequisites: Biology 112 or 101, Biology 113. Enrollment limit: 12 per section. (Beginning in 1988-89 this course will be offered first semester only.)

050-312-01 MWF-11:00 Mr. Sherman Th-l:30-4:30 050-312-02 MWF-11:00 Mr. Sherman F-1:30-4:30

Second semester. Biology 314 without the laboratory. Identical to Chemistry 313. Prerequisites: Biology 113 and Chemistry 206 or consent of the instructor.

314. Biological Chemistry (Lectures and Laboratory) 4 hours Second semester. A rigorous introduction to biochemistry emphasizing structures and reactions of biological macromolecules, mechanisms of enzyme catalysis, metabolism and control mechanisms, and molecular biology. General principles, specific detailed examples, and phylogenetic comparisons. Identical to Chemistry 314.Prerequisites: Biology 113 and Chemistry 206 or consent of the instructor.

Second semester. A study of the anatomy and physiology of higher plants as it relates to their major functions. Lectures and laboratories will deal with such topics as the plant cell and its growth and differentiation; mineral nutrition and root structure, carbon nutrition, leaf structure and phloem transport; water balance and xylem transport; control of flowering, flower and fruit structure and development, etc. Prerequisites: Biology 112 and 113, or consent of instructor. Enrollment limit: 20. (This course will be offered second semester beginning 1987-88 and in subsequent years.) 050-316-01 MWF-9:00 Mr. Benzing and Mr. Miller

Second semester. A course dealing with the evolution and ecology of populations. Emphasis will be placed on population genetics, behavioral ecology and sociobiology. Special topics will include such points as a discussion of group and kin selection, altruistic and spiteful behavior, the advantages of territoriality, and the ecology of sex. Most topics will be approached from a mathematical as well as a biological perspective. Prerequisite: Biology 109 or 110 or 111. Indentical to Neuroscience/Biopsychology 318.

Second semester. Identical to Neuroscience/Biopsychology 319. An exploration of neurophysiology and neuropharmacology, two major subdisciplines in neuroscience. The course covers the active and passive properties of nerve cell membranes and electrical models used to describe them. Also included is an extensive discussion of synaptic transmission and neurotransmitter physiology, particularly as it relates to the action of psychotropic drugs (opium and its derivatives, alcohol, barbiturates, phenothiazines, tricyclic antidepressants, benzodiazepines, and other drug substances).

Students other than Neuroscience and Biopsychology majors wishing a course in neurophysiology and neuropharmacology may register without taking a laboratory section. Prerequisite: Biology 113. Neuroscience and Biopsychology majors given first priority.

First semester. Identical to Neuroscience/Biopsychology 320. A comprehensive analysis of the organization of vertebrate nervous systems is approached from a structural perspective with emphasis on the central nervous system of mammals. Principles of organization are stressed. The evolution and diversity of nervous systems are briefly considered. Students other than Neuroscience and Biopsychology majors wishing to study neuroanatomy may register for the Laboratory in Neuroscience II, Biology 324, in conjunction with this course but have the option of studying the course material without laboratory. Prerequisite: Biology 113.

Second semester. The laboratory meets for the first seven weeks of the semester. Identical to

Neuroscience/Biopsychology 321. The laboratory introduces students to research methods in electrophysiology. In this laboratory students will be exposed to a variety of the electrophysiological approaches used in modern neuroscience; however, the laboratory focuses on single-cell recording techniques. Each section limited to 12 students. Credit/No Entry grading only.

Second semester. Identical to Neuroscience/Biopsychology 322 and Psychology 322. An evolutionary explanation of animal behavior is stressed. However, physiological and environmental factors related to behavior are also considered. The course examines sociobiological theory and its implications for understanding sexual, parental, aggressive, and altruistic behaviors in animals and man. In addition, the course examines topics such as biological clocks, migration and navigation, hormones and behavior and animal communication. Prerequisites: Psychology 100 and one course in Biology.

Enrollment limit: 50. (Biology, Neuroscience Biopsychology, and Psychology majors given first priority. Additional priority points given to sophomores and juniors.)

Second semester. Identical to Neuroscience/Biopsychology and Psychology 323. To be taken in conjunction with or subsequent to Neuroscience/Biopsychology 322 (Psychology 322, Biology 322). Several classes of behavior will be studied such as communication, aggression, sexual and parental behavior, and territorial behavior. The students will examine these behaviors in a variety of species. Both laboratory experiments and field observations will be included. Some experiments will extend beyond a single laboratory meeting and will require students’ participation at times other than the scheduled laboratory meetings. Prerequisite: one course in Biology or Psychology 100. Each section limited to 10 students. (Biology, Neuroscience, Biopsychology, and Psychology majors given first priority. Additional priority points given to sophomores and juniors.)

324. Laboratory in Neuroscience II (Neuroanatomy) .5 hours First semester. This laboratory meets for the first seven weeks of the semester. Identical to Neuroscience/Biopsychology 324. The laboratory introduces students to neuroanatomical and neurohistological methods and techniques. Both the gross and fine microscopic anatomy of the nervous system are studied in depth. Each laboratory section limited to 12. (Neuroscience and Biopsychology majors given first priority.)

Second semester. A study of flowering plant biology. Lectures will deal with plants at the population level, and with such topics as angiosperm diversity, plant speciation, pollination biology, and reproductive strategies. The laboratory during the first several weeks of the semester is designed to acquaint students with methods of plant identification. Laboratories during the second half of the course will be devoted to field trips designed to acquaint students with the local spring flora together with certain ecological principles important to higher plants. Prerequisites: Biology 111 (or 109, 110) and 112 or consent of instructor. Enrollment limit: 30.

First and second semesters. This course is required of seniors who wish to qualify for department Honors. It provides an opportunity for investigation of problems along any of the lines offered in the department and is open to qualified seniors. Results are to be submitted in thesis form and the thesis defended in an oral examination. Such students are expected, as part of this course, to participate in a seminar in which topics of interest to the research group will be discussed. Prerequisite: permission of the instructor under whom work is to be done. Grading option at discretion of instructor.

First or second semester. This course provides an alternate opportunity for students to carry out a research project under the direction of a faculty member. It is not a part of the Honors program, and does not require participation in the research seminar. Nor does it involve an oral examination. At the end of the semester, students are required to present the results of the research in a written form that is satisfactory to the faculty sponsor. This course, normally open to qualified seniors, does not count toward the credit hours required for the Biology major. It may not be taken concurrently with Biology 403. 050-404-01 Hours to be arranged Mr. Benzing

Second semester, second half. A seminar with laboratory to explore various parameters of organic gardening and farming, such as companion planting, mulching, sludge, composting, pesticide use vs. biological and integrated pest management, the economic feasibility of organic methods over conventional farming, the environmental and spiritual values implicit in its philosophy. Laboratories will deal with practical experience in soil preparation, plant propagation, food production, preparation, and preservation, as well as the designing and implementation of practical projects leading to greater nutritional self-sufficiency. This course will be scheduled to coincide as closely as possible with the growing season in Oberlin: its first module will run from spring break to the end of second semester, 1988. The second module will cover the first half of first semester, 1988 and each year thereafter. Only those who can enroll for both modules should take this seminar, i.e., no second semester seniors, please. Prerequisites: Biology 109, 110, or 112, and consent of instructor. Enrollment limit: 16. Identical to Environmental Studies 405. Next offered

First semester, first half. A continuation of Biology 405, to be taught fall semester. See course description above. Identical to Environmental Studies 406. Next offered 1988-89.

First semester. Lobsters in New England have been exploited as a common property resource for centuries, yet the total yield has remained relatively constant. This multidisciplinary seminar will explore the biological and cultural factors which contribute to this stability. Participants in the seminar must be prepared to undertake intensive and independent work in at least one of the following areas: anthropology, microeconomics, international trade and relations, bureaucratic politics, maritime history, fishing technology, folklore, or the ecology and physiology of decapod crustaceans. During fall break the class will travel to Maine to interview persons directly involved in the fishery and to use the library resources at the Unviersity of Maine. Prerequisites: junior or senior standing and consent of the instructor. Enrollment limit: 12 (Identical to Environmental Studies 410.)

Second semester. A seminar to focus on the nature and importance of competition in ecological communities. Classical as well as current literature will be examined in an attempt to define and document competition. Prerequisites: Biology 110 or 111 and consent of instructor. Not offered in 1987-88.

The Black Studies Department is a multi-disciplinary program of study that seeks, through the humanities and social sciences, to explore key aspects of the world black experience in a systematic and structurally integrated fashion. Its broad educational purposes are to engender among all students an intellectual appreciation of black life in Africa and the Americas (especially in the United States); to enrich the Oberlin College curriculum; and increase the relevance of an Oberlin education to a culturally diverse world. Thus, the Department strives to provide the student body, in general, with substantive knowledge of the black experience and values that maximize possibilities for racial harmony. The Department is aided in its efforts by the Afrikan Heritage House, which serves as the College’s black communal and cultural center.

Major. The requirements for the newly established major in Black Studies are consistent with our view of the field as a multi-disciplinary and area studies program. Major prerequisites are designed to provide students with a comprehensive understanding of the black experience as well as a firm grounding in a single field of study. Both breadth and depth in the field are to be obtained by majors.

The major consists of a minimum of 30 hours. In consultation with their major advisor, students are expected to develop a balanced program of study and to supplement their work with courses in fields related to their special needs and interests:

1. As the introduction to the discipline, Black Studies 101 is required of all majors and must be taken in the freshman or sophomore year.

2. At least nine (9) hours are to be elected from courses in both the humanities and social science divisions, as multidisciplinary training. The sequence must include a course from each core field (education, government, history and

literature) and show evidence of balance between introductory and advanced courses.

3. An additional nine (9) hours are to be taken in a single field of specialization. A course in methodology, related to the student’s specialty, is to be included in this sequence.

Minor. A minor in the field consists of a minimum of 15 hours in Black Studies. In addition to the introductory survey course, student minors are expected to take at least one course from the fields of: education, government, history and literature.

Curriculum. The Black Studies curriculum offers extensive study of the black experience on two continents: Africa and North America. These offerings are arranged in three categories - introductory, intermediate and advanced. AH introductory courses are open without prerequisite, except as indicated in the course description. Black Studies 101 and other beginning courses may serve as prerequisites to all intermediate and advanced courses.

Africa Program. A GLCA program administered by Kalamazoo College. Study opportunities are offered in the English-speaking countries of Ghana, Kenya, Liberia, Nigeria and Sierra Leone, where students are placed at universities. Similar opportunities exist for students proficient in French at the University of Dakar in Senegal. A prerequisite for admission to these programs is the successful completion of the summer African Studies quarter offered by Kalamazoo College. Credit for the program is subject to the Transfer of Credit fee. Students on financial aid should consult the Director of Financial Aid before planning to participate in the program.

First semester. An interdisciplinary exploration of key aspects of black history, culture and life in Africa and the Americas. The course attempts to provide students with a fundamental intellectual understanding of the world black experience as it has been described and interpreted by the humanists and social scientists. Topics to be covered include: the Black Studies movement, the African heritage of Afro-Americans, Pan-African relations, Racism and Sexism, the Black Matriarchy, the Role of Religion in Black Life, the Black Bourgeoisie,

First semester. An introductory survey of African philosophical and metaphysical traditions, including an examination of traditional African religion, spirituality, applied metaphysics and cultural patterns. Limited to 35 students.

First semester. A survey of Black American literature from its inception in the 18th century to the Harlem Renaissance in the 1920’s. Phillis Wheatley, William Wells Brown, Jupiter Hammon, David Walker, Solomon Northup, George Moses Horton, Frederick Douglass, Paul Laurence Dunbar, Charles Chesnutt, James Weldon Johnson, W.E.B. DuBois will be among the writers studied. Attention will be given to the influence of such related materials of Black American cultural expression as sermons, spirituals, the blues, slave narratives, work and slave songs and other folk expressions. Cross-listed as English 461. Limited to 35 students.

171,172. Introduction to Afro-American Music 3 hours First (171) and second (172) semesters. A one-year survey of musical styles and forms cultivated by Afro-Americans. The first semester will cover West African music and West African continuity in the Americas, early Afro-American instrumental-vocal forms, and the social implications of Afro-American music. The second semester will cover later instrumental and vocal music (jazz, blues, rhythm and blues, gospel, soul, etc.) and important composers and performers of works in extended forms. Listening and reading assignments, class discussion and analysis projects. Cross-listed with Music History 290. BISt 171 is prerequisite to 172. Enrollment limit 35.

First semester. The philosophy of a Ghetto Scholar is the sole focus of this course. White scholars are aware that blacks, in general, score much worse on the SATs, earn far less money, have a much higher infant mortality rate, are imprisoned more frequently, live shorter lives, etc. than their white counterparts. Far too many of them and an increasing number of black scholars believe that these phenomena reflecting so negatively upon blacks are due far less to racism than to other factors. A Ghetto Scholar’s philosophy offers a rather sharp contrast to theirs. Through a comparative study, students will critically examine these philosophies, seeking to commend their strengths and expose their weaknesses. A Ghetto Scholar’s philosophy will illuminate a variety of conceptual models which give much promise that the downtrodden, oppressed, and victimized may one day inhabit a truly liberated, peaceful, and prosperous world. Limited to 20 students.

First semester. A survey of the cultural, social and political development of African peoples in the United States from their pre-seventeenth century origins to the end of the Civil War. Coverage includes: the African Genesis, Slave Trade, the Slave and Free Black Community, Abolitionism and Emancipation. 070-201-01 TTh-11:00-12:15 Mr. Scott

Second semester. An analysis of Afro-American history from the Reconstruction Era to the Rise of Black Power. Coverage includes: the Age of Booker T. Washington, Urbanization, Pan-Africanism, Depression and War, the Civil Rights Movement, and the Resurgence of Black Nationalism. 070-202-01 TTh-11:00-12:15 Ms. Jones

Second semester. The history of Africa from its encounter with colonialism to the era of independence and neo-colonialism. Coverage includes colonial systems of governance, African resistance and nationalism, the independence movement and the struggle for liberation in Southern Africa. Next offered

First semester. In-depth analysis of Ethiopianist beliefs in Black American thought from the era of the American Revolution to World War II. Although rarely studied, Ethiopianism - the idea of a universal Ethiopian people, black redemption, and the restoration of African ascendancy - was for over one hundred and fifty years a driving force among Afro-Americans. The course will examine its manifestations in the work of black literati, preachers, ideologues, revolutionaries, and the activities of black nationalists such as Rabbi Arnold Ford, Marcus Garvey, Malaku Bayen and others. Next offered 1988-89.

Second semester. This course will focus on the historical and socio-political experiences of black women in the U.S. It will enable students to examine the black experience and the female experience in this country from the perspective of a group whose work and worth has often been unrecognized and unrecorded. The essence of the experiences of this group has been obscured by misinterpretation, stereotyping, and myth in infrequent references in the history and literature of the race and of the female sex. This historic treatment has largely failed to recognize oppression of black women because of gender, race, class and age. Yet, black women have consistently provided the strength, energy and economic contributions which sustained the Afro-American community. Thus, the study of black women presents a challenge to reexamine the experiences of a group in order to add a new textural dimension in our understanding of American society and culture. Cross-listed as History 262 and WoSt 220.

234. African Liberation Movements: Contemporary Struggles Against White Minority Rule in Southern Africa 3 hours First semester. An in-depth analysis of the dynamics and personalities of nationalist movements in southern Africa. Attention will be focused on Azania (South Africa), Namibia (South West Africa), Zimbabwe (Rhodesia), Guinea-Bissau, Angola and Mozambique. Cross-listed with History 324. Class limit: 15. Prerequisite: Consent of instructor.

Second semester. The Black Arts Workshop combines theory and performance in the areas of radio drama, news and sports commentating, creative writing, dance and particularly drama. Each student will be expected to work out studio time necessary for performance in those areas in which he/she expects to become involved. A maximum of six hours may be awarded for the two semesters.

Second semester, first half. An analysis of the black political experience in the United States. Efforts by Afro-Americans to realize regional and national objectives in the American political process. A comparison of the political experiences of Afro-Americans will be made with those of other ethnic groups in America as well as similar colonized peoples abroad. 070-241-01 Hours to be arranged Staff

Second semester. This course will study a selected array of African writing, poetry, novels, plays and the short story by 20th century African authors, Chinua Achebe, Aime Cesaire,

Ayi Kwei Armah, Amos Tutuola, Peter Abrahams, James Ngugi, Kofi Awoonor, Camara Laye, and others. Attention will be given to an understanding of the African cultural heritage (i.e., epistemology) which influences or which is inherent in modern African literature. Muntu and Neo-African literature by Janheinz Jahn will be of use. Enrollment limited to 15. 070-244-01 Tu-1:00-2:15 Mr. Hemton

245. Modern Black American Literature: 1920-1960 3 hours Second semester. A survey. The writings will include poetry, fiction and non-fiction, and will examine the Afro-American literary tradition, theme, aesthetics and criticism, and problems of black writers. Special attention will be given to the literature of the "new Negro Harlem Renaissance" period of the 1920’s and the succeeding decades of the 1930’s, 1940’s, and 1950’s. W.E.B. DuBois, Arna Bontemps, Langston Hughes, Jean Toomer, Claude McKay, Zora Neale Hurston, Jessie Faucet, Wallace Thruman, Ann Spencer, Georgia Douglass Johnson, Sterling Brown, Richard Wright, M.B. Tolson, Margaret Walker, Robert Hayden, John O. Killens, Chester Himes,

Ralph Ellison, Margaret Danner, James Baldwin, and others. Cross-listed as English 465. Limited to 35 students.

Second semester. A survey of Afro-American writings from 1960 to the present. Emphasis will be placed on the writers and literature of the "Black Arts Movement" of the 1960’s and on the "Post Black Arts" writings of the 1970’s and 1980’s. Amiri Baraka (LeRoi Jones), Ishmael Reed, Haki Madhubuti (Don L. Lee), Sonia Sanchez, Calvin Hernton, David Henderson,

Audre Lorde, Quincy Troupe, Nikki Giovanni, Carolyn Rogers, Askia Toure, Gwendolyn Brooks, Alice Walker, Victor >• Cruz, Claude Brown, John A. Williams, Harold Cruse, Jayne Cortez, Lorraine Bethel, Pat Parker, Mari Evans, Toni Morrison, Toni Cade Bambara, Lucille Clifton, Ethridge Knight, and others. Cross-listed as English 466. Limited to 35 students. Next offered 1988-89.

First semester. This course will provide a general overview of colonialism in Africa and its after effects. More specifically it will deal with topics such as: the acquisition of African colonies by European powers; the Slave Trade; the colonial policies of the various European powers; "Proto-nationalism";

Constitutional developments on the Continent, particularly during the period from 1945 to 1960; African nationalism; the evolution of political parties and the struggle for independence. 070-255-01 MW-3:00-4:15 p.m. Mr. Saaka

Second semester. A study of the black child in school, at home, with peers, etc. Consideration of historical and contemporary foundations upon which black education rests. Among the questions to be addressed are: in what ways, if any, are black children inferior to their white counterparts? Do blacks misbehave more in school? Are blacks happier as children?

What are the best indicators of the quality of life that awaits blacks as adults? Next offered 1988-89.

First and second semesters. Black children in Oberlin, like black children throughout America, need considerable tutorial help; of course, some need no more assistance than their white counterparts. Tutors may expect to be assigned to tutor whoever needs help - black or white, indigent or affluent, motivated or unmotivated children. Most college students tutor in the public schools if there are sufficient slots. A few work with children in homes, on campus, etc. In general, tutors supplement children’s education where the need is greatest, consistent with their abilities to tutor. By the first day classes commence, students must complete questionnaires obtainable in the Black Studies office; they are not to contact schools. By evaluating the instructor’s tutorial demonstrations, students develop an understanding of the Master Tutor concept. A maximum of eight credit hours may be awarded, with no more than three being offered in any given semester. Credit/No Entry only. Limited to 20 students.

070-271-01 Hours to be arranged Mr. Peek 070-271-02 Hours to be ananged Mr. Peek

First semester, first half. A rigorous analysis of the South African divestment campaign over the past two decades. Employing a broad range of data, including neutral and partisan sources, the course examines both sides of the disengagement controversy. It objectively explores the strategy’s history, goals and impact on change in South Africa. To expand campus knowledge and dialogue on the debate, major attention is also devoted to the local divestment struggle and policies of Oberlin College. Next offered 1988-89.

First semester. The history of European activity in the Caribbean is a history of slaves and slavery: Indian slaves, white convict labor and, above all, African slaves. The Spanish Crown initiated the black slave trade to the Caribbean in 1501; the final (Cuban) slaves were freed in the late 1880s. More than a matter of economics, more than solely a means of controlling the labor of others, slavery was an entire cultural apparatus which linked slave and master and which continues to have a dramatic impact on the region. This course will examine Caribbean history from the 16th to the 20th century by focusing on the culture of slavery. We will look at a variety of colonial experiences (Spanish, English, and French), using a variety of materials (texts, monographs, primary documents, films). We will examine the process of slave rebellion, emancipation and the nature of post-emancipation societies. Course limit: 60. Cross-listed with History 292.

Second semester. An examination of black nationalist sentiments and movements from the colonial era to the rise of black power. Among the topics covered are: the rise of separate black institutions, colonization and emigration, Ethiopianism, Pan-Africanism, Garveyism, the Harlem Renaissance, the Black Muslims, and Malcom X.

First semester. Black children can be taught to perform academically superbly. This means minimally that under optimum conditions ghetto children can be educated to score 700 plus on the SATs and obtain A’s in America’s most highly competitive and renowned colleges. Applying the philosophy and practices of an Honors teacher, students gain confidence in their abilities to teach like one. Implicit in an Honors teacher’s theory is that all poor children, not just black, are sufficiently gifted to attain excellence in reading, writing, and arithmetic in spite of racism. The pursuit of black liberation does not end with excellence in education; rather, the pursuit begins with it. Limit 15.

First and second semesters. Like it or not, blacks must take many standardized tests. Those who do superb work in school and score high on these tests may attend the best colleges and graduate schools. Unfortunately, too few excel on these tests. Students enrolled in the course will examine tests given to blacks from kindergarten through college, will prepare sample versions commensurate with the abilities and interests of academically deprived children, and will tutor children and parents to excel on them. Limit 10. Next offered 19SS-S9.

Second semester. An in-depth examination of issues for American citizens, particularly as they affect blacks in this society. Among topics for discussion will be: affirmative action, school desegregatation, reproductive rights, welfare, and changing employment patterns. Background reading will include texts, current news articles and scholarly studies. Prerequisites: Black Studies 101 or 202. Enrollment limit 15. 070-321-01 W-1:30-3:30 Ms. Jones

Second semester. Selected poetry and prose by Hughes, including his first autobiography, The Big Sea, and his last book of poems, The Panther and the Lash. Attention is given to Hughes’ concept of the black writer’s role, his use of the black aesthetic, and his blues and jazz poetry. Enrollment limited to 15.

First semester. An intensive critique of significant works of fiction by black writers, identifying unique and recurrent themes, social and psychological content, political orientations, variations and similarities in craftsmanship, style, and character models. Richard Wright, Ishmael Reed, Toni Morrison, John A. Williams, Chester Himes, Calvin Hernton, Sam Greenlee, William Melvin Kelly, Alice Walker, Margaret Walker, Gayle Jones and others will be studied. There will be class discussion and papers. Limited to 15 students.

Second semester. After having gained a broad overview of the evolution of political consciousness on the Continent of Africa, students will be expected to examine in critical detail the more substantive problems posed by Pan-Africanism - What does Pan-Africanism mean to the different African peoples of the world? Who have been the significant contributors to its growth - Nkrumah, Garvey, Nyerere, Fanon, Karenga ... ? What is the OAU in relation to the concept? What are the consequences of the military takeovers on the continent? What is the future of Pan-Africanism? Next offered 1988-89.

Second semester. The purpose of this two-part course is to introduce students to the structure and function of local government in Greater London. The first part will deal with the theoretical basis of local autonomy in Great Britain (i.e., the center-periphery debate) and the historical context in which the current borough system and the recently abolished Great London Council emerged. Students will examine the actual functioning of the boroughs and their structural linkages with national government, in the second part. This will be done mainly through guest lectures by appropriate officers and councillors and field trips to borough offices and functions like town hall and neighborhood center meetings. Students will be encouraged to identify and study issues of current significance in the boroughs such as housing (particularly the problems of the homeless), the rates system, the changing complexion of local leadership and the effects of autonomous bodies like London transport. Mr. Saaka 070-900-01

Second semester. An interdisciplinary study of the Commonwealth, past and present, from historical, political, and literary perspectives. The course will examine the British Empire/British Commonwealth from the late 19th century to the present, with an emphasis on changing attitudes towards imperialism and changing political realities in the relationship between Britain and her colonies and former colonies.

Students will study the politics of today’s Commonwealth through a combination of readings and frequent visits to the British Museum, the Commonwealth Secretariat, and the Commonwealth Centre. Guest lecturers will include the Secretary General of the Commonwealth, Sonny Ramphal, and the current Director of the Commonwealth Centre. Literary reflections of Empire and Commonwealth will be considered in works by writers from Britain, Nigeria, Kenya, Ghana, South Africa, and India. Authors to be studied may include Kipling, Con^rad Forster, Achebe, Soyinka, Ngugi, Emecheta, Ata-Aidon, Fugard, Mphahlele, Rao, Jhabvala, and Rushdie. Crosslisted as English 962. Mr. Saaka and Mr. Podis 070-962-01

Modern chemistry is an interdisciplinary subject with roots in physics and mathematics and applications in biology, geology, psychology, and a wide range of technology. The courses in chemistry are designed to emphasize the fundamental principles of the science, to reflect its interdisciplinary nature and to develop experimental skill.

A major in chemistry can lead to a variety of careers besides chemical research itself. Among these are medicine, teaching, patent law, business, management, and interdisciplinary sciences such as biochemistry, molecular

Students who are interested in a career in chemical engineering should consider the Combined Liberal Arts and Engineering Program. This five-year program is described earlier in this catalog under the heading College of Arts and Sciences - Miscellaneous Information. Mr. Richards of the Physic Department can provide advice on courses that lead to both the Combined Program and a chemistry major.

Introductory Courses. Students enter the chemistry program at several levels. Chemistry 151, 163, 174, and 176 are courses of general interest which do not presume any prior knowledge of chemistry. Most students who major in a science and most pre-medical students begin their study of college chemistry with Chemistry 101,102, which is also open to other students who want a thorough introduction to the subject. Chemistry 50 serves as a basic introduction to chemistry and as a bridge to Chemistry 101 for students who have not had high school chemistry. Students with good preparation in chemistry should apply for admission to Chemistry 103, a one-semester course which takes the place of 101 and 102 (see course description for details). Students who score 3 on the Chemistry Advanced Placement Examination of the Educational Testing Service receive credit for Chemistry 101 and admission directly to 102 or 103; students who score 4 or 5 on the AP examination receive credit for Chemistry 101,102 and admission to Chemistry 205.

Intermediate and Advanced Courses and Research. Intermediate level courses in analytical, inorganic, organic, and physical chemistry develop in greater depth the essential material of modern chemistry. Advanced courses provide opportunities for further study in these areas and in biochemistry.

Chemistry is an experimental science. Most chemists engage in research themselves or make use of the results of research. Physicians and others who use chemical material should have some experience in research in order to evaluate the results of research. Graduate study in chemistry is centered on the research thesis. Chemistry students at Oberlin are strongly encouraged to gain some research experience as undergraduates through a senior research project, summer research, a Winter Term project, or a combination of these.

Major Work. The minimum requirements for the major consist of the following chemistry courses: Chemistry 101, 102 (103 may replace 101 and 102), 205, 206, 211,303,309, 310, 311, and 317. Mathematics 231 and Physics 110,111 (or 103,104) also are required. Junior and senior chemistry majors are expected to attend departmental seminar talks. No more than half of the hours required for the major may be earned away from Oberlin without explicit approval of the Chemistry Department.

Suggested Course Sequence for the Major. Students are strongly advised to take Chemistry 101,102 (or 103) and Mathematics 133,134 in the freshman year and to take Chemistry 205,206 and 211 and Mathematics 231 in the sophomore year. In addition, Physics 110 should be taken in the freshman or sophomore year.

Chemistry majors should take careful note of prerequisites for later courses. Physical chemistry depends on prior work over a two-year period in mathematics and physics in addition to a background in general chemistry. Some advanced courses have physical chemistry as a prerequisite. Therefore physical chemistry is best taken in the junior year. However, students who start chemistry or mathematics in their sophomore year and physics a year later can complete a minimum major by taking physical chemistry in the senior year.

Suggested Additional Courses. Not all chemistry majors will find the minimum major sufficient to meet their needs and goals. Additional courses are available in chemistry and related departments. Private reading courses can be arranged in almost any area of chemistry, but require the consent of the instructor who will supervise the work.

Students with a minimum major in chemistry and two semesters of biology courses which have laboratories will meet the minimum entrance requirements of most medical schools. Some medical schools have additional requirements. See the pre-medical statement earlier in this catalog. Pre-medical students planning to major in chemistry should arrange a conference with one of the pre-medical advisors in chemistry (Mr. Fuchsman, Mr. Matlin) no later than their fourth semester.

Students planning graduate work in chemistry or related fields or employment as professional chemists should elect additional laboratory work through courses such as Chemistry 314 or 315 or in independent laboratory investigations. The latter may be accomplished through a summer research experience, a semester or two of senior research (Chemistry 525,526), or an on-campus or off-campus Winter Term project.

Students who are planning graduate study in chemistry should elect additional intermediate and advanced courses in consultation with an advisor from the chemistry faculty. Most graduate departments of chemistry require for the Ph.D. degree a reading knowledge of a foreign language, and some departments require two. Most departments allow a choice of German, French, or Russian, but a few departments require German.

Computers are used routinely in chemistry, and chemistry majors are encouraged to develop proficiency in a programming language. Mathematics courses such as linear algebra, differential equations, statistics, and applied analysis may also be advisable. The specific courses chosen will depend in part on one’s intended area of specialization.

Students who wish to obtain a strong chemical background for graduate studies in biochemistry should complete a minimum major plus Biology 113, Chemistry 313 or 314, 315, 401, and at least two courses selected from biology courses in molecular biology, physiology, microbiology, and genetics. Familiarity with computer programming, statistics and electronics is valuable. German and French are the most important foreign languages in biochemistry.

The American Chemical Society certifies and admits to membership in the Society graduates of approved institutions who have completed a broadly specified program including 400 hours of lecture and 500 hours of laboratory work in chemistry and closely related fields. Students who would like to be certified should plan their programs in consultation with the chairperson of the Chemistry Department.

Honors at Graduation. Students with outstanding records are invited to participate in the Senior Honors Program. Seniors in the program elect a minimum of five hours of Chemistry 525,526 or the equivalent (with at least two hours in the first semester) and other courses in chemistry or allied departments

after consultation with a chemistry faculty advisor. Honors students write a thesis based on their research and take comprehensive examinations.

Winter Term 1988. The following faculty are willing to sponsor Winter Term projects as indicated. Mr. Carlton: Laboratory investigations. Energy technology. History of science or technology. Mr. Craig: Instruction in the FORTRAN programming language; FORTRAN programming projects -chemical applications; a freshman or sophomore and a junior or senior to participate in on-going research in vibrational spectroscopy (full-time laboratory project); off-campus experience in the field of medicine (student finds sponsor); readings in environmental science. A full, written report is expected for all projects except the programming ones. Mr. Fuchsman: Hemoglobins and related proteins (full-time reading and laboratory group project for freshmen and sophomores who have completed Chemistry 101 or 103); porphyrin and metalloporphyrin synthesis and characterization (full-time laboratory project); reading projects in biochemistry, including plant biochemistry; on- and off-campus projects involving experience in health care delivery or medical research; full-time participation in research projects in basic science departments at Case Western Reserve School of Medicine; intermediate and advanced weaving at the Loom Shed in Oberlin under the direction of Charles Lermond. Mr. Matlin: Introductory and advanced synthetic organic chemistry (full-time laboratory projects). Participation in an on-going research project in the field of organic photochemistry.

Readings in the areas of mechanistic organic chemistry, synthetic organic chemistry and philosophy of science. Mr. Thompson: Topics for laboratory work and/or reading:

Chemical analysis; Forensic science; Veterinary science (under the direction of Janis Thompson, D.V.M.); Beginning chess; Computers and electronics.

Breakage Charge. Students are held responsible for apparatus issued to them but are not charged for normal breakage or use.

First semester. A discussion of the origin of significant chemical species in the environment and of the means of detection and removal of these materials. Air and water quality will receive special attention. Chemical concepts will be developed as needed. No prerequisite. This course is also listed as Environmental Studies 151. Enrollment limit: 50.

Second semester. Biological chemistry underlying cancer research and treatment, and discussion of cancer-related scientific, social, political and ethical issues. Chemical principles will be developed as needed. This course is designed for students who have not studied college-level chemistry. Students who have completed Biology 113 must enroll for 2 credit hours and others for 3 credit hours. Enrollment limit: 20.

Second semester. Technology of nuclear reactors. Risks from radiation and accidents. Waste disposal. Political and economic

aspects. No prerequisite. This course is also listed as Environmental Studies 174. Offered in alternate years. 090-174-01 TTh-3:00-3:50 Mr. Carlton

Second semester. Description and comparison of the physical and chemical principles of energy technologies, including fossil fuels, nuclear and solar power, and energy conservation. Survey of energy resources and rates of consumption. Some attention to environmental, economic, and political aspects. No prerequisite. This course is also listed as Environmental Studies 176. Enrollment limit 30. Next offered 1988-89.

Second semester. The course is intended primarily for students without a high school chemistry background who plan to take Chemistry 101. It consists of lectures and demonstrations surveying the fundamental ideas of chemistry. Not open to students who have credit for Chemistry 101 or the equivalent. 090-050-01 MWF-2:30 Ms. Mole

101.102. General Chemistry 4 hours First (101) and second (102) semesters. A development of important facts and fundamental principles of the science with special emphasis on development of skill in quantitative reasoning. The course involves a broad coverage of modern chemistry and is planned as a two semester program. Chemistry 101: stoichiometry, chemical periodicity, bonding, molecular structure and spectroscopy, inorganic reactions, organic reactions. Chemistry 102: equilibrium, thermodynamics, rates and mechanisms, atomic and molecular orbital theory. It is desirable for students to have a background in high school chemistry or Chemistry 50. This course is not open to students who have credit for Chemistry 103. Chemistry 101,102 is team taught. Chemistry 101 is a prerequisite for Chemistry 102.

lecture sections, 65 laboratory sections, 45 Students may register for any laboratoiy section:

First semester. The course is designed for students with good pre-college preparation. It takes the place of Chemistry

101.102. The class work deals with chemical equilibrium, thermodynamics, electrochemistry, reaction kinetics, and

chemical bonding. The laboratory work includes qualitative analysis and quantitative experiments. Registration is usually on the basis of an examination given during the orientation period. All students who have had chemistry in high school and who plan to take both chemistry and calculus as freshmen should take this examination. Interested students should write to the instructor early in the summer. Students who plan to continue in science are encouraged to elect Physics 110 or Chemistry 211 the second semester. Even if you hope to enroll in Chemistry 103, you may not register for it until after taking the placement examination. Instead, you should register for Chemistry 101 to reserve yourself a place there should you have to take that course rather than Chemistry 103.

Corequisite: Mathematics 133 or its equivalent. Not open to students who have credit for Chemistry 102.

First (205) and second (206) semesters. The fundamental principles and theories of organic chemistry, methods of preparation, reactions, and properties of organic substances. Representative compounds are prepared in the laboratory, and some work is given in qualitative organic analysis. Prerequisite: Chemistry 102 or 103. Chemistry 205 is a prerequisite for 206. Enrollment limits: 50 per lecture section; 34 per laboratory section.

Second semester. Study of the principles of chemical stoichiometry, equilibrium, and analysis. Elementary statistics, absorption spectrophotometry, and potentiometiy are also discussed. Laboratory applications include volumetric analysis and elementary methods of instrumental analysis. Prerequisite: Chemistry 102 or 103. Enrollment limit: 20 per laboratory section.

First semester. Each student presents a talk, supplies an outline with references, and writes a short paper based on a recent article in the journal literature. The selection of topics will emphasize new theories and techniques that are not covered in regular courses. Credit/No Entry grading. Course meets on

Wednesday evenings. It includes participation in the regular departmental seminar. Prerequisite: Chemistry 206.

First semester. A development of the principles and theories involved in the study of inorganic chemistry with emphasis on a broad introduction to the field. Topics include theories on the structures of and bonding in covalent and ionic compounds, periodic properties of the elements, acid-base concepts, non-aqueous solvents, selected descriptive chemistry, coordination compounds, and organometallic chemistry. Prerequisite: Chemistry 206.

First semester. Application of mathematical methods and physical principles to chemistry. Thermodynamics and kinetic theory. Prerequisites: Chemistry 102 or 103; Physics 111 (may be taken concurrently) or 104; Mathematics 231 (or 233). 090-309-01 MWF-10:00 Mr. Spencer

Second semester. A continuation of Chemistry 309. Kinetics of chemical reactions, quantum theory of atomic and molecular structure, and molecular spectroscopy. Prerequisites: Chemistry

Second semester. Experiments in thermodynamics, kinetics, and spectroscopy. Prerequisites: Chemistry 309 and Chemistry

Second semester. Chemistry 314 without the laboratory. Identical to Biology 313. Prerequisites: Biology 113 (or consent of the instructor) and Chemistry 206.

314. Biological Chemistry (Lectures and Laboratory) 4 hours Second semester. A rigorous introduction to biochemistry emphasizing structures and reactions of biological macromolecules, mechanisms of enzyme catalysis, metabolism and control mechanisms, and molecular biology. General principles, specific detailed examples, and phylogenetic comparisons. Identical to Biology 314. Prerequisites: Biology 113 (or consent of the instructor) and Chemistry 206. 090-314-01 MWF-9:00 Mr. Fuchsman Laboratories:

First semester. The laboratory portion of the course involves techniques in organic synthesis (photochemical, electrochemical, high performance liquid chromatography, vacuum distillation, and inert atmospheres) and spectroscopy of organic systems (Fourier-Transform NMR, Infrared, Gas Chromatography-Mass Spectrometry and Ultraviolet Spectroscopy). The weekly lecture develops the theory and unified application of spectroscopic analysis to solve problems of organic structure. Prerequisite: Chemistry 206. Enrollment limit: 11.

First semester. Instrumental methods of chemical analysis. Topics include absorption and fluorescence spectrophotometry, gas and liquid chromatography, voltammetry, and potentiometry. The laboratory stresses experience with modern analytical instruments and includes the use of microcomputers. Prerequisite: Chemistry 211. Enrollment limit: 12 per laboratory section.

Second semester. Study of the mechanisms of organic reactions with emphasis on areas of current interest. Topics will include molecular orbital theory, Woodward-Hoffmann rules, thermochemistry, kinetics, carbocations, carbanions, radicals, and other items. Prerequisite: Chemistry 206.

Second semester. Topics to be selected from group theory, quantum mechanics, and statistical thermodynamics. Prerequisite: Chemistry 310 or Physics 336; Mathematics 232 (or 233). Next offered 1988-89.

First (525) and second (526) semesters. Projects for original investigation are assigned. Normally taken in the senior year. Interested students are encouraged to speak with faculty members about possible projects. Students in the Honors program are required to enroll. Prerequisite: consent of department chair.

Sem 1 090-525-01 Hours to be arranged Staff Sem 2 090-526-01 Hours to be arranged Staff

Due to the early and central position of Greek and Roman civilization in the western tradition, acquaintance with classical thought and culture is an important part of a liberal arts education.

The Department offers courses in Classical Civilization covering aspects of literary creation, historical and social process, and the classical contribution to areas such as philosophy, religion, and government. No knowledge of Greek or Latin is required. These courses provide a broad background for all areas of literary and humanistic study.

The Department offers courses in Greek and Latin language and literature for students who wish to develop a deeper understanding of the works and the capacity for making independent judgments about them. Acquisition of the languages is a prerequisite for advanced work. Elementary courses in the languages are designed to enable students to approach significant material as soon as possible.

Attention is called to the courses in ancient art offered by the Art Department.

Major Work. A major in classics can serve as the central focus of a widely ranging undergraduate curriculum since it includes many areas of human activity and creativity, and it has so served for students who have gone on to careers in medicine, law, writing, etc.

Classics as a major or as a component part of an interdisciplinary or double major is preprofessional training for those who intend to engage in research and teaching at the university or college level in such fields as classics, classical archeology, comparative literature, religion, linguistics, medieval studies, philosophy, and many others. An undergraduate major in classics in whole or in part is also preparation for those who intend to teach languages, literatures, or humanities in junior colleges or secondary schools. Interested students are advised to consult with the chairperson in devising a major or partial major program which will meet with their needs and desires. Great flexibility is possible.

The Department of Classics offers three majors: Greek Language and Literature, Latin Language and Literature, and Classical Civilization.

1. The major in Greek Language and Literature includes 14 hours in Greek above Greek 102, plus Classical Civilization 100, 103, 206, and one course in Greek or Aegean Art.

2. The major in Latin Language and Literature includes 12 hours in Latin above Latin 102, plus Classical Civilization 100, 104, 206, and one course in Roman or Etruscan Art.

Students with a preprofessional interest should select one of the above. Work in the other language and literature is strongly recommended.

3. The major in Classical Civilization includes Classical Civilization 100, 103,104, 206, six more hours in Classical Civilization, six hours in Classical Art, and at least two courses in Greek or Latin. With the permission of the major advisor, additional work in Greek or Latin or appropriate courses from other departments in the College may be substituted for some of the above.

Suggested Course Sequence. Students considering a major in Greek or Latin should include in their freshman and sophomore programs four semesters of work in the language, Classics 100 (Myth and Hero in the Greek Epic), and either Classics 103 (History of Greece) or 104 (History of Rome). Students who plan to major in Classical Civilization should take Classics 100, Classics 103 and two semesters of either Greek or Latin. Early consultation with the Classics Department concerning proposed plans of study is advisable, particularly for those who contemplate spending part of the junior or senior year in Rome.

Minors. Students may receive a Minor in Greek or Latin upon completion of approved programs of study. Such programs will consist of at least fifteen hours of courses in Classical Civilization, Greek Language and Literature, Latin Language and Literature, ancient philosophy, and classical art and archeology, and will ordinarily include Greek 202 or the equivalent for the Minor in Greek and Latin 202 or the equivalent for the Minor in Latin. Interested students are advised to consult the chairperson.

Honors Program. The Honors Program will ordinarily involve comprehensive examinations and the presentation of a project based upon independent work. The Department may invite qualified students at the end of their junior year, but would also welcome applications from interested majors.

Archeology. Students interested in classical archeology as a profession should note the availability of a concentration in Classical Archeology in Archeological Studies including both the relevant courses in classical art and archeology and basic training in the classical languages and literatures. For further information, see the separate listing under Archeology Studies above, or consult Ms. Kane in the Art Department.

Study Abroad. Oberlin College is a participating member of the Intercollegiate Center for Classical Studies in Rome. A semester of study in Rome during the junior or senior year is available for qualified students majoring in the Department. Consult the chairperson for details.

The Martin Classical Lectures are delivered annually at Oberlin College by an eminent visiting scholar. Thirty volumes in this distinguished series have appeared. The lecturer for

Advanced Placement Program. Students v/ho have been enrolled in this program in high school will be assigned advanced placement in accordance with the results of the qualifying examinations. A grade of 4 or 5 in the examination is required for the award of college credit.

Placement. Students are encouraged to enroll in any course for which they are qualified. All entering students who have studied Latin or Greek previously should consult with a member of the Department before enrolling in any course in Latin or Greek.

Students with four years of secondary school Latin (including Vergil) will ordinarily be eligible for Latin 202 (Catullus and Horace) offered in the second semester. Such students especially should consider beginning the study of Greek in the fall semester. Students with two or three years of Secondary school Latin will ordinarily be eligible for Latin 201 (Vergil).

<5 Students whose preparation in Latin is deficient will be advised to enroll in or audit Latin 101, or to devote a Winter Term to review in order that they may enroll in Latin 102.

It should be noted that well-motivated students have independently done the equivalent of Greek 101 or of Latin 101 during a Winter Term and have then participated successfully in Greek 102 or Latin 102.

Winter Term 1988. The following faculty are willing to sponsor Winter Term projects as indicated. Mr. Greenberg: Greek and Latin literature; computer projects in humanities; intensive beginning Greek. Mr. Van Nortwick: intensive beginning Latin; reading Latin; reading Greek; classical literature in translation; ^ancient history; modern poetry; Shakespeare; Joyce; Verdi; Mozart.

First semester. This course is devoted to the critical study of the Iliad and the Odyssey, the first major literary works of ancient Greece. They have had enormous influence on the formation of subsequent Greek and Roman literary and cultural ideals, and thus are crucial for the understanding of Western civilization in general. The heroic figures of Achilles, Hector, and Odysseus represent early and powerful versions of the tragic and comic heroes. There will ordinarily be one lecture and two discussion sections per week. The course is introductory and is a prerequisite for Classics 206 (Greek and Roman Drama in Translation), Classics 210 (Classical Mythology and Religion) and Classics 217 (Gender and Imagination in Ancient Literature); it is highly recommended that it be taken prior to or concurrently with Classics 103 (The History of Greece). No knowledge of ancient Greek is required. No prerequisites.

First semester. Political, social, constitutional, cultural conditions as basis for western civilization. Special study of ancient sources and historiography: Herodotus and Thucydides. It is recommended that Classics 100 be taken prior to or concurrently with this course. May count toward a history major. Given in alternate years. Next offered 1988-89.

First semester. An introduction to Roman history with special emphasis on the late Republic and early Empire. Some stress on social and cultural ideals and institutions. It is recommended that Classics 103 be taken prior to this course. May count toward a history major. Given in alternate years. 110-104-01 MWF-9:00 Mr. Van Nortwick

Second semester. An interdisciplinary inquiry into the meaning of life. The inquiry will be directed to this perennial problem for its own sake, and will be supported by readings from philosophy, literature, and drama. The strategy of the inquiry will be to discern some of the major issues and themes which make up this large problem, and then to bring analysis and criticism to bear on them. Among these issues and themes, we will give attention to the idea of mortality and its bearing on views about the meaning of life, to the thesis that life is meaningless and its supposed implications, to the conceptions of the individual that inform certain approaches to the large problem, to the concepts of freedom, fate, and the ends of life as they figure in the problem, and to certain of the classical alternative basic attitudes (e.g., pessimism, optimism, resignation) which appear to characterize different accounts of the meaning of life. The course will be conducted in such a way as to emphasize discussion and writing: several short essays will be required. Limited to 10 freshmen and 5 sophomores. No prerequisites. This course is identical to Philosophy 109. 110-109-01 TTh-1:30-2:45 Mr. Care and Mr. Van Nortwick

Second semester. Reading in English of Greek and Roman tragedy and comedy; Aeschylus, Sophocles, Euripides, Aristophanes, Plautus, Terence, and Seneca. Discussions of critical issues, occasional lectures. Position papers, essay, and critiques required. Prerequisite: Classics 100 or a course in drama, or permission of the instructor.

Second semester. The myths of Greece and Rome primarily from classical sources. Attention will also be given to ancient and modern theories on the function of myth in society, as well as to its religious, philosophical and literary uses. Prerequisite: Classics 100, or permission of the instructor. Given in alternate years. Next offered 1988-89.

Second semester. A comparative study of Homer’s Odyssey and James Joyce’s Ulysses, with special attention to narrative patterns in the myth. Lectures in the first half of the semester; papers due by the end of the semester. Given in alternate years. No prerequisite.

217. Gender and Imagination in Ancient Literature 2 hours Second semester. A study of patterns of imagination in Greek, Roman, and Near Eastern literature which objectify typical emotional/psychological patterns in the life cycles of men and women. Among the problems to be addressed in the course: the relationship between imagination and "real life"; the role of gender in the formation of narrative patterns. Readings include The Epic ofGilgamesh, The Descent oflnanna, The Homeric Hymns, the poetry of Sappho, selected Greek tragedies,

Vergil’s Aeneid, Apuleius’ The Golden /Iss, and some modern secondary material. Lectures and discussion in the first half of the semester; papers due by the end of the semester. Given in alternate years. Prerequisite: Classics 100, or the permission of the instructor. Cross-listed with Women’s Studies 217. Next offered 1988-89.

First semester. The essentials of the classical Greek language, with emphasis on reading. Four-hour option is recommended for students whose linguistic background is weak.

Second semester. Continuation of elementary Greek, followed by reading and discussion of portions of Plato’s Apology. 114-102-01 MWF-10:00 Mr. Christ

First semester. Reading and translation of selections from Homer, with discussion of relevant critical issues and historical background. Prerequisite: Greek 102 or the equivalent. 114-201-01 MWF-2:30 Mr. Van Nortwick

Second semester. Reading, translation and discussion of Sophocles’ Oedipus Tyrannus. Prerequisite: Greek 201 (or permission of the instructor).

First semester. Reading and translation of selections from the New Testament, with opportunity for review of basic grammar. Prerequisite: Greek 102 or the equivalent.

Second semester. Reading and translation of selections from Herodotus’ Histories. Prerequisite: Greek 102 or the equivalent. 114-212-01 Hours to be arranged Mr. Helm

First semester. Readings, discussion, and papers on the comedy of Aristophanes. Close analysis of the Greek text of one play and a survey of the criticism and scholarship dealing with the Aristophanic corpus. Prerequisite: Greek 202 or the equivalent. Given in alternate years.

Second semester. A careful reading of a portion of the History, with attention to ancient historiography and the intellectual history of Greece during the latter part of the fifth century B.C. Occasional lectures and student reports. Prerequisite: Greek 202 or the equivalent. Given in alternate years.

Second semester. Intensive reading of one of the dialogues in Greek with ancillary reading, discussion, and papers on the philosophy of Plato. Prerequisite: Greek 202 or the equivalent. Given in alternate years. Next offered 1988-89.

First semester. Close reading of selected poems from the works of poets such as Archilochus, Sappho, and Pindar. Seminar format with regular student reports. Prerequisite: Greek 202 or the equivalent. Given in alternate years. Next offered 1988-89.

First semester. The essentials of the Latin language with emphasis on reading. This course is intended for students with no previous training.

Second semester. Continuation of Latin 101, followed by reading and discussion of extended passages in Latin prose and poetry: selections from Petronius’ Satyricon, representing authentic Latinity and social and cultural issues in the early Empire; Ovid’s Metamorphoses as an example of Augustan poetry.

201. Introduction to Latin Literature: Vergil’s Aeneid 3 hours First semester. Selected books of the Aeneid are read in Latin with attention to textual concerns. Discussions and papers devoted to stylistic, thematic, and literary issues. Students are introduced to the ancient and modern critical tradition. Prerequisite: Latin 102 or the equivalent.

Second semester. A careful study of selected poems of Horace and Catullus. Regular student reports and class discussion and analysis of lyric poetry. Occasional lectures on literary antecedents and the historical background of the late Republic and early empire. Prerequisite: Latin 201 or the equivalent. 118-202-01 MWF-1:30 M._

First semester. A study of Epicurean philosophy and early Greek science based on major sections of Lucretius’ De Renim Natura. Papers and discussion on the basic critical issues. Prerequisite: Latin 202 or the equivalent. Given in alternate years.

Second semester. Close reading of a play by Plautus and a play by Terence with special attention to critical issues. Readings in the critical and scholarly literature on Roman comedy with discussion and papers. Prerequisite: Latin 202 or the equivalent. Given in alternate years.

Second semester. Close reading of selections from the Metamoiphoses, the Heroides, and the Amores, with emphasis

on a literary-critical analysis of the poetry. Some readings in secondary literature dealing with literary history and criticism. Prerequisite: Latin 202 or the equivalent. Given in alternate years. Next offered 1988-89.

First semester. Critical reading of selections from the works of Cicero with discussions and papers. Consideration of the letters, speeches, rhetorical and philosophical works.

Assessment of his place in the late Republic and in subsequent cultural history. Prerequisite: Latin 202 and Classics 104 or permission of the instructor. Given in alternate years. Next offered 1988-89.

colloquia provide an ideal opportunity to sharpen analytical skills, to deal clearly with abstract concepts and to improve writing and oral skills. Enrollment in each colloquium is limited to 15 students, with 10 places reserved for first year students and 5 places for second year students. Students may elect only ONE colloquium per year.

Colloquia are listed below by title only. Full descriptions appear with the course descriptions of the sponsoring departments.

141 Artists, Scholars and Princes: Studies in the Culture of Renaissance Courts 010-141-01 TTh 3:00-4:15 Mr. Hood

108 Genetics and Society; the Relationship of Progress in Modern Biology to Other Human Pursuits.

Colloquia are designed to give students at the beginning of their college careers the opportunity to enroll in a small course and to explore specific themes or texts in ways that will illuminate the interconnections between disciplines. These seminar-style courses offer a uniquely personal setting for student-faculty and student-student interactions. Most

131 The Illuminated Manuscript and Its Place in the Christian Culture of the Middle Ages 010-131-01 TTh-1:20-2:45 Mr. Hamburger

104 Social Issues in Biology-The Evolution-Creation Debate 050-104-01 TTh-8:35-9:50 Mr. Zimmerman

110-109-01 TTh-1:30-2:45 Mr. Care and Mr. Van Nortwick This course is identical to Philosphy 109 (590-109-01).

114 Love and Marriage in Elizabethan England Mr. Jones This course is identical to Women’s Studies 114.

108 American Constituional Law and Politics Mr. Kahn 112 Capitalism and Socialism Mr. Blecher

113 The United States, Social Change and Latin America: Cross Cultural Perspectives Mr. Koppes and Mr. Norris This course is identical to Sociology 108.

Students may pursue an interdepartmental major in Comparative Literature by designing a course of study in consultation with a representative of the Committee on Comparative Literature and by submitting it for the approval of the full committee. Students interested in a major should consult the chairperson of the Comparative Literature Committee.

A symposium including a distinguished visiting speaker is presented annually under the auspices of the Committee. The

Guidelines for Comparative Literature Major. Thirty-six hours to be distributed as follows:

1. A minimum of 12 hours (four courses) made up of advanced literature courses, taught in the foreign language, in two of the following areas:

NOTE: At least one of these courses is to be at the 400 level (at the 300 level in Greek or Latin).

2. Although no more than 12 hours (four courses) of literature in translation may be counted toward the major, students are encouraged to develop acquaintance with those literatures not studied in the original. At least one of these courses should deal in a comparative way with works from more than one literature. Included among such courses currently or recently given have been the following: Classics 100: Myth and Piero in the Greek Epic Classics 206: Greek and Roman Drama in Translation Classics 213: The Ulysses Myth

Classics 216: The Orestes Myth English 255: Modern Drama: Ibsen to Pirandello English 256: Modern Drama: Brecht to the Present English 284: Introduction to Literary Theory English 347: English Literature other than English or American English 361: Tragicomedy French 451: Women’s Issues in French Literature French 454: Flaubert and Zola in Translation German 321: Modern German Literature (in Translation)

Humanities 201: Topics in Continental Literature: Decadence in European Literature Humanities 202: Topics in Continental Literature: Surrealism Russian 321: Dostoevsky (in Translation)

3. No more than 12 hours (four courses) in English (the 200 level and beyond). Such courses should be on topics appropriate to a concentration in Comparative Literature. Creative Writing 287 (Translation Workshop) can provide a basis for active appreciation of literary works studied in translation.

4. During the senior year, the student’s program will include a special reading course to be supervised jointly by faculty members from two appropriate departments. The course is to be devoted to comparative work at a relatively advanced level.

5. At least eighteen of the hours counting toward the major must be earned in courses taken at Oberlin College.

First semester. This course will explore a topic or theme of special interest to students of comparative literature. The subject matter changes from year to year. In 1987-88: Topic to be announced. Please see registration supplement.

Computer science encompasses both theoretical and practical aspects of the use of digital computers. Some students take courses in computer science in order to acquire a working knowledge of modern technology as part of a liberal education. Some students delve deeply into the theoretical underpinnings of computer science as a branch of applied mathematics or in preparation for graduate school. Successful work in this field almost always involves a blending of theory with practical knowledge and involves considerably more than the writing of computer programs. The Computer Science Program at Oberlin offers both a major or a minor.

Introductory Courses. Students who wish to begin their study of computer science will normally elect Computer Science 135, which is the first course counted toward the major or minor in computer science. Students with advanced placement credit (see Advanced Placement below) or unusually strong preparation can enter the computer science sequence with Computer Science 160. Since the requirements for the major in computer science are substantial, students planning to major in the discipline are encouraged to begin their course work as freshmen, taking Computer Science 135 and Computer Science 160 during that year, along with first-year calculus (Mathematics 133 and 134).

Students with no previous computer experience who wish to explore the field without focussing on the discipline of computer science will want to consider taking Computer Science 101, a course which provides an introduction to the use of commercial software, some programming experience, and preparation for further course work in which the computer is applied in the liberal arts setting.

4, or 5 on the Computer Science Advanced Placement examination are given three hours of credit and may elect other courses for which Computer Science 135 is prerequisite. Other students with exceptional backgrounds who believe that they have sufficient preparation to elect courses for which Computer Science 135 is prerequisite should consult with the Chairman of the Computer Science Program to discuss appropriate placement.

Major Work. Computer Science courses which are applicable to the major are listed below in one of the sections entitled Introductory Courses, Intermediate Courses or Advanced Courses. The major consists of 30 hours of such course work including Computer Science 210, Computer Science 280, Computer Science 283, Computer Science 383 and at least three other computer science courses numbered 300 or above. In addition, a student is required to successfully complete Mathematics 133, 134 and 232. Mathematics 220 is strongly recommended.

Minor Work. Computer Science courses which are applicable to the minor are listed below in one of the sections entitled

Introductory Courses, Intermediate Courses or Advanced Courses. The minor consists of 15 hours of such course work including at least one course numbered 300 or above.

Honors Program. At the end of the junior year, students with outstanding records may be invited to participate in the Computer Science Honors Program. Seniors in this program normally elect three credit hours of independent work (Computer Science 401) each semester, under the direction of a faculty supervisor. Both theoretical investigations and actual implementations are appropriate as honors projects. Honors students take a comprehensive examination, with both written and oral parts, at the end of the senior year. This examination is normally administered by a scholar from outside the College and is designed to test the candidate’s mastery of undergraduate computer science.

Winter Term 1988. Some members of the computer science faculty will be available during Winter Term to sponsor student projects. Winter Term is an ideal time to learn new computer languages, to work on major programming projects, or to approach areas of computer science that are not covered by regular courses. Students are encouraged to begin thinking about Winter Term projects early in the fall semester.

Equipment. The Computing Center operates a clustered pair of Digital Equipment Corporation VAX 11/780 computers for general academic use. A VAX 11/750 running UNIX is dedicated to the Computer Science Program for use in most courses. Many of the languages in common use are supported along with an excellent text editor, EMACS. A number of AT&T 7300 Unix Personal Computers are available for student use in the computer science laboratory in the King Building. These microcomputers offer extensive graphics capabilities as well as programming and word processing power.

The following courses represent a developing set of curricular offerings which interrelate computer science and the liberal arts. These courses are intended for the general liberal arts student, whether from the college or the conservatory, who wishes to combine computing skills with expertise in other areas. Attention is called to Computer Science 135, described in the Introductory Course section of the catalog. This course is also appropriate for persons desiring to take courses in the area of Computers and Computing in the Liberal Arts. Effort is made in Computer Science 135 to serve the interests of both the computer science major and the general liberal arts student.

The courses listed in this section may not be used to fulfill the requirements for either the major or the minor in computer science.

First and second semesters. A course in which emphasis is placed on developing skills in the use of a central computer (VAX 780) and of a microcomputer (IBM compatible) through work with text editing, spreadsheets, data management systems, word processing, and programming (the primary language used is BASIC with an introduction to Pascal and Prolog). Significant course time is devoted to a general overview of the world of computing -- how computers work,

their history, how they are used, and how this use shapes various broader aspects of our lives. No prior computing

First semester. A survey of the current effort to design intelligent machines based primarily on logical inference with an introduction to the programming methodology used in that effort. Students will design and program their own small "expert systems", while at the same time studying the current state of the art and discussing the feasibility of such systems to behave as intelligent machines. Prerequisite-. Computer Science 101 or permission of the instructor.

First semester. Introduction to the techniques of using the computer to analyze language and literature in the general context of humanities research. The development of a computer-based approach to style and authorship through the use of programming languages such as SNOBOL4, Icon,

Pascal, or BASIC will be emphasized. Prior experience with a programming language such as that available in Computer Science 101 is helpful but not required. Language instruction is part of the course design. General acquaintance with the computer (e.g. word processing, mail systems, or spreadsheets) is expected. While certain statistical procedures will be taught in the course, no mathematical sophistication beyond high school mathematics is necessary. Every effort will be made to tailor course assignments to students of differing prior experience. Prerequisite: Consent of the instructor. Next offered 1988-89.

299. Intermediate Seminar: Mind and Machine 3 hours Second semester. An exploration of topics which interrelate computer science, philosophy of mind, cognitive psychology, natural language study, and communication theory - the general area known as cognitive science. The focus will be on questions such as: In what ways are computational models useful in understanding the notion of ‘mind’ at levels of understanding from mind-as-brain to mind-as-ecosystem?

What are the alternatives to computational models and in what sense are they useful? The course is intended as a small group meeting of students from throughout the liberal arts curriculum who have interests and background in areas listed above or in closely related areas. The course will be organized around readings, class presentations by course participants, and discussions. Readings will include authors such as Dennett, Fodor, Boden, Bateson, and Hofstadter. Prerequisite: Consent of the instructor.

First and second semesters. A first course in computer programming in Pascal, including an introduction to the Unix operating system and the Emacs editor. Emphasis will be placed on developing a solid foundation in the basic concepts of modern programming: program development using elementary data and control structures, top-down design, and modular program structure. Primary instruction will be in standard Pascal using the Berkeley Pascal implementation on the VAX 750. Prerequisite: Competence in high school mathematics. Note: Students who have credit for Computer Science 150 may not receive credit for this course.

Second semester. An introduction to the FORTRAN programming language for students who have a good background in another structured programming language. All work for this class should be completed soon after Spring Break. Prerequisite: Computer Science 135 or permission of the instructor. Note: Students who have credit for a course or Winter Term in FORTRAN at Oberlin may not receive credit for this course.

First and second semesters. A course in the analysis, design and implementation of algorithms involving data structures such as lists, queues, stacks, trees and graphs. Emphasis is placed on the refinement of programming techniques utilizing such tools as recursion and structured design. The analysis of program efficiency is introduced. Both theoretical study and the writing of computer programs are featured. Prerequisite: Computer Science 135. Note: Students who have credit for Computer Science 150 may not receive credit for this course.

Second semester. Computer architecture and assembly language programming. This course describes computers at the lowest programmable level: registers, status flags, memory configurations, machine instructions and interrupts. The course will teach an assembly language using the computer laboratory facilities. Prerequisite: Computer Science 150 or 160.

First semester. An advanced course on data structures and data organization, building on the foundations developed in Computer Science 160. Topics include memory management techniques, tree balancing techniques, models for data organization, introduction to generalized data base management systems, and such advanced data structures as indexed sequential file systems, inverted files and B-trees. Prerequisite: Computer Science 160. Next offered 1988-89.

Second semester. A laboratory course in which students will learn the language C while working on a large programming project. Prerequisite: Computer Science 150 or 160.

First semester. High level programming concepts, emphasizing the algorithmic and structural abstractions that are common to all languages. The language Scheme will be introduced. Prerequisite: Computer Science 150 or 160.

First semester. A first course in the mathematics of programming. Mathematical induction is used as a definitional tool, as a proof technique, and as a programming device.

Formal languages (i.e. mathematical languages) are used to study data types, expressions, programs, and logic. Further topics include propositional and predicate calculi and Hoare’s theory of program correctness. Prerequisites: Mathematics 134 and Computer Science 150 or 160.

First semester. Starting with the von Neumann machine, this course will trace the introduction of increasingly sophisticated hardware features. Topics to be considered include microprogramming, memory management and protection issues, language oriented machines, supercomputers and microcomputers. Prerequisite: Computer Science 210. Given in alternate years only. Next offered 1988-89.

First semester. A laboratory course on translation to machine language. Interpretation and compilation will be considered as alternative strategies. Major focus will be on the steps of compilation: lexical analysis, parsing, semantic analysis and code generation. Prerequisite: Computer Science 210.

First semester. A laboratory course on operating systems. Considering an operating system as a resource manager, this course will address the fundamental areas of memory management, processor management, device management, security and protection. Prerequisite: Computer Science 210. Given in alternate years only. Next offered 1988-89.

Second semester. An introduction to the theory and practice of computer graphics. Topics include graphics hardware, display and clipping techniques, algorithms for two and three dimensional representations, transformations, and shading. Prerequisites: Mathematics 232, Computer Science 150 or 160, and consent of the instructor. Given in alternate years only. 150-337-01 TTh-3:00-4:15 Mr. Geitz

Second semester. A study of the techniques currently being used in programs that mimic intelligent, or human, behavior. Topics include production systems, search strategies, resolution theorem proving, rule-based deduction and plan generating systems, and knowledge representation techniques. Advanced programming techniques will be taught, but elementary experience with the LISP or Scheme languages is required.

Prerequisite: Computer Science 180 or 280 or consent of the instructor. Given in alternate years only.

First semester. The purpose of this course is to give students experience in working together on a substantial programming project. Emphasis is on completing a project as a whole including defining specifications, modularization, planning and execution. Topics for projects will vary depending on the interests of the participants. Prerequisite: Consent of the instructor.

Second semester. A broad introduction to the design and analysis of algorithms including greedy algorithms, recursion, divide and conquer, search and traversal, backtracking and algebraic manipulation. Emphasis is on the analysis of algorithmic complexity as a step towards designing the "best" algorithm for each application. The course will also cover the theory of NP-completeness. Prerequisites: Mathematics 134 and some 200-level computer science course. Given in alternate years only. Next offered 1988-89.

Second semester. The study of computability, enumerability and decidability questions using abstract machines (finite automata, Turing machines, B-machines, and RASP’s). Further topics include primitive recursive and partial recursive functions, McCarthy’s formalism, the lambda calculus, and operational semantics. This course is identical to Mathematics 383. Prerequisite: Computer Science 283.

Second semester. A study of the formal semantics of programming languages using the denotational approach of Scott and Strachey. This methodology uses functional programming to build a precise mathematical model for programming language constructs. The model can then be used to understand concepts such as environments, states, recursive and iterative control structures, data structures, parameter passing protocols, escapes and jumps, scoping and own-variables. Prerequisites: Computer Science 280 and 283. Given in alternate years only. Next offered 1988-89.

The Creative Writing Program is a rigorous program for young writers of serious purpose who want to develop their potential. Beginning and intermediate courses are conducted as structured workshops. During the final year, majors are helped to complete a project of substantial quality (a group of poems, or stories, a novella or play).

There is a large demand for writing courses at all levels and waiting lists are the rule. Most courses have enrollment

limits. All students are advised to contact instructors in advance of registration.

The Writing Major. Students must enroll for at least 25 hours in Creative Writing courses, including three workshops from among the following: prose fiction, poetry, translation, nonfiction, and playwriting; and two individual writing projects. In addition, 12 hours in literature are required: courses above the beginning level in English, literature in translation or in a foreign language. A course of studies will be worked out carefully by students and their advisors.

Students considering extensive work in writing might wish to explore the writing specialization within an English major as an alternative to a writing major.

Winter Term 1988. Stuart Friebert and Diane Vreuls will sponsor projects on worthwhile topics which students have carefully designed in consultation with them well before the Winter Term project deadline.

First and second semesters. Weekly lectures and presentations plus workshop meetings. Exercises and assignments to introduce you to a variety of subjects and forms, with readings in contemporary poetry and prose. Required attendance at several guest readings. Interested students must submit a typed sample of recent work (at least 5 pages) and sign up for a brief interview. This course is designed for sophomores who have had college literature courses. Not open to seniors; juniors strongly discouraged. Enrollment limit: fall - 30 students; spring - 15 students.

170-101-01 M-11:00-12:15; Tu-7:30-9:30 p.m. Mr. Friebert 170-101-02 M-l 1:00-12:15; Tu-7:00-9:30p.m.

First semester. Students keep a journal on the required reading, write a paper on the work read, and are expected to try their hand at some creative writing "off the visit." Dennis Schmitz, one of America’s best poets, will be our guest. He will meet twice with students in discussion sessions, and give a public reading which students will be expected to attend. This course is open to all students.

Second semester. Same as Cr.Wr. 169. A distinguished prose writer (to be announced) will be our guest.

First semester. This class divides its time between discussion of student work and selected examples from modern and contemporary poetry. Exercises to introduce students to a variety of subjects and forms. Some experience in writing poetry is required and preference is given to students who have completed Cr.Wr. 101. Enrollment limit: 14. Admission based on submitted samples and consent of instructor. (Same as English 476.)

Second semester. This class meets twice weekly, in alternate weeks discussing student work and essays by modern and contemporary writers. Students will have the opportunity to write on a variety of topics, and to experiment with different approaches in which the voice, personality, and imagination of the writer are emphasized. Admission is based on submitted examples and consent of instructor. Enrollment limit: 12. (Same as English 473.)

Second semester. Major writers in modern contemporary poetry and prose (German, Italian, Spanish, Lithuanian,

Hebrew) studied by translating texts into effective American English. The first part of the course involves exercises and assignments. In the second part, students concentrate on a project of their own design. Knowledge of a foreign language is useful but not required: no translator ever relies on personal knowledge alone to solve the problems at hand. Guest appearances by local and visiting writers and scholars. This course is open to all students.

First and second semesters. The writing of prose fiction. A series of assignments will help students with subject and form. Enrollment limited to 12. Admission based on submitted samples (10 pages due Monday, August 31), and consent of instructor. Preference given to students who have completed Cr.Wr. 102 or the equivalent. (Same as English 477).

First semester. For students whose work merits private attention, or would prosper working in small groups under supervision, and who have completed at least one intermediate workshop (i.e. in poetry, prose, nonfiction, playwriting, translation...). Students must discuss their plans with a sponsor. Consent.

Second semester. Same as Cr.Wr. 290. 170-291-01 Hours to be arranged Mr. Friebert 170-291-02 Hours to be arranged Ms. Vreuls 170-291-03 Hours to be arranged Mr. Hobbs 170-291-04 Hours to be arranged Mr. Walker 170-291-05 Hours to be arranged Mr. Hernton 170-291-06 Hours to be arranged Mr. Peterson

Second semester. For actors who will be available to students in the playwriting workshop to try out work in progress and participate in any productin that may result. See Cr.Wr. 295. Consent.

Second semester. A workshop focused on discussion of student work and selected examples from modern and contemporary drama. The first part of the course involves exercises and assignments. In the second part, students concentrate on a major project or possible production. Students will be expected to recruit a small group of actors (who may receive 1 credit for this work - see Cr.Wr. 294) who will be available to try out work in progress and participate in any production that may result. The course presupposes considerable experience in writing prose or poetry, as well as considerable knowledge of drama. Enrollment limit: 12. Admission based on submitted samples and the consent of the instructor. (Same as English 478.)

Second semester. Time divided between selected examples of contemporary and modern poetry and discussion of student work. Students will work on a chapbook of poems, and revision techniques will be stressed. Preference given to students who have completed Cr.Wr. 220 or the equivalent. Consent of instructor. Enrollment limit 14.

First semester. This course is a supplement to and not a replacement of standard literature courses. Senior students, upon consulting with an the instructor, will choose works to read from a master list of modern and contemporary literature and keep a journal of their critical responses to the reading covered. Students will be examined on the material they contract to cover. Consent.

170-370-01 Hours to be arranged Mr. Friebert 170-370-02 Hours to be arranged Mr. Cameron

170-371-01 Hours to be arranged Mr. Friebert 170-371-02 Hours to be arranged Ms.Vreuls 170-371-03 Hours to be arranged Mr. Walker

First semester. Work on a manuscript (collection of poems, stories, or a novella). Students must discuss their plans with the instructor. Consent.

170-390-01 Hours to be arranged Mr. Friebert 170-390-02 Hours to be arranged Mr. Cameron 170-390-03 Hours to be arranged Mr. Hobbs 170-390-04 Hours to be arranged Ms. Tufts 170-390-05 Hours to be arranged Mr. Hemton 170-390-06 Hours to be arranged Mr. Peterson

Second semester. Same as Cr.Wr. 390. 170-391-01 Hours to be arranged Mr. Friebert 170-391-02 Hours to be arranged Ms.Vreuls

The East Asian Studies Program is an interdisciplinary program with a focus on China and Japan. The main purposes of the Program are to provide extensive training in the Chinese and Japanese languages as well as to introduce students to these civilizations through course work in Art, Ethnomusicology, Government, History, Literature, and Religion. Since language work is an integral part of all major programs in East Asian Studies, interested students are strongly advised to begin language work in their first year at Oberlin. This is especially true of students who hope to spend their junior year abroad.

The Major in Chinese Language and Literature. Four years of Chinese language are offered in both the modern and the literary languages. The major requirements may be met by completing a minimum of 34 credit hours of Chinese Language and Literature Courses including the following required courses: 101, 102, 201, 202, 301, 302, 305, at least one course chosen from 402 and 404, and at least two courses chosen from 106, 108 and 109. Majors are strongly urged to elect work in the East Asian core disciplines of Art, History, Literature, and Religion. Alterations in the major must be approved by the East Asian Studies Committee and written verification of approved changes secured from the program chairman.

The Major in East Asian Studies. This interdisciplinary major program combines course work in several disciplines with language study. Students may choose a program which gives equal attention to China and Japan, or one that emphasizes either China or Japan - but not to the exclusion of the other. The requirements of the major include four semesters of work in an East Asian Language (Chinese or Japanese) or its equivalent, EAS 121, Traditional Chinese Civilization and EAS 131, Traditional Japan. Of the above requirements, 121 and 131 should be taken as early as possible. Beyond these core requirements, majors must complete a minimum of twelve credit hours elected from the following disciplines: Art, Ethnomusicology, Government, History, Literature, and Religion. The total minimum number of credits of this major is 38. In designing a major program students should consult carefully with the chairman of the EAS Program and EAS faculty. Alterations in the major must be approved by the East Asian Studies Committee and written verification of approved changes secured from the program chairman.

The Minor in East Asian Studies. The minor consists of a minimum of 15 credit hours of course work in EAS, with a minimum of 9 hours in non-language work. Students interested in a minor should consult with an EAS faculty member and/or the director, in order to assure that the minor program is coherent.

Study in China, Taiwan, and Hong Kong. Oberlin co-sponsors three programs in the People’s Republic of China which are administrated by the Council on International Educational Exchange: an advanced Chinese language program at Beijing University, and two more broadly-based intermediate language programs at Nanjing University and at Fudan University in Shanghai. The Nanjing and Fudan programs also offer topical area studies courses on China. Deadlines fall in February and in October. Students should consult with the Program Director about information and applications, and students on financial aid should consult with the Financial Aid office before applying for these programs. Oberlin students are also eligible to study in Hong Kong under the International Asian Studies Program at the Chinese University of Hong Kong. Students interested in study in Taiwan may apply to such formal programs as the Inter University Program at Taiwan National University, the Chinese Language and Cultural Studies Program at Soochow University, or the Notre Dame Program, or they may arrange independent study at one of the various language institutes which operate in the Taipei area, such as the Mandarin Center housed on the campus of the Taiwan Normal University, or the Taipei Language Institute.

Study in Japan. The East Asian Studies Program offers the opportunity for study in Japan under the auspices of the following two programs. Students on financial aid should consult the Director of Financial Aid before planning to participate in either of these programs.

1. Associated Kyoto Program. This program offers the student a year abroad amidst the academic and cultural attractions of Japan’s ancient imperial capital. This program is based at Doshisha University, one of Japan’s leading private institutions of higher learning. Students admitted to the program pursue intensive language study, attend classes at the university and also are expected to pursue their own interests under the rubric of Independent Study. Students can earn up to 30 hours of credit which are subject to the Transfer of Credit Fee. Prerequisites for admission include one full year of Japanese, one Japanese area course (history, art, etc.), and an interview with the Resident Director.

2. GLCA-ACM Japan Study Program. This program is based at Waseda University in Tokyo, one of Japan’s leading private universities. Students admitted to this program can earn up to 30 hours of credit, which includes language study and independent research. The Transfer of Credit Fee is also applicable to this program. No knowledge of either the Japanese language or Japanese culture is necessary as a prerequisite for admission.

Detailed information about both Japan study opportunities is available from the Japanese studies faculty of the East Asian Studies Program.

Students wishing to transfer credit should have approval from the Program before leaving Oberlin for study abroad. Transfer credit for area studies courses taken abroad will be limited to 3 credit hours per course. Private reading courses may not be substituted for area studies courses without the approval of the East Asian Studies Committee.

The Honors Program. Admission to the Honors Program will be by invitation of the East Asian Studies faculty at the end of the second semester of the junior year. Students interested in being considered for Honors are encouraged to indicate their interest and discuss the details of the program with any member of the East Asian Studies faculty. By May 1 of the junior year, the candidate will submit to the East Asian Studies faculty a tentative written proposal (10 pages) and bibliography. Students admitted to Honors (EAS 401) will present a progress report at mid-year to the East Asian faculty. The final written project will be submitted in May of the senior year, for evaluation and awarding of honors.

The Newton Prize and AO-TUNG. The annual Newton Prize Competition is open to all students in the college. Money prizes are awarded to the best essays, research papers, translations, etc., on Asian themes that promote better understanding between East and West. Works submitted are evaluated by the EAS Committee. Prize winning papers are published in AO-TUNG, the Oberlin undergraduate journal of East Asian Studies. Deadline for submission of entries is early March.

Asia House. Asia House is the program dormitory for students who demonstrate an interest in Asia. It is supervised by the East Asian Studies Program. In an atmosphere of coed living 80-100 student-oriented programs about Asia are sponsored annually; formal lectures, workshops, political discussions, films, performances, cooking schools, Tai-chich’uan and the martial arts, calligraphy, flower arranging, painting classes, concerts, exhibits and entertainment of all kinds. Under the leadership of a director, students play a major role in planning and coordinating these events. Weekly Chinese and Japanese tables are held in the Asia House Dining Room. Asia House also houses a seminar room, a library, and Shipherd Lounge, where most of the activities are held.

Winter Term 1988. The following faculty are willing to sponsor Winter Term projects as indicated. Mr. DiCenzo: images of women in Japanese cinema; Japanese history, Japanese literature; Japanese language, African history, Oriental antiques, American antiques, Japanese aesthetics. Mr. Johnson: Chinese language and literature; Chinese calligraphy. Mrs. Hsu: Chinese literature. Ms. Gay: Japanese language, literature, and history. Mr. Dobbins: Asian religions. Mr. Kelley: topics in Chinese history. Mr. Sensabaugh: Chinese and Japanese art; calligraphy.

101,102. Beginning Chinese I 2.5 hours each half semester First semester, first half (101) and first semester, second half (102). Pronunciation and the grammar of modern standard Chinese and an introduction to the writing system. Within the first year of study (101,102 and 103), students will be introduced to about 400 characters, in both traditional and simplified forms, and the reading of simple texts in the vernacular style. Aural-oral work in the classroom and in the language laboratory. Students must register for the MWF section plus one of the TTh sections. Prerequisites for 102: satisfactory performance in 101 and consent of instructor. Enrollment limit 35.

Second semester. Continuation of Chinese 101 and 102. Prerequisites: satisfactory performance in 102 and consent of instructor.

Second semester. The course will address the monuments of popular literature which grew out of the oral narrative of the T’ang and Sung dynasties: the traditional short story, classical novels, and the Chinese drama (opera) of the Yuan and Ming dynasties. The history and development of the forms will be addressed, as well as the traditional themes and characterization, and their relationships to traditional social and moral values. In the final weeks of the course, all of the above forms will be compared to their counterparts written in the 1920s and the 30s. The course will consist of lectures and discussions, and students will be asked to write three papers during the term.

First semester. An exploration of the world of Chinese poetry through the major genres of the classical and medieval periods, focusing on the masterpieces of China’s greatest classical poets and their craft. The survey will examine poetry in a cultural context, and will concentrate on the language and content of the poetry through symbol, traditional themes and poetic form. Students will master about 100 Chinese characters and will read and translate a body of poems in the original.

Second semester. The course explores the changing roles of women and men, and the dynamic relationship between the overall political and societal changes and the roles of women and men, as reflected in twentieth century literature and films. The reading will consist of short stories, novelettes, and biographies. Written assignments will consist of literary and film reviews, and analysis of major themes. No language prerequisite. This course may be taken as a related course in Women’s Studies. Enrollment limit 15, with priority to East Asian Studies and Women’s Studies majors.

First (201) and second (202) semesters. Development of skill in the vernacular language through oral recitation and reading of texts, with drill on special features of grammar and emphasis on vocabulary in the vernacular idiom. Students will be introduced to about 600 additional characters. Conducted in Chinese. Prerequisite: 103.

First semester (301): readings in the modern political and social writings of Mao Ze-tong, Liu Shao-qi, Liao Gai-long, et. al. Simplified characters will be emphasized. Second semester (302): Readings from contemporary Chinese newspapers and modern fictional writing of Lu Xun, Lao She, et. al. Conducted in Chinese. Prerequisite: 202

First semester. An introduction to the rudimentary components of the literary language through readings selected from the basic classical sources in philosophy, history, and literature. Conducted in Chinese. Prerequisite: 202.

Second semester. Students will read chapters from four major novels: San Quo Zhi Yanyi, Xi You Ji, Shui Hu zhuan, and Hong Lou Meng, and complete a written project based on one of the four novels. The development and history of the Chinese novel will also be covered. Not offered 7957-88.

404. Seminar in Contemporary Chinese Literature 3 hours First semester. A reading course in contemporary Chinese literature. The exact content and pace will be determined by the interest and language proficiency of students enrolled. Some of the possible themes are: post-Mao literature in the PRC, contemporary social literature in Taiwan, and migr literature. This course may be taken as a related course in Women’s Studies. The reading will concentrate on works without English translations. Written work will include essays and translations. Conducted in Chinese. Prerequisite: 302 or equivalent.

First (111) and second (112) semesters. Introduction to basic grammar, sentence patterns and vocabulary designed to give the student a basic command of the spoken language. Attention to the written component of modern Japanese will emphasize the hiragana and katakana syllabaries as well as approximately 300 kanji. Offered in alternate year. Enrollment limit: 20. Prerequisite: consent of instructor.

Second semester, first half. A colloquium devoted to the ideas and impact of one of postwar Japan’s most controversial intellectuals, who startled the world by committing ritual suicide {hara-kiri) in defense of his beliefs in 1970. His novels, particularly his final tetralogy {The Sea of Fertility), will be the basic source in an attempt to understand the myriad aspects ot his world-view. Not offered 1987-88.

First (211) and second (212) semesters. Mastery of both the oral and written aspects of modern Japanese through the review and reinforcement of grammatical patterns, the development of an extensive vocabulary, the ability to read and write approximately 900 kanji, and practice in translation. Prerequisite: 112 or its equivalent. Offered in alternate years. 217-211-01 Ms. Gay 217-212-02 Ms. Gay

First and second semesters. Emphasis on kanji, vocabulary building, and practice in translation. Selections from newspapers and periodicals will be read. Consent of instructor. Prerequisite: 212 or its equivalent.

First semester. An introduction to the history of China from the archeological origins of Chinese civilization to the high point of the imperial state in the 18th century. Topics in political, social and economic history are covered, as well as developments in religion and thought, language and literature, and art. The course is the normal introduction to further study of Chinese history and culture and, in particular, provides a valuable context for themes treated in Modern China. Crosslisted as History 105.

Second semester. The history of China from the founding of the Manchu Qing (Ch’ing) dynasty in 1644 to the consolidation of the People’s Republic of China in the 1950’s. At the end of the course abbreviated coverage of the contemporary period will provide a chronological and topical overview for further study of today’s China. This course attempts to understand modern Chinese history from a China-centered perspective. Along with political and institutional developments, long term changes in the society and economy of China are stressed, and the indigenous bases for those changes are explored so that China’s twentieth-century revolutionary upheaval will be seen to be more than a "response to Western impact" or an "emergence into modernity." Cross-listed as History 106. 210-122-01 MWF-10:00 Staff

First semester. A thematic investigation of traditional Japanese civilization to 1868. Attention will be given to the early process of Sinicization, the rise of the warrior class, the isolationism of the Tokugawa Period, and the initial confrontation with the West in the nineteenth century. In addition to political developments, extensive treatment of social, religious, literary and cultural aspects will be featured. Cross-listed as History

Second semester. The emergence of modern Japanese society and culture, beginning with the decline of the Tokugawa state in the nineteenth century, followed by the intrusion of the West and the establishment of the Meiji state. Subsequent political, social and cultural developments will be traced through World War II. The study of the post-war period will emphasize the psychological scars of defeat and the strains of coming to grips with a new order. Japan’s recent economic success will be explored in conjunction with the costs of that success. Cross-listed as History 281. Limit: 140 (EAS 30, History 110).

First semester. This course examines the major artistic traditions of Asia - India, China, and Japan - from the earliest farming cultures, ca. 5000 B.C. to the expansion of Buddhist art throughout East Asia, ca. A.D. 750. It will present an historical introduction to those traditions and to their interaction, particularly through the vehicle of Buddhism. The aim of such an introduction will be to provide a general understanding of the whole of Asian art history as well as of the diversity of the various national traditions during this time span. Cross-listed as Art 111.

Second semester. This course examines the traditions of sculpture, painting, architecture, and ceramics of East Asia from the 8th-century internationalization of Buddhist art throughout East Asia to the end of the traditional period in the 18th century. It will present an historical introduction to the art of China, Korea, and Japan; the aim of such an introduction will be to provide a general understanding of the whole of East Asian art history as well as of the diversity of the various national traditions during this thousand-year time span. Cross-listed as Art 112.

First and second semesters. Admission to the program subject to the approval of the East Asian Studies Committee during the student’s junior year. Registration limited to seniors. 210-401-01 Hours to be arranged Staff

The following courses may be taken to fulfill the East Asian Studies major requirements. Students should register for these courses in the department of origin.

Major Work. A major in economics provides the first stage for those interested in graduate work in economics or business. It also offers a background for careers in law, journalism, government and international affairs, teaching, industrial relations, business and business economics, and public service.

Members of the Department will advise each student on the composition of an appropriate program in the light of each person’s individual interests and objectives. Consequently, a student considering a major in economics is urged to consult with a member of the Department as early as possible after enrollment. Although it is possible to complete a major program even if the introductory course is taken as late as the second semester of the sophomore year, it is desirable to take Economics 101, Economics 201-203, and certain recommended courses in other departments in the first two years. Some students may opt to bypass a course at the 100 level by taking Economics 201-203 in sequence. This option is available for students with some background in economics and who regard economics as a likely choice for their major; however, students need to obtain written consent from the Department chairman prior to electing this option.

1. A minimum of 24 ( 27, starting with the class of 1989) hours in economics including Economics 101, 201, 203, a minimum of one upper-class seminar, and Mathematics 134 or Economics 205, or Economics 208; and

At least 12 of the minimum 24 hours in economics required for majors must be taken at Oberlin and must include at least two of the following three courses: 201, 203, and 205. NOTE: Only one course in accounting can count towards the major.

Students planning graduate work in economics or business are strongly encouraged to take as much work in mathematics as can reasonably fit into their schedules. Mathematics 133, 134, and Economics 205 should be considered minimal preparation for graduate study in business. Students who plan to enter business directly after graduation also will find these courses desirable. Most students admitted to graduate programs in economics have backgrounds which include a calculus sequence and linear algebra (Mathematics 133, 134, 231, and 232). In addition, training in mathematical statistics and probability is becoming more common (Mathematics 335 and 336).

Those students considering graduate study in economics are advised to take at least one of the advanced Economic Theory and Methods courses (401, 403 or 405).

General. The general introductory course, Economics 101, is a prerequisite for further study in the Department.

Particularly to meet the needs of students majoring in other disciplines, the Department offers a number of second-level applied courses (210-250 series). These courses require only the introductory course as a prerequisite.

Upper-level courses (300, 400, and 500 series) have varying prerequisites as indicated in the course descriptions, and students contemplating advanced work in economics should plan their programs to meet these requirements.

Supplementary information on these courses and student evaluations of previous courses are available in the Department office.

Honors Program. The Department puts special emphasis on its honors program and ordinarily invites up to a quarter of its senior majors to participate. Invitations are extended toward the end of the junior year on the basis of general academic standing and work in the Department up to that time. Details are given in the Honors Program description; interested students should consult with a member of the Department.

Students wishing to qualify for admission to the Honors Program must take Economics 201 and 203 before the senior year. In addition, candidates for honors must take Economics 205. Although Economics 205 may be taken in the senior year, it is strongly recommended that the requirement be completed no later than the junior year.

Suggested Course Sequence. Prospective majors are urged to spread their selection of courses widely in order to obtain the fundamentals of a liberal arts background during the first two years. Economics 101 should be taken in either the freshman or sophomore year, and Economics 201 and 203 should be taken no later than the end of the junior year. If possible, Economics 205 should be taken in the junior year. It should be kept in mind that Mathematics 133 and 113 (in that order) must be taken prior to enrolling in Economics 205.

Economics 101 is the general introductory course and all sections provide a balanced, common core of economic analysis. One section (first semester, 230-101-02*), however, is especially designed for students with preparation in calculus and carries a prerequisite of Mathematics 133 or equivalent; this section emphasizes the application of mathematical techniques to economics.

First and second semesters. This course introduces the student to the economic problems of unemployment, inflation, the distribution of income and wealth, and the allocation of resources. The basic tools of analysis for studying these problems are developed, and the role of public policy in securing economic objectives is explored. The course is designed to serve as a foundation for further work in economics and as a desirable complement to study in history, government, and sociology.

230-101-03 MWF-10:00-10:50 Mr. Gamber 230-101-04 WF-11:00-12:15 Mr. Kasper Limit: 50

This sequence of courses (201, 203, 205, and 208) is designed to provide students with a good foundation in economic theory and analysis. Economics 201 and 203 may be taken in either order.

First and second semesters. Intermediate macroeconomic theory with special attention to the roles of monetary and fiscal policies in stabilizing the price level, fostering high levels of employment and promoting economic growth. Prerequisite: Economics 101 or equivalent.

First and second semesters. Intermediate price, distribution, and welfare theory, with special attention to the relation of theory to decision making by households and by business firms in markets characterized by varying degrees of competition and concentration. Prerequisite: Economics 101 or equivalent.

Second semester. The course provides an introduction to the multivariate regression analysis of economic models. Topics covered include: economic model construction, proxy variables, the Gauss-Markov theorem, autocorrelation, heteroscedasticity, testing of linear hypotheses, simultaneity, and probit and logit models. Participants will analyze real data using the TSP statistical package running on the VAX 11/780 computer. Prerequisites: Mathematics 113 or consent of the instructor and either Economics 201 or 203.

First semester. This course is designed to introduce students to the basic quantitative techniques used in economics and for the evaluation of public policy. Coverage will include optimization techniques, linear modeling, and risk assessment with applications in both microeconomics and macroeconomics. Prerequisites: Economics 101 and Mathematics 133.

First semester. An introductory survey of major economic factors that have influenced economic development and income distribution in Latin American and Caribbean nations. Topics include population growth, urban migration, agrarian reform, education, inflation, foreign aid and indebtedness, foreign investment, and regional cooperation. Individual countries will be reviewed in detail with attention to domestic economic policy decisions and to the role of the United States and international agencies in shaping development patterns of these countries. Prerequisite: Economics 101.

Second semester. This course presents a detailed study of the U.S. banking system from both a microeconomic and a macroeconomic approach. The course will examine the historical development of the U.S. banking and credit markets, current theories of the role of the money and credit markets in a modern economy, the current banking regulatory environment, the causes and consequences of recent product innovations and organizational changes in the banking industry, and the likely effects of deregulation and current Federal Reserve monetary policy on the future performance of the banking industry. The international banking system will also be analyzed. Prerequisites: Economics 101 or equivalent. Next offered 1988-89.

Second semester. Application of economic analysis to issues in health care delivery systems and health care policy. Topics will include a comparison of alternative delivery systems and financing, the role of government regulation, private sector movements toward a more market-oriented system of health care, and the ever growing role of technology in the medical sector and its implications for costs and improved treatment. Analytical tools developed and used will include market failure and public goods theory, the theory of risk and insurance, and benefit-cost analysis. Prerequisites: Economics 101 or equivalent. Next offered 1988-89.

Second semester. An introduction to financial decision making through the use of applied microeconomics concepts. Coverage includes analysis of the consumption-investment decisions of economic agents; the valuation of financial assets; an introduction to risk and return; and the functions and operations of capital markets. Prerequisites: Economics 101 or equivalent. Math 113 is recommended. Next offered 1988-89.

Second semester. A study of the nature of and public policy toward industrial organization in an enterprise economy. Attention will be given to the discipline imposed by competition in modern markets; to consumer protectionism; to public interest groups; to the role, standards, and effectiveness of public and private antitrust activities; and to direct government regulation of industry’. Prerequisite: Economics 101. Next offered 1988-89.

First semester. An introduction to the problems of labor economics and industrial relations, primarily in the United States. Emphasis is placed on the development of the labor force, the increased importance of white collar employment, the goals of labor and management, collective bargaining, and major issues of public policy. Prerequisite: Economics 101 or equivalent.

Second semester. A study of international economic relations, with emphasis on problems of adjustment between national economics, conflicts of internal and external policies, reduction of barriers to trade, and reform of the international monetary system. Prerequisites: Economics 101 or its equivalent. 230-227-01 MWF-11:00-11:50 Mr. Tufts

First semester. Application of economic analysis to selected environmental issues. Special attention will be given to energy, including conservation and the economics of nuclear power and alternatives, pollution (acid rain, carbon dioxide), disposal of toxic and radioactive wastes, and the food system. A prudential approach to regulation will be developed, considering the use and limitations of cost-benefit analysis.

Two short papers and a term paper. Prerequisite: Economics 101 or consent of instructor. Each student registers for the lectures and for one discussion section.

First semester. This course analyzes the development of macroeconomic theory and policy since the time of Keynes. Emphasis is placed on the policy implications of the various schools of thought which have developed since that time: Neoclassical, New Classical, and New Keynesian. Specific topics covered include the natural rate-rational expectations hypothesis, the rules versus discretion debate, and policy experiments in the elimination of hyperinflations. Prerequisite: Economics 201.

310. Inflation, Debt, and Adjustment in Latin America4 hours Second semester. Study of the causes and alternative policy approaches to inflation, unemployment, and international indebtedness in Latin America and the Caribbean. Special attention will be given to the origins and consequences of hyperinflation and its control in Argentina, Bolivia, and Brazil. Other topics include analysis of international debt problems, the role of the IMF and IBRD, United States initiatives, and the implications from domestic adjustment. Prerequisites: Economics 201 and Mathematics 133.

First semester. The study of the core theory of capital markets and corporate finance. Major topics include the functions and operations of capital markets; analysis of the consumption-investment decisions of economic agents; portfolio selection models; the valuation of financial assets; the question of market efficiency; and equilibrium pricing models. Offered in alternate years. Prerequisites: Economics 203 and Math 134 or Economics 207. Next offered 1988-89.

Second semester. The labor market and its relation to the economy as a whole. Emphasis on wage theory, the economic impact of trade unionism, unemployment, education, discrimination, and major issues of public policy. Prerequisite:

i.e., the analysis of social choice problems which involve underlying value systems. Particular attention will be paid to Arrow’s Paradox, which claims that no democratic society can "rationally" make social choices, and to variations on the theme of "Prisoner’s Dilemma," which provides plausible scenarios for individual rationality coexisting with collective or cooperative irrationality. Both these problems constitute the core of current discussions concerning the legitimacy of all social choice theories. Prerequisites: Economics 203 and Mathematics 133. Offered in alternate years. Not offered 1987-88.

First semester. An introduction to the role of government in correcting failures in economic markets. Public expenditure analysis will focus on issues surrounding public-good provision, public enterprise pricing, and cost-benefit analysis. Taxation issues will center on incentive problems and incidence questions. Fiscal federalism will concentrate on the assignment of functions and budget sharing among various levels of government. Prerequisite: Economics 203. Mathematics 133 is recommended. Next offered 1988-89.

First semester. What is the domestic impact of international trade? Who gains and who loses, and by how much? What determines the terms of trade or price at which countries trade? What are the effects of tariffs, quotas, changes in technology, and growth? How does international investment work? Who gains and who loses from the operations of multinationals? What determines exchange rates? What are the advantages and disadvantages of different exchange rate regimes? What are Eurodollars and why don’t they want to stay at home? Why is the dollar doing what it’s doing? Prerequisites: Economics 203 or equivalent and Mathematics 133.

First semester. The study of forces generating functional and personal distributions of income. Emphasis will be placed on the empirical relevance of classical and modern models of such distributions as well as on their welfare implications. Prerequisites: Economics 203 or consent of instructor. Not offered 1987-88.

First semester. Individuals, families, firms, and governmental agencies are forced every day to take actions which have uncertain consequences. That is, they are forced to gamble.

This course will study how to make rational gambles. It will then apply this theory to questions arising in a number of areas of economics. These questions include: Can stock market speculators make money? How long will a newly unemployed worker search for another job? Can the Federal Reserve Board exert any control on employment and prices? What is the true economic cost of health insurance? Why are so many used cars

"lemons"? Offered in alternate years. Prerequisites: Mathematics 133 and Economics 203. Next offered 1988-89.

Second semester. Advanced macroeconomic theory with emphasis on comparative static and dynamic methods of analysis. Models of income and employment, economic growth, cyclical fluctuations, inflation, and policy response. The course is designed as an introduction to graduate-level work and therefore emphasizes model construction and methods of analysis. Prerequisites: Economics 201 and Mathematics 133,

134 or consent of the instructor. Offered in alternate years. Not offered 1987-88.

Second semester. This course is designed to bridge the gap between intermediate microeconomics (Economics 203) and a first graduate-level course in microeconomics. Major topics include the modern dual approach to consumer and producer theory and an introduction to general equilibrium analysis. Offered in alternate years. Prerequisites: Economics 203, Economics 208 or Mathematics 231 and 232. Consent of instructor required.

Second semester. This course is an extension of Economics 205. It continues the study of multivariate regression analysis in the presence of three complications: simultaneity, autocorrelated errors, and discretely valued dependent variables. The important problem of identification is introduced along with some solutions. Participants will also be introduced to ARIMA modeling and forecasting of economics time series. Offered in alternate years. Prerequisite: Economics

First semester. Analysis of the major techniques of forecasting and model simulation. The forecasting record of a number of microeconomic and macroeconomic computer models will be studied, as well as their growing use in corporate and government decision making. Seminar participants will have access to a microcomputer running the Fair Macroeconomic Forecasting Model of the United States. Prerequisites: Economics 201 and 205. Next offered 1988-89.

Second semester. Critical analysis of contemporary problems that have hindered economic development in Latin America. Analysis of the impact of specific domestic policies, the role of foreign aid, and the prospects for regional cooperation. Prerequisites: Economics 210 or consent of instructor. Next offered 1988-89.

First semester. Study of the contemporary literature on the medical care sector and related public policy. Attention will be focused on current regulatory issues and alternative public and private financing methods. Prerequisites: Economics 203.

Economics 205 is recommended. Consent of instructor required. Next offered 1988-89.

517. Joint Seminar on Compensation of Victims 3 hours Second semester. Critical analysis of alternative means for compensation of victims. Examples include remedies in antitrust proceedings, compensation of victims from product safety and liability suits, remedies in regulatory disputes, and compensatory awards due to criminal activity. Focus on social, economic, and legal issues associated with these proceedings. Criminal and civil penalties and their impact on the performance of American industry. Consideration of alternative approaches by reference to their treatment in other countries. Open to junior and senior economics and sociology majors with the consent of instructor. This course is identical to Sociology 441.

Second semester. Analysis and appraisal of advanced topics in public finance, including public enterprise pricing, discounting in cost-benefit analysis, local public goods, and public choice issues. Prerequisites: Economics 323 and Mathematics 133. Consent of instructor required. Next offered 1988-89.

Second semester. Study of the contemporary literature on international economics. An analysis of the effects of speculation, trade, capital movements, and fluctuating exchange rates on domestic equilibrium. The role the international sector plays in the determination of national income and employment, and the degree to which it negates domestic monetary-fiscal policies. Prerequisite: Economics 201. 230-527-01 Hours to be arranged Mr. Tufts

Second semester. Study of contemporary literature on the economics of the environment and the utilization of our natural resources. Analysis of major policy alternatives designed to promote an efficient and equitable allocation of these resources and to improve the quality of our environment. Prerequisite: Economics 231 or consent of instructor.

First semester. This seminar will examine the economic literature on differentials in wages and employment by race and sex. The focus of the seminar is the way competitive labor markets generate such differentials and whether legal intervention can eliminate them. The economic consequences of requiring equal pay for "comparable" jobs also will be examined. Offered in alternate years. Prerequisite: Economics

Second semester. A study of the structure, behavior, and performance of the performing arts as an "industry," with particular emphasis on the "Baumol’s Disease" hypothesis which explains the deterioration of the industry in terms of inherent cost-productivity relationships between various sectors of the macroeconomy. Finally, the role of public support for the performing arts will be critically examined. Prerequisite: Economics 203 or equivalent or instructor’s consent. Offered in alternate years. Not offered 1987-88.

Second semester. A study of the works of the great 19th-century economists, beginning with the 18th-century work of Smith that is so necessary to any understanding of later progress and continuing with Ricardo, Malthus, Senior,

Walras, J.S. Mill, Marx, Marshall, and Jevons. Emphasis will be on the interaction between theories and public policy, e.g., which came "first," and the question of whether these theories can be, in some sense, "validated" by empirical testing. Prerequisites: Economics 201 or 203. Offered in alternate years. Not offered 1987-88.

First semester. Critical analysis of recent journal literature and policy proposals in the area of industrial relations and labor economics. Prerequisite: Economics 219 or 320.

Second semester. This course is a study of advanced topics in unemployment and inflation. Unemployment is studied from a macroeconomic perspective with emphasis on the determination of the natural rate of unemployment, the efficiency of the natural rate, the distribution of unemployment, and the role of government policy in determining the rate of unemployment. Several alternative models of the labor market are studied, including search, implicit contract, and efficiency wage models. During the second half of the semester several aspects of inflation are studied, including the determinants of inflation, the welfare cost of inflation, and the inflationary consequences of large government deficits. Prerequisites: Economics 201 and 203 or consent of instructor.

First and second semesters. This program is open by departmental invitation extended toward the close of the junior year to major students whose general and departmental records indicate their ability to carry the program and the likelihood that they will profit from it. The program extends through the year and involves the independent preparation of a thesis, defense of the thesis, active participation with other honors students and the departmental staff in a weekly seminar meeting during the second semester, and an oral examination by an outside examiner.

At the introductory and advanced levels, the curriculum of the Department of English is intended to introduce students to the main literary genres, to acquaint them with representative works in the most important periods of English and American literature, and to aid them in formulating critical standards.

Advanced courses in the Department are of three kinds: those in a core curriculum, offered yearly or every other year (200 level); special topics and selected authors courses (300

level); and seminars, interdisciplinary courses, and courses cross-listed with other departments (400 level).

Detailed information about courses to be offered in the next semester is published in a mimeographed supplement to the catalog, available from the English Department Office,

Major Work. Students who major in English may be divided into three general groups: those desiring pre-professional training in English in preparation for graduate study in the field; those seeking a foundation for postgraduate study in fields other than English (e.g., law, medicine, social work); and those who see the B.A. as a terminal degree and want a humanistic base for a liberal arts education. The Department offers two major programs: the first consists of thirty hours within the Department, fifteen of which must be elected from among courses in the pre-modern period, double-starred (**) in the listings which follow. The second allows for interdisciplinary specialization and consists of twenty-four hours within the Department plus at least fifteen hours to be chosen from a list of related courses offered by other departments. At present, these specialization majors are offered in the Renaissance, American Civilization, the Nineteenth Century, Theater and Drama, African and African American Culture, Medieval Studies, and Creative Writing. In consultation with the department chairperson, majors may devise other specializations to meet their particular interests. These programs are described in detail in the Department’s guide to the major, available from the English Office. English majors will be given First priority for all intermediate and upper-level courses.

Prerequisites and Advanced Placement. English 108 serves as the prerequisite for intermediate courses (197,198,199) and for all advanced courses in fiction. Students who receive AP credit or who achieve a successful result on the department’s exemption exam, offered during the orientation period of each semester, may enroll directly in an intermediate course, although not in advanced courses. The exemption examination is a two-hour essay test based on a single piece of narrative fiction; copies of the narrative text will be available at the English Department Office (Rice 130) one day ahead of the examination date. Students who have earned a score of 5 on the AP examination in English Literature are automatically exempt from English 108, and may also receive 4 hours of Oberlin credit in English by submitting syllabi from their high school AP courses that demonstrate that the reading and writing assignments therein were of college-level caliber. Students with 4s on the AP examination in English Literature may also be considered for 4 hours of Oberlin credit in English if they present satisfactory syllabi, but they must take the department’s exemption examination during their first year at Oberlin and perform successfully on it in order to receive either exemption from 108 or college credit. Syllabi may be mailed during the summer to Chair, Department of English, Oberlin College.

The Introductory Course. Students interested in the study of English are strongly urged to take 108 in their first year, whether they intend to major in English or not. Introductory courses reserve three-fourths of their enrollment for first-year students.

Students who have taken any course in the department above the level of 105 before September 1985 are not

permitted to enroll in 108. On the basis of the one course they have taken, they may elect any intermediate or advanced course in the department.

Intermediate Courses. The department offers three intermediate courses (197, 198,199) designed to introduce students to the study of poetry and drama. Any one of these courses serves as the prerequisite to all advanced courses in poetry and drama. (Any introductory literature course in the department taken before September 1985 will also serve as prerequisite.) One of these courses is required for the English major. (This requirement is waived for students who have taken any introductory literature course in the department before September 1985.)

Honors. The English Honors Program is a two-semester sequence, normally completed during the senior year. In the first semester the student takes English 453, the honors seminar, which focuses on critical and scholarly approaches to a limited number of major literary works in different genres. By the end of this seminar the student should have made a tentative selection of his or her honors project. In the second semester the student enrolls for English 454 in order to work on an honors essay or creative project, to be determined by the student in consultation with the Honors Committee of the department. A member of the department will serve as the supervisor, and the student and supervisor together will select titles for a reading list related to the project. The work will conclude in May with an oral examination based on the essay or project and the reading list.

Students will be admitted to the Honors Program at the end of their junior year, by which time they should have taken a substantial number of upper-level courses in English and American literature, normally in accordance with the following pattern of course selection (to be completed by graduation, not necessarily by the time of application to the Program):

usually through a mailing sent out in early April. Application forms will also be available in the English Department Office. Admission to the program will be determined on the basis of grade-point average in the major, faculty recommendations, and personal interviews as needed. For further information, contact Ms. Linehan.

Winter Term 1988. Winter Term projects sponsored by English faculty will be according to the interests and availability of staff. Students are encouraged to propose projects of interest as well as those announced by department members in the fall.

First and second semesters. A course in expository writing designed primarily for first-year students in need of an introduction to college writing. Emphasis is on writing itself (i.e., invention, arrangement, style, drafting and revising) rather than literature or topical issues. Some sections are taught tutorially, and some combine group work with individual conferences. All sections are Credit/No Entry only. Enrollment

limit: 14 per section. 101 does not count toward a major in English. (Same as ExWr 101.)

First semester. This course is identical to English 101, except that students will be instructed in the use of a word processor and will do most of their composing and revising on the machine. Credit/No Entry grading. Enrollment limit: 14 per section. 102 does not count toward a major in English. (Same as ExWr 102.)

First and second semesters. Similar to English 101, but all reading and writing will center on issues in a special subject chosen by the instructor. Emphasis still, however, is on the composing process, which is taught through a combination of individual tutorial and group discussion meetings. Credit/No Entry grading. Enrollment limit: 14 per section. 103 does not count toward a major in English. (Same as ExWr 103.)

Second semester, first module only. This is an intensive short course (half-semester) in college essay writing. It is designed for students who have already learned the fundamentals of composition but need a quick refresher, or for those who have become fairly fluent writers on their own but are in need of further advice and guidance. The course will focus on how to write a paper with a strong thesis, an effective organization, and a clear, lively style. Format will vary with the instructor, but most sections will include some group work and some individual conferences. Credit/No Entry grading. Enrollment limit: 14. 104 does not count toward the major in English. (Same as ExWr 104.)

First and second semesters. A workshop in expository writing intended for students who already have a strong command of essay writing skills. Emphasis will be on the process of composing and revising, with particular attention given to developing logical and effective arguments. Students will also work on cultivating a lively and readable style. Credit/No Entry

grading. Enrollment limit: 14. 105 does not count toward a major in English. (Same as ExWr 105.)

First and second semesters. An introduction to the analysis and appreciation of literature, focusing on the forms and varieties of narrative. The instructor of each section of this course selects his or her own format, and there is, therefore, a wide variety of texts and methodology used in teaching it. However, all sections share common objectives: to provide an increased awareness and appreciation of content and style in fiction, and to develop discrimination and a coherent critical method in its study. Each section will devote considerable attention to helping students write effective analytical prose. Because the formats of the various sections differ, students are urged to consult the department’s supplement to the catalog, which provides a description of the special characteristics of each section. This course serves as prerequisite to all advanced courses in fiction. Enrollment in each section limited to 24; 16 of these places are reserved for first-year students. Seniors excluded; juniors excluded in the spring semester; sophomores excluded from preregistering in the spring for the following (fall) semester. The two sections taught by Ms. Zagarell Semester 1 will be organized around constructions of gender and will be cross-listed as Women’s Studies 108; see course description under that heading. Students who have taken English 111 or 112 may not enroll in 108.

197. Studies in Poetry: The Pre-Romantic Tradition 3 hours Writing Certification Course

Second semester. An intermediate-level course designed to introduce students to the development of English poetry from the Middle Ages to the late eighteenth century through close study of the work of about seven representative poets. For detailed descriptions of individual sections, see the department’s supplement to the catalog. This course serves as prerequisite to all advanced courses in poetry and drama. One intermediate-level course (or English 111 or 112) is required for the English major. Seven places reserved for first-year students. Enrollment limit: 25. Prerequisite: English 108, 111, or 112.

198. Studies in Poetry: Romanticism to Modernism 3 hours Writing Certification Course

First and second semesters. An intermediate-level course designed to introduce students to the development of English and American poetry from the early nineteenth century to the present, through close study of the work of about seven representative poets. For detailed descriptions of individual sections, see the department’s supplement to the catalog. This course serves as prerequisite to all advanced courses in poetry and drama. One intermediate-level course (or English 111 or 112) is required for the English major. Seven places reserved for first-year students. Enrollment limit: 25.Prerequisite: English 108, 111, or 112.

First and second semesters. An intermediate-level course designed to introduce students to the development of drama from its origins to the present through close study of about twelve representative plays. While the syllabus will emphasize English drama, it may also include classical and modern continental plays in translation. For detailed descriptions of individual sections, see the department’s supplement to the catalog. This course serves as prerequisite to all advanced courses in poetry and drama. One intermediate-level course (or English 111 or 112) is required for the English major. Seven places reserved for first-year students. Enrollment limit: 25.

First semester. A study of Chaucer’s poetry, to be read in Middle English, with particular attention to Troilus and

Criseyde and The Canterbury Tales-, and with emphasis on the medieval setting in which the poet wrote. No enrollment limit. Prerequisite: any intermediate literature course.

First semester. Selected plays from the first half of Shakespeare’s career, including comedies, history plays, and two tragedies. Fourth-hour option is a discussion group on critical approaches to Shakespeare. Enrollment limit: 35. Prerequisite: any intermediate literature course.

First and second semesters. Selected plays from the second half of Shakespeare’s career, including the major tragedies, the problem plays, and the late romances. Enrollment limit: 35. Prerequisite: any intermediate literature course.

Second semester. This course surveys the rich dramatic literature that coincides with the literary career of Shakespeare, concentrating on other major dramatists. Enrollment limit: 35. 250-205-01 MWF-9.00 Ms. Helms

Second semester. Milton’s English poetry and selected prose with special attention to Paradise Lost, Paradise Regained, and Samson Agonistes. Considerable time will be devoted to the historical and intellectual context and to modern critical writing on Milton. Enrollment limit: 35. Prerequisite: any intermediate literature course.

209. Eighteenth-Century Literature: 1660-1745**3 or 4 hours Writing Certification Course

First semester. English poetry, drama, and prose during the Restoration and Augustan Age, with extended attention to Dryden, Swift, and Pope. Enrollment limit: 35. Prerequisite: any intermediate literature course.

Second semester. A study of representative works by major writers in critical, biographical, and historical context.

Emphasis will be on the six great Romantic poets (Blake, Wordsworth, Coleridge, Byron, Shelley, Keats), but some attention will also be paid to minor poets, Romantic fiction, essays and painting. Enrollment limit: 35. Prerequisite: any intermediate literature course.

Second semester. A survey course studying the major prose writers and poets in England, 1837-1901. Principal figures: Arnold, Tennyson, Browning, Ruskin, Carlyle, Newman, Pater, Swinburne, Wilde. Enrollment limit: 35. Prerequisite: any intermediate literature course.

First semester. The development of prose fiction in the eighteenth century, with particular attention to Fielding,

Sterne, and Jane Austen. Fiction by Defoe, Richardson, Johnson, and Burney will also be read. Enrollment limit: 35. Prerequisite: English 108, 111, or 112.

Second semester. A survey of major novels of 19th century England, with attention to the works in a social and literary-historical context. Authors likely to be included are Charlotte or Emily Bronte, Thackeray, Dickens, George Eliot and Thomas Hardy. Enrollment limit: 35. Prerequisite: English 108, 111, or 112.

First semester. Writings of representative figures of the period, including Emerson, Thoreau, Hawthorne, Melville, Stoddard, Douglass, and others. Enrollment limit: 35. Prerequisite: any intermediate literature course.

222. Selected American Novelists of the Late Nineteenth and Early Twentieth Century** 4 hours

Second semester. American fiction from the end of the post-Civil War period through World War I as it is suggested by major authors: Clemens, James, Howells, Crane, Stein, Wharton, and Cather, et.al. Lectures and supplementary' reading will suggest the historical continuum of the period, but the course will emphasize close critical reading of texts. Enrollment limit: 35. Prerequisite: English 108, 111, or 112. 250-222-01 M\\T-2:30 Mr. Ganzel

First semester. Novels by Conrad, Forster, Woolf, Ford, Lawrence and Joyce. Enrollment limit: 35.Prerequisite: English 108, 111, or 112.

First semester. A concentration on works of five post-World War I novelists: Fitzgerald, Hemingway, Porter, Faulkner, Nabokov. Enrollment limit: 35. Prerequisite: English 108, 111, or 112 or consent of the instructor.

Second semester. A study of the poetry of W.B. Yeats, T.S. Eliot, W.H. Auden, and Dylan Thomas in the context of modernist poetics. Enrollment limit: 35. Prerequisite: any intermediate literature course.

First semester. A study of the poetry and poetics of Robert Frost, Ezra Pound, Wallace Stevens, Marianne Moore, William Carlos Williams and Hart Crane. Taught by lecture and discussion. Enrollment limit: 35. Prerequisite: any intermediate literature course.

First semester. This course will study the development of drama from World War II to the present. Plays will be discussed from both a literary and theatrical point of view, with attention to form, philosophical, historical, and cultural context. Playwrights to be studied include Brecht, Beckett, Genet, Ionesco, Pinter, Stoppard, O’Neill, Williams, Miller, Albee, Baraka, Hansberry, Churchill, and Shepard. Enrollment limit: 35. Prerequisite: any intermediate literature course. 250-256-01 TTh-1:30-2:45 Ms. Tufts

Second semester. A study of the poetry of Roethke, Bishop, Lowell, Plath, Hughes, Heaney, Kavanaugh, Hill, Wright, Snyder, Levertov, Rich and Merwin. Taught by lecture and discussion. Enrollment limit: 35. Prerequisite: any intermediate literature course.

Second semester. The development of English from its Anglo-Saxon beginnings to the present, concentrating on changes in the meanings of words, in grammatical forms, in pronunciation, and in usage. No enrollment limit. Prerequisite: any intermediate literature course.

First semester. A study of literary criticism and theory from Aristotle and Plato through the early twentieth century. In addition to classic theory, the course will address Neo-classicism, Romantic theory, and the rise of Academic

Formalism in the Twentieth Century. In addition to the theoretical and critical texts we will read literary works which are about the nature of literature and which will allow us to test the various theories discussed. Enrollment limit: 35. Prerequisite: any intermediate literature course.

Second semester. In this course we will consider the issues of literary theory: what is literature? what is a text? what is interpretation? why do we read? through a consideration of recent theoretical approaches such as semiotics, affective criticism, deconstruction, Marxism, Freudianism and feminist theory. In addition to reading theoretical works, we will read novels and poems which both comment on the issues which concern theory and allow us to study how these theories work as practical methods for reading. Enrollment limit: 35. Prerequisite: any intermediate literature course.

First semester. Detailed study (lecture and discussion) of Dubliners, Stephen Hero, Portrait, and Ulysses, as well as Collected Poems and Exiles, selected letters and critical essays, and selections from Finnegan’s Wake. Enrollment limit: 35. Prerequisite: English 108, 111, or 112.

Second semester. Examination of feminist literary theory, including work by Virginia Woolf, Simone de Beauvoir, Ellen Moers, Carroll Smith-Rosenberg, Elaine Showalter, Barbara Smith, Adrienne Rich, Sandra M. Gilbert, Susan Gubar, Theresa de Lauretis. Primary readings will be arranged to facilitate consideration of women’s culture(s), and will include works by Jane Austen, Charlotte Bronte, Virginia Woolf, Adrienne Rich, Audre Lorde, Toni Morrison, Monique Wittig, others. Enrollment limit: 35. Prerequisite: any intermediate literature course or consent of the instructor. Cross-listed as Women’s Studies 318.

First semester. An exploration of the writings of Lord Byron (1788- 1824) and of the influence of Byron’s work and personality on nineteenth-century writers in Britain, France, Italy and Russia. Enrollment limit: 12. Prerequisite: consent of the instructor.

Second semester. A close reading of the major novels and short stories of William Faulkner. Enrollment limit: 12. Prerequisite: consent of the instructor.

First semester. An exploration of critical approaches to a group of literary masterworks from different periods: probably a Shakespeare play, a novel by Austen, the poetry of Yeats, and

Toni Morrison’s Song of Solomon. Prerequisite: admission to the Honors Program. (Because Ms. Linehan is currently on sabbatical, this description is subject to revision.)

Second semester. Intensive work on a selected topic culminating in either an honors paper or creative project to be determined in consultation with the instructor. Prerequisite: admission to the Honors Program.

Second semester. A survey. The writings will include poetry, fiction and non-fiction, and will examine the Afro-American literary tradition, theme, aesthetics and criticism, and problems of black writers. Special attention will be given to the literature of the "new Negro Harlem Renaissance" period of the 1920’s and the succeeding decades of the 1930’s, 1940’s, and 1950’s. W.E.B. DuBois, Arna Bontemps, Langston Hughes, Jean Toomer, Claude McKay, Zora Neale Hurston, Jessie Faucet, Wallace Thruman, Ann Spencer, Georgia Douglass Johnson, Sterling Brown, Richard Wright, M.B. Tolson, Margaret Walker, Robert Hayden, John O. Killens, Chester Himes, Ralph Ellison, Margaret Danner, James Baldwin, and others. Cross-listed as Black Studies 245. Limited to 35 students. 250-465-01 MW-1:00-2:20 Mr. Hemton

Second semester. This class meets twice weekly, in alternate weeks discussing student work and essays by modern and contemporary writers. Students will have the opportunity to write on a variety of topics, and to experiment with different approaches in which the voice, personality, and imagination of the writer are emphasized. Enrollment limit: 12. Admission is based on submitted examples and consent of the instructor. Cross-listed as CrWr 240 and ExWr 473.

First semester. This class divides its time between discussion of student work and studying selected examples of modern and contemporary poetry. Exercises assigned to introduce students to a variety of forms. Some experience in writing poetry is required, and preference is given to students who have completed CrWr 101. Enrollment limit: 14. Admission based on submitted samples and the consent of the instructor. Same as CrWr 220.

First and second semesters. The writing of prose fiction. A series of assignments will help students with subject and form. Enrollment limit: 12. Admission based on submitted samples (10 pages due in the week preceding pre-registration this spring), and consent of instructor. Preference given to students who have completed CrWr 101. Same as CrWr 179.

Semi 250-477-01 Th-7:00-10:00 p.m. Staff Semi 250-477-01 Th-7:00-10:00 p.m. Ms.Vreuls

Second semester. A workshop focused on discussion of student work and on selected examples from modern and contemporary drama. The first part of the course involves exercises and assignments. In the second part, students concentrate on a major project for possible production. Students will be expected to recruit a small group of actors (who may receive 1 credit for this work under CrWr 294) who will be available to try out work in progress and participate in any production that may result. The course presupposes considerable knowledge of drama. Enrollment limit: 12. Admission based on submitted samples and the consent of the instructor. Cross-listed as CrWr 295.

481. Teaching and Tutoring Basic Composition 3 hours First and second semesters. This is a practicum designed to train peer tutors who will be working for Learning Assistance Services and/or the Expository Writing Program. It is particularly aimed at students who are intending to teach at the secondary or college level. The course work will include readings in rhetorical theory and writing pedagogy as well as practice in responding to student writing and actual tutorials.

In most cases, students will tutor at the writing desk in the library, or will be course assistants for one of the writingintensive courses offered in various disciplines. The course is open only to juniors and seniors. Good writers with an interest in teaching are encouraged to apply, regardless of majors. Enrollment limit: 10. Prerequisite: consent of the instructor. (Cross listed as ExWr 481.)

The Danenberg Oberlin-in-London Program makes it possible for about 30 Oberlin students each semester to study in London. Normally, two Oberlin faculty members will direct the program each semester. During the academic year 1987-88, two semester-long-programs will be conducted. The faculty for the fall semester program will be:

Leonard Podis, Associate Professor of English Yakubu Saaka, Associate Professor of Black Studies The fall 1987 program has been designed to meet the special interests of junior English majors, but any student who will be at least a second-semester sophomore at the time of the program and has taken English 197,198, or 199 (or the equivalent) may apply. The following courses will be offered:

First semester. An exploration of English and European drama from the Renaissance to the present, emphasizing the relation between drama as literature and as a script for theatrical realization. The syllabus will be based on plays being produced in London and Stratford; on the average, we will read and discuss two plays a week, which will then be seen in production. An important aspect of the course will be a performance laboratory, for which students will prepare and perform scenes for analysis. The course will be conducted largely by discussion with the instructor and with actors and other guests involved in theater. Students will also keep a performance journal and write several short papers.

First semester. A study of the modern aesthetic as practiced in England during the first half of the century, emphasizing both thematic and stylistic developments, and focusing as much as possible on works reflecting life in London. Our primary attention will be literary; the syllabus will depend on the interests of students selected for the program, but is likely to include poetry by Ezra Pound, T. S. Eliot, and W. H. Auden, and such novels as Henry James’s What Maisie Knew, Joseph Conrad’s The Secret Agent, Ford Madox Ford’s Some Do Not, Virginia Woolfs Mrs. Dalloway, E. M. Forster’s Howards End, Elizabeth Bowen’s The Death of the Heart, and Graham Greene’s The Ministry of Fear. Literary study will be complemented by attention to the art, architecture, music, and dance of the period, and to the ideas that underlie them, insofar as the knowledge and interests of members of the group allow. Students will be expected to prepare individual and group presentations and to write several short papers. 250-972-01 Mr. Walker

First semester. In consultation with the director, each student selected for the program will choose a topic which she or he will pursue independently during the semester in London; this may involve research, internships, private study with British teachers, or other forms of practical or academic investigation. Students will be encouraged to develop projects that have a social, cultural, or interdisciplinary aspect, in order to take full advantage of the experience of being in London. To be arranged as a private reading in the department or program of the faculty member acting as supervisor. Mr. Walker will be available to supervise projects in literature; for projects in other disciplines, students will arrange to be sponsored by faculty members resident in Oberlin.

Students will study the politics of today’s Commonwealth through a combination of readings and frequent visits to the British Museum, the Commonwealth Secretariat, and the Commonwealth Centre. Guest lectures will include the Secretary General of the Commonwealth, Sonny Ramphal, and the current Director of the Commonwealth Centre. Literary reflections of Empire and Commonwealth will be considered in works by writers from Britain, Nigeria, Kenya, Ghana, South Africa, and India. Authors to be studied may include Kipling, Conrad, Forster, Achebe, Soyinka, Ngugi, Emecheta, Atta-Aidoo, Fugard, Mphahlele, Rao, Jhabvala, and Rushdie. Crosslisted as Black Studies 962.

Second semester. This course will coordinate a study of modern drama in English with the plays available in London, Stratford, and perhaps Manchester during the Spring of 1988. We shall concentrate on the works of modern and contemporary playwrights of England, Ireland, and the Commonwealth. Possible emphases will be the evolution and development of British drama during the twentieth century and the celebration of Irish nationalism characteristic of early 20th century Irish plays.

The Environmental Studies Program provides an interdisciplinary approach to the study of human interactions with natural and social environments. Of central concern are the impact of technology on natural environments and its implications for human welfare. The program seeks to apply the different perspectives of the humanities, social sciences, biology, and the physical sciences to environmental and natural resource issues. These perspectives, combined with complementary training in a traditional discipline, will prepare students for graduate work and careers in the environmental sciences, law, public health, public policy or public administration.

Because careful course selection is necessary to achieve specific objectives, students are urged to consult as early as possible with the Program Director and other members of the Environmental Studies Program Committee. Students should consult the course descriptions for prerequisites and plan accordingly. Descriptions of new program courses and activities in addition to those listed below may be found in supplements to this catalog issued by the Registrar (Peters Hall), and the Environmental Studies supplement available from Patt Clarkson, Rice 16. New students are encouraged to begin the program with EnvS 101 and/or EnvS 151 (or Chem 101) in the fall semester and EnvS 100 in the spring semester.

Major Work. Students may design a major in Environmental Studies by consulting with a member of the Environmental Studies Program Committee. The major consists of a minimum of 30 hours of work in Environmental Studies, of which at least 18 hours are above the introductory level. At least two-thirds of the credits counted toward the major must be taken at Oberlin, and at least 12 hours must be taken after submission of the proposal for the major. In addition, at least 15 hours of the 30 total must be taken in the natural sciences, from at least three departments, and at least 15 from the social sciences or the humanities, including at least one humanities course.

The following specific courses are required for the major: EnvS 100 (Ecology and the Environment), EnvS 101 (Environment and Society), EnvS 208 (American Environmental Policy), and EnvS 252 (American Environmental History). It should be noted that Economics 101 is a prerequisite for EnvS 208 and EnvS 151 or Chem 101/103 is strongly recommended for EnvS 100. In addition, one course in statistics or research methods is required, and normally will be selected from the following: Math 112 or 113, Government 200, Sociology 211. Finally, a "topic course" is required: a research seminar (e.g., EnvS 309, 337, or 410), a private reading, or honors work. EnvS 455, Colloquium, does not count as a topic course, but is highly recommended for all majors and may be repeated for credit.

To propose a major in Environmental Studies, a student should complete the major proposal forms available in the Environmental Studies Program Office, Rice 16. The prospective major selects two advisors, from different divisions of the College, one of whom is a member of the program committee, and in consultation with them, prepares a list of proposed courses. The proposal is then submitted to the program director for approval. The deadline for submission of the proposal is normally the end of the student’s sophomore year; in no case will approval be granted after the middle of the junior year (5th semester). Subsequent changes in the course list must be approved in advance by the advisors and program director. The program committee strongly recommends that students majoring in Environmental Studies complete a second major.

Minor. A student may pursue a minor in Environmental Studies by submitting a plan of study for approval and a one-page rationale to the program director. A minor must include a minimum of 15 hours in at least five Environmental Studies courses, including two or more components of work at the non-introductory level. Courses must be distributed between courses in the natural sciences and those in the social sciences and humanities.

General. In addition to course work, it is recommended that students interested in environmental problems take advantage of one or more of the following opportunities.

organizations involved in some aspect of environmental research, regulation or advocacy may be a valuable learning and career planning experience. Internships may be undertaken during Winter Term, an off-campus semester or in the summer. Normally these internships do not earn academic credit. Files of volunteer and paid internships are maintained in the office of the program coordinator, Rice 8,

2. During Winter Term the Environmental Studies Program usually sponsors an on-campus group project which provides an opportunity for students to earn Winter Term credit as either participants, group leaders, or coordinators.

3. In the fall semester, the program sponsors a series of public lectures by guest speakers, faculty members and students.

4. In the spring semester, the program sponsors a distinguished visiting humanist scholar for a one-week credit course.

Each spring the Environmental Studies Program Committee awards the Joyce Gorn Memorial Prize to one or more students for outstanding work on an extracurricular or off-campus environmental project.

Second semester. The course examines contemporary environmental problems with an emphasis on the impacts of humans and of technology on the biosphere. Basic ecological principles are elucidated by lectures and readings on the origin of the biosphere, mineral cycles, water supply and treatment, pollution and agriculture. Friday afternoons will be used for lectures, films, and discussions. No prerequisite, but prior work in chemistry, especially EnvS 151, is highly recommended. Credit for this course does not count for a Biology major. This course is identical to Biology 100. Next offered 1988-89.

First semester. An introduction to social, economic, and political aspects of environmental problems, with emphasis on major theorists and ideas influencing the modern environmental movement. Different schools of thought on the relationship between nature and humanity will be reviewed, with the aim of providing students with conceptual frameworks useful for analyzing policy approaches to the array of environmental problems confronting American society and the international community. Class limit 50. No prerequisites. 420-101-01 MWF-10:00 Ms. Watkins

First semester. The oceans are the foundation of life on the earth, but the delicate balance between the physical and biological processes are only beginning to be understood. We will explore the workings of these processes and their interactions in this survey of the world’s ocean basins and oceans. Lectures will include the fundamentals of plate tectonics, ocean bathymetry and circulation, sea-water chemistry, waves and tides, coastal processes, and how these and other factors determine the nature and distribution of life in the sea. We will also investigate how humans affect the biological, chemical, and geological resources of the oceans. No prerequisite, but high-school science (chemistry or biology) is recommended. The course is identical to Geology 105. 420-105-01 MWF-9:00 Ms. Droser, Mr. Simonson

First semester. The evolution of architectural habits among Americans from the 17th century to the 20th century, as shaped by climate, resources, cultural values, money, and personal aspiration. Domestic, public, commercial, and religious buildings, landscape architecture, and urban development will be considered. Slide lectures, individual projects, and group discussion. The course is designed for students with no prior background in architectural history. The course is identical to History 251.

Second semester. An examination of selected environmental questions in the areas of geological hazards and resources such as: Is it safe to drill for oil on continental shelves? Can earthquakes be predicted? What’s the best approach to coastal management? Can radwastes be effectively isolated from the biosphere in geological media? Can farm lands be restored to their full potential after they are strip mined? We will approach these and other issues via a combination of lectures, critical readings, discussion sections, and 2 field trips to local sites of interenst. No prequisite. This course is identical to Geology 162.

Second semester. Technology of nuclear reactors. Risks from radiation and accidents. Waste disposal. Political and economic aspects. No prerequisite. This course is also listed as Chemistry' 174. Offered in alternate years.

Second semester. Description and comparison of the physical and chemical principles of energy technologies, including fossil fuels, nuclear and solar power, and energy conservation. Survey of energy resources and rates of consumption. Some attention to environmental, economic, and political aspects. No prerequisite. This course also is listed as Chemistry 176. Next offered 1988-89.

First semester. Using constitutional law cases, and other materials, this course explores the role of federal courts in influencing environmental and other policies. Topics include: the growth of the administrative state in the 20th century; legal realism; changes in concepts of public and private power and of law, politics, and the economy; "public interest" administrative law; citizen and interest group standing (getting into federal court); "law and economics," rights, and "public interest" approaches to Supreme Court decision-making in the monitoring of agency actions; methods of federal court intervention into agency decision-making (creative statutory construction, the ‘hard look’ doctrine, hearing requirements, citizen/group participation in agency decision-making); Burger Court administrative law; and consequences of federal court intervention (or failure to intervene) in the following policies: nuclear power generation, environmental pollution, citizen ‘entitlement’ to welfare, the allocation of broadcast channels, environmental impact statements, food additive screening, and transportation deregulation. Works studied include those of Theodore Lowi, Richard Stewart, Richard Posner, Christopher Stone, Stephen Breyer, and Frank Michelman. This is a recommended course in the Law and Society and Urban Studies curricula. Prerequisite: one course in Government, Environmental Studies, or the Social Sciences, or by consent of the instructor. Limited to 45 students. This course is identical to Government 204.

First semester. An introduction to political and administrative issues in the formation, implementation, and impact of contemporary environmental policies in the United States. Topics include the nature and scope of environmental, energy, and resource problems, the rise of environmental issues on societal and governmental agendas, the role of public opinion and interest groups, the policy-making process, policy implementation within administrative agencies, and methods of evaluating selected environmental policies. Special attention will be given to environmental policy change and its consequences under the Reagan administration, and to the prospects for long-term adaptation to a sustainable society.

This course is identical to Government 208. Class limit: 30. Prerequisites: Economics 101 and one course in Government or Environmental Studies.

Second semester. A comparison of environmental politics and policy in various industrial and developing nations, and efforts at resolution of environmental problems in the international arena. "Environment" is here broadly construed to encompass population, food and energy problems as well as pollution and resource management. The comparative perspective is used to address such questions as how different economic and political systems respond to environmental problems, how cultural factors influence that response, and how the different policies produced vary in their effectiveness. Topics include the impact of citizen participation on environmental policy in industrial democracies; market incentives vs. state intervention in regulatory policy; environmental ethics under capitalism and socialism; tensions between environmental protection and development goals in the Third World, and efforts at regional, East-West and North-South cooperation on selected environmental issues. This course is identical to Government

210. Class limit: 30. Prerequisites: one course in Government or Environmental Studies.

Second semester. A study of selected traditions in American writing that have been formed by perceptions of the American environment. Topics will include the cult of wilderness, white images of the American Indian and vice-versa, and the pastoral, agrarian and natural history traditions in American prose. Readings will range from 17th century Puritan texts to contemporary works, with emphasis on the modern period. Prerequisite: English 108 or consent of instructor. This course is identical to English 345. Next offered 1988-89.

First semester. This is a course in political philosophy and moral theory which examines certain philosophical problems concerning the nature and scope of moral responsibility arising from an increased interdependence of people within the world community, technological change, environmental corruption, and apparent loss of resources. The aim is to explore how far such factors affect our understanding of individual responsibility to oneself and for others. Special attention will be given to questions about destitution in the world community, the security of future generations, attitudes toward the environment, and the human capacity to be motivated to respond to the demands of morality. Readings will include classical and contemporary philosophical materials. Prerequisite: three hours in philosophy. Class limit: 30. This course is identical to Philosophy 225.

230. Modern and Ancient Sedimentary Environments 4 hours First semester. The surface environments of the modern earth provide the milieu in which we live, and most energy and many mineral resources were deposited in comparable environments in the geologic past. An understanding of the geology of these environments is therefore essential in the development of both land-use policies and geological resources such as fossil fuels.

In this course, we will review the geological processes active in a spectrum of environments ranging from deserts to the deep-sea floor, as well as the resulting landforms and sedimentary deposits. Labs will focus primarily on the examination of sedimentary materials, both in small samples and via a series of field trips to sites throughout northeastern Ohio, and possibly a weekend trip to the Central Appalachians. Prerequisite: Geology 100 (or the combination of Geology 101 and 204). This course is identical to Geology 230.

Second semester. An interdisciplinary study of the history of human beings in relation to the American environment. The course focuses on changing ideas about the environment and shifting political developments related to the environment, in particular the clash between views of nature held by native Americans and European arrivals, transcendentalism, the origins and consequences of the conservation movement, the Dust Bowl, federal conservation policy, energy, and the origins of the contemporary environmental movement. Limit 50. This course is also listed as History 252.

Second semester. An interdisciplinary seminar for students with a strong background in environmental studies. We will examine current research on the phenomenon of acidic deposition, utilizing perspectives from biology, chemistry, geology, environmental engineering, economics, political science, and law. The seminar begins with an investigation of the known consequences of acid precipitation on aquatic and terrestrial ecosystems, followed by exploration of the meterorological and climatological factors affecting the long-range transport of air pollutants. We then examine emissions control technologies and their economic and social costs, and the air pollution control policies adopted in various countries. Political, legal and economic aspects of the U.S. Clean Air Act will be examined in depth, in an effort to assess the relative merits of regulatory and incentive approaches to acid rain policy. Finally, efforts at international cooperation to reduce acid precipitation will be considered. Class limit: 15. Prerequisites: junior or senior standing and at least two courses in Environmental Studies, or permission of instructor. 420-309-01 W-7:30-9:30p.m. Ms. Watkins

Second semester. An examination of various social and political theories as they relate to the natural and artificial environmental politics and policy in a broader theoretical context. Such issues as: scarcity and abundance, the exploitation and transformation of nature, the augmentation of technology, the "limits to growth" controversies, and the "tragedy of the commons" will be considered in the light of various political theories which are concerned specifically with these issues and generally with order and justice. Readings will be selected from the classical Greek philosophers, Bacon, Hobbes, Locke, Marx, and anarchist writers, as well as various contemporary theorists. Prerequisites: consent of instructor and a previous course in political theory. This course is identical to Government 337. Limited to 12 students. Next offered 1988-89.

Second semester. The seminar will explore the ways in which modern technology informs social and political life. We will pay special attention to expression of social choices within the design of both material objects and socio-technical institutions. In search of imaginative ways to guide the power and pattern of contemporary technics, we will consider alternatives expressed in architecture, engineering, political theory, and utopian fiction. Opportunities and difficulties for such work will be considered in the light of modern social history. Limited to 20 with consent of the instructor.

First (401) and second (402) semesters. Admission to the program subject to the approval of the Environmental Studies Program Committee prior to registration. Registration limited to seniors.

explore various parameters of organic gardening and farming, such as companion planting, mulching, sludge, composting, pesticide use vs. biological and integrated pest management, the economic feasibility of organic methods over conventional farming, the environmental and spiritual values implicit in its philosophy. Laboratories will deal with practical experience in soil preparation, plant propagation, food production, preparation, and preservation, as well as the designing and implementation of practical projects leading to greater nutritional self-sufficiency. This course will be scheduled to coincide as closely as possible with the growing season in Oberlin: its first module will run from spring break to the end of second semester, 1987. The second module will cover the first half of first semester, 1987 and each year thereafter. Only those who can enroll for both modules should take this seminar, i.e., no second semester seniors, please. Prerequisites: Biology 109, 110, 112, and consent of instructor. Enrollment limit: 16. This course is also listed as Biology 405. Next offered

First semester, first half. A continuation of Biology 405, to be taught fall semester, 1984 and each year thereafter. See course description above. This course is also listed as Biology 406. Next offered 1988-89.

First semester. Lobsters in New England have been exploited as a common property resource for centuries, yet the total yield has remained relatively constant. This multidisciplinary seminar will explore the biological and cultural factors which contribute to this stability. Participants in the seminar must be prepared to undertake intensive and independent work in at least one of the following areas: anthropology, microeconomics, international trade and relations, bureaucratic politics, maritime history, fishing technology, folklore, or the ecology and physiology of decapod crustaceans. During fall break the class will travel to Maine to interview persons directly involved in the fishery and to use the library resources at the University of Maine. Prerequisites: junior or senior standing and consent of the instructor. Enrollment limit, 12. This course is identical to Biology 410.

First semester. A weekly forum for Environmental Studies majors to discuss environmental issues raised by guest speakers, faculty members and students. May be repeated for credit. Prerequisites: an Individual Major in Environmental Studies or EnvS 100 or 101 and consent of the instructor. Next offered 1988-89.

There are many courses which may be relevant to a major or minor in environmental studies. Selections must be made in conjunction with a student’s specific interests, abilities and objectives. Information and advice on appropriate courses may be obtained from the Program Director, other members of the

Biology: Mr. Benzing, Mr. Egloff*, Mr. Zimmerman Chemistry: Mr. Craig, Mr. Nee, Mr. Thompson Economics: Mr. Cleeton*

English: Mr. Buell*, Mr. Hobbs Environmental Studies: Ms. Watkins Geology: Mr. Simonson, Mr. Skinner, Mr. Wojtal Government: Mr. Wilson, Ms. Watkins, Mr. Kahn History: Mr. Koppes Mathematics: Mr. Pollack-Johnson Philosophy: Mr. Care, Mr. Love Sociology-Anthropology: Mr. Norris ♦On leave, 1987-88.

The Expository Writing Program was established by the Oberlin College faculty to provide a focus for a college-wide commitment to extend and improve the teaching of writing. Writing is one of the primary skills needed at Oberlin and is also necessary for almost any occupation to which an Oberlin graduate might aspire. Beyond these practical values, writing serves as one of the most essential tools for inquiry in a liberal education. No student should omit writing well from among the goals that he or she pursues during the four years here.

Writing Requirement. To promote good student writing, the Faculty resolved in 1984 to make writing proficiency a requirement for the A.B. degree, beginning with the class entering in the fall of 1985. The requirement also applies to all transfer students and double-degree students entering in the fall of 1985 and thereafter. Students changing divisions from Conservatory to College or becoming double-degree candidates are also subject to the requirement. The Expository Writing Program has been designated to administer the requirement.

1. By a score of 650 or better on the English Achievement test with essay or by a score of 5 on the English Literature/Composition Advanced Placement Examination,

2. By successful performance on a writing proficiency examination administered on campus each semester by the Expository Writing Program,

3. By certification of proficiency in writing from two different Oberlin College instructors who have taught the student in specially designated "writing intensive" or "writing certification" courses in two different departments or programs. One of these may be a private reading course or (by approval of the Expository Writing Program Director) a Winter Term course.

Students are strongly urged to take at least one step toward achieving writing proficiency as soon as possible, but in most cases no later than second semester, sophomore year.

Below are listed all the writing intensive and writing certification courses included in this catalog, as well as a brief definition of each type of course. Detailed information about criteria and standards for evaluating writing proficiency are available from the Expository Writing Program Administrative Assistant, Rice 16.

Students who successfully complete the following courses will automatically receive one of their two required proficiency credits:

-- English/Expository Writing 105, 106, 473 -- the two-semester sequence of Expository Writing 100 followed by English/Expository Writing 101 or 102, or 103.

In all other cases, a passing grade will not automatically result in a writing proficiency credit but will depend on the instructor’s appraisal of the student’s writing ability.

No student is required to take a writing course. Newly admitted students whose writing skills seem on the basis of application information to need attention will receive letters during the summer recommending one of the courses available.

Major Work. No major or minor is offered in Expository Writing, but students with such interests might consider majoring in English or Creative Writing. The Individual Major is another alternative. Those wishing to be peer tutors in writing should consider taking English 481, listed below. Members of the Expository Writing Program will be glad to consult with any student interested in work on writing at any level.

Winter Term 1988. The following faculty member is available to sponsor Winter Term Projects in writing: Ms. Cooper.

First semester. Similar to Expository Writing 100 but designed to help second language speakers improve basic writing skills in English. Instruction will take place in weekly small group and tutorial meetings that cover special grammar needs as well as essay writing and writing about difficult reading. Credit/No Entry. Enrollment limit: 10.

First and second semesters. A course designed to help students improve basic writing skills. Emphasis will be on the process of composing as well as the qualities of the written product. Instruction is conducted through a combination of class meetings, small group sessions and individual conferences, and includes work in grammar, style, paragraph and essay writing, and research paper methodology. Prerequisite: consent of instructor. Enrollment limit: 12 per section. Credit/No Entry grading.

102. English Composition: Writing with a Word Processor Writing Intensive Course

First and second semesters. Similar to English 101, but all reading and writing will center on issues in a special subject chosen by the instructor. Emphasis still, however, is on the composing process, which is taught through a combination of individual tutorial and group discussion meetings. Credit/No Entry. Enrollment limit: 14 per section. (Cross-listed as English

Second semester, first module only. This is an intensive short course (half-semester) in college essay writing. It is designed for students who have already learned the fundamentals of composition but need a quick refresher or for those who have become fairly fluent writers on their own but are in need of further advice and guidance. The course will focus on how to write a paper with a strong thesis, an effective organization, and a clear, lively style. Credit/No Entry grading. Enrollment limit: 14. (Cross-listed as English 104.)

Second semester. Otherwise similar to English 105, "Writing for the Sciences" will let students read and discuss writings by and about scientists, and will emphasize writing for specialists. Credit/No Entry grading. Enrollment limit: 14.

First and second semesters. This course is open only to students who will be working for the Review during the fall or spring semesters. Interested students should consult with the instructor or with the editors of the Review. Prerequisite-. consent of instructor. Credit/No Entry grading.

Second semester. This class meets twice weekly, in alternate weeks discussing student work and essays by modern and contemporary writers. Students will have the opportunity to write on a variety of topics and to experiment with different approaches in which the voice, personality, and imagination of the writer are emphasized. Enrollment limit: 12. Admission is based on submitted examples and consent of the instructor. (Cross-listed as Creative Writing 240 and English 473.) 270-473-01 TTh-3:00-4:15 Mr. Peterson

First and second semesters. This is a practicum designed to train peer tutors who will be working for the Expository Writing Program. It is particularly aimed at students who are intending to teach at the secondary or college level. The course work will include readings in rhetorical theory and writing pedagogy as well as practice in responding to student writing and actual tutorials. In most cases, students will tutor at the writing center in the library or will be course assistants for one of the writing intensive courses offered in various disciplines. The course is open only to juniors and seniors. Good writers with an interest in teaching are encouraged to apply, regardless of major. Enrollment limit: 10. Prerequisite: consent of instructor. (Cross-listed as English 481.)

*The following are Writing Intensive courses offered in various disciplines during 1987-88. This list is as complete as possible for the time of publication. Because this list may be incomplete, check with the primary course listing and/or the specific department.

The following are Writing Certification courses offered in various disciplines during 1987-88. This list may be incomplete. Please check catalog copy of individual departments.

The curriculum of the Department reflects the diversity of modern geology. Subjects covered range from the mountains of the moon to the depths of the ocean basins, from modern environments to ancient ones, from crystal lattices to gigantic earth plates, and from the ecology of fossil communities to the measurement of the age of the earth.

Major Work. The purposes of a geology major are (1) to prepare students for a career in geology, normally via further study in graduate school, (2) to allow interested students to broaden their knowledge of their geological environment, and (3) to permit students whose primary interest is in another field to learn how they can apply their expertise to understanding the earth better. Some students accomplish this by incorporating geology into a double major via procedures outlined elsewhere in this catalog.

The minimum requirements for a geology major include completion of the introductory sequence of Physical Geology (100) and Oceanography and Marine Geology (105), followed by six courses in the major subdisciplines of earth science, namely: Mineralogy and Optical Crystallography (201), Evolution of the Earth (204), Structural Geology (216), Paleontology (220), Modern and Ancient Sedimentary Environments (230), and Igneous and Metamorphic Petrology (361). Because modern geology is a highly interdisciplinary subject - one that relies on the other sciences and mathematics - Chemistry 101,102 (or 103) and at least 8 additional hours (approved by this Department) from Biology, Chemistry, Mathematics, and/or Physics are also required. Students planning a professional career in geology will need more extra-departmental courses than this minimum (e.g., Calculus), and are advised to consult with a member of the Department about their schedules. All majors are urged to take a summer course in field geology. Field work is also available for credit in the Oberlin area and in the Appalachians of western Maryland.

Students with interests in environmental policy and/or resource development who are considering geology as part of a pre-law program should consult with both the Geology Department chairman and with a member of the Pre-law Advisory Committee.

Honors. Outstanding students are encouraged to participate in the Honors Program in Geology. Honors students carry out special programs of geological research under the supervision of individual faculty members. A student interested in doing Honors research should indicate this interest to a member of the staff in her of his junior year. In order to be accepted into the Honors Program, a student must submit a written proposal to the Department as a whole. Other guidelines for the Honors Program are set forth elsewhere in the catalog.

Course Sequence Suggestions. Students planning a major in geology are advised to take Geology 100 and 105 in the freshman or sophomore year. Advanced course work in geology can be completed in four semesters, but a less compact schedule is preferable. Students are strongly advised to take Geology 201 as early as possible because it is a prerequisite for other required courses. It is also advisable to take Geology 204 and courses in collateral sciences as early as possible. Prospective geology majors should discuss their major program with members of the staff as early as possible.

Introductory Courses. The Department offers a variety of introductory courses in the earth sciences. Geology 100 and 105 together provide a comprehensive introduction to geology and are recommended for students who see geology as a potential major or as part of a larger program (e.g., in environmental science, geophysics, geochemistry, oceanography, or evolutionary biology). Geology 100 and 105 assume no previous training in science and mathematics beyond the high school level and are appropriate for nonscientists interested in learning how the earth works.

In addition to this sequence, the Department also offers a variety of half- and full-semester courses that provide introductions to various geological topics of broad interest such as glaciers, dinosaurs, environmental geology, national parks, and the planets. Half-semester modular courses last about seven weeks, and at least one module is offered in each half of every semester. Note that Geology 101 (or Geology 100) is a prerequisite for some of the other modules.

Minor in Geology. A minor in geology may be obtained with a minimum of 15 hours of course work which should include three courses at the 200-level or higher. Students interested in minoring should consult with a member of the Department and submit a proposed program of study to the Department based on this consultation. Prior Departmental approval of the program is required.

Winter Term 1988. The Geology faculty who are available to sponsor Winter Term projects in 1988, and their primary areas of expertise, are as follows: Mr. Simonson: geology; environmental sciences; oceanography; limnology; soil science; Central America; polarized-light microscopy. Mr. Skinner: isotope and trace element geochemistry; meteorites and the origin of the solar system; surface processes and composition of planets; origin and early evolution of the earth; history of sound reproduction and early vocal recordings (pre-1925); earth resources and ore deposits; solar, wind, geothermal energy.

First semester, first half. This course surveys the interaction of materials and processes that affect the surface of the earth. Following a brief consideration of minerals, rocks, and weathering, topics to be covered include the formation of mountain belts, the causes of volcanism, how rivers and glaciers work, earthquakes, continental drift and plate tectonics. The course is intended primarily for non-majors; students considering a major in Geology are advised to take Geology 100 which includes weekly laboratories. No prerequisite. 290-101-01 MWF-10:00 Mr. Skinner

First semester, second half. This course applies the principles discussed in physical geology to selected national parks and monuments. One objective is to appreciate how constructive and destructive processes have interacted through time to produce the spectacular landscapes of today. Lectures are profusely illustrated with color slides, maps and charts so that skills in interpreting landscapes can be developed. The second hour of credit can be earned by writing a 10-15 page paper. Prerequisite: Geology 100 or 101. Credit/No Entry.

Second semester. Despite the fact that glaciers cover roughly ten percent of the earth’s land area, most of us have never seen

one. Glaciers are presently restricted to areas removed from human activity such as high elevations and the polar latitudes. During the ice ages, however, glaciers covered as much as thirty percent of the earth’s land surface, including many areas currently inhabited. A vast extent of ice, perhaps a mile thick, sculpted the land surface and left surficial deposits across much of North America, including northern Ohio. This course will study how glaciers flow, take field trips to examine local surficial features, and analyze the factors thought to control the onset of ice ages. No prerequisites. Next offered 198S-89.

Second semester, second half. This course will survey our present knowledge of the solar system. How was it formed? How old is it? Why is there such variety among the planets and major moons? What can the study of other planets tell us about the origin and early evolution of the earth? These are but a few of the topics and questions to be addressed in the course; particular attention will be given to how planetary scientists interpret data, and how we have arrived at current ideas about the formation and evolution of the solar system and its individual members. No prerequisite. Enrollment limited to 100.

128. Dinosaurs, Mass Extinction, and Other Headlines from the History of Life 1 hour

Second semester, first half. The history of life is punctuated by major changes and governed by diverse processes, and these are reflected in the fossil record. This course will survey the fossil evidence and its relevance to the development of the biosphere. Topics discussed will include the origin of life, theories on mass extinction and perturbations to the biosphere such as asteroid impacts, the extinction of the dinosaurs, evolutionary trends, and the origin of major adaptations such as flight. No prerequisite.

Second semester. An examination of selected environmental questions in the areas of geological hazards and resources such as: Is it safe to drill for oil on continental shelves? Can earthquakes be predicted? What’s the best approach to coastal management? Can radwastes be effectively isolated from the biosphere in geological media? Can farm lands be restored to their full potential after they are strip mined? We will approach these and other issues via a combination of lectures, critical readings, discussion sections, and 2 field trips to local sites of interest. No prerequisite. This course is identical to Environmental Studies 162.

Each semester. An opportunity for interested students to pursue a geological interest not covered by formal courses. Students must consult with a member of the Department before registering. Prerequisite: Geology 101 (or 100) and consent of the instructor.

Second semester. An introduction to such fundamentals of geology as minerals; earthquakes; volcanism; the deep structure of the earth; weathering and soil formation; rivers and glaciers; ancient sedimentary environments; folds, faults, and metamorphism; mountain chains; and plate tectonics. Maps, rocks, and minerals will be studied in labs and via two field trips to localities near Oberlin. The course is intended for both non-majors and prospective majors, anyone who is seriously interested in understanding their environment better. No prerequisites, but high school chemistry is strongly recommended.

First semester. The oceans are the foundation of life on the earth, but the delicate balance between the physical and biological processes are only beginning to be understood. We will explore the workings of these processes and their interactions in this survey of the world’s ocean basins and oceans. Lectures will include the fundamentals of plate tectonics, ocean bathymetry and circulation, sea-water chemistry, waves and tides, coastal processes, and how these and other factors determine the nature and distribution of life in the sea. We will also investigate how humans affect the biological, chemical, and geological resources of the oceans. Cross-listed with Environmental Studies. No prerequisite, but high-school science (chemistry or biology) is recommended. 290-105-01 MWF-9:00 Ms. Droser, Mr. Simonson

First semester. Lectures cover the basic principles of crystallography, crystal chemistry and crystal physics, the composition and structure of the major rock forming minerals, and the mode of occurrence and associations of minerals. Laboratories include identification of minerals in hand specimen, the theory and use of the petrographic microscope for the identification of minerals, and the theory and use of x-ray diffraction for the identification of minerals. Prerequisites: Geology 100 (or the combination of Geology 101 and 204), Chemistry 101 or 103.

Second semester. How has the earth changed from its earliest times? What events and processes have interacted to affect the growth of continents, the origin of ocean basins, and the development of the atmosphere and oceans? What significant contributions have organisms made to the history of the earth as they evolved to cover the land and populate the seas? This course will apply geological principles to decipher the basic history of the earth and its inhabitants. There will be one allday Saturday field trip required. Prerequisite: Geology 100 or 105 or 101.

Second semester. The measurable deformation that occurs within the earth’s crust produces a variety of rock structures. Lectures examine rock structures, analyze the factors that control how rocks deform, and discuss the global setting and importance of rock deformation. Labs emphasize the observation and interpretation of hand samples of rock structures and map patterns of deformed rocks. Prerequisites: Geology 100 (or the combination of Geology 101 and 204).

First semester. Lectures will stress evolutionary concepts and also include topics such as biostratigraphy, paleoecology, functional morphology, biogeography, and phylogenetic inference. Laboratories will survey the fossil record of invertebrates, vertebrates, and plants, with emphasis on fossils as once-living organisms subject to natural processes. At least one field trip and one term paper required. Prerequisite: Geology 100 or 105 or Biology 111 or 112 or permission of instructor.

230. Modern and Ancient Sedimentary' Environments 4 hours First semester. The surface environments of the modern earth provide the milieu in which we live, and most energy and many mineral resources were deposited in comparable environments in the geologic past. An understanding of the geology of these environments is therefore essential in the development of both land-use policies and geological resources such as fossil fuels.

In this course, we will review the geological processes active in a spectrum of environments ranging from deserts to the deep-sea floor, as well as the resulting landforms and sedimentary deposits. Labs will focus primarily on the examination of sedimentary materials, both in small samples and via a series of field trips to sites throughout northeastern Ohio, and possibly a weekend trip to the Central Appalachians. Cross-listed with Environmental Studies. Prerequisite: Geology 100 (or the combination of Geology 101 and 204).

Second semester. This course will emphasize the concepts and methods of igneous and metamorphic petrology, including the use of the petrographic microscope for the determination of minerals and the interpretation of rock textures. Topics to be covered include: interpretation of phase diagrams; classification of igneous and metamorphic rocks; origins and differentiation of magmas; rock associations in the geotectonic cycle, especially the spatial and temporal development of igneous and metamorphic terrains. Prerequisite: Geology 201.

Second semester. Sedimentary rocks constitute the only record of surface conditions on the ancient earth. They are also a vast storehouse of energy and mineral resources. In this course, we

will examine thin sections (i.e., microscopic slides) of a variety of different sedimentary rocks to observe firsthand what their constituents and textures are. Articles in the geological literature will then be assigned and discussed to elucidate the processes responsible for the observed characteristics. Participants will be required to select one topic and write a major research paper on it towards the end of the semester. Prerequisite: Geology 201.

First semester. Tectonic processes profoundly affect the accumulation of sediment on the earth’s surface. This course will examine the interplay of tectonics and sedimentation through case studies of modern and ancient examples of sedimentation in a variety of tectonic settings. Prerequisite: Geology 216 or 230 (or consent of instructor). Next offered

First semester. An examination of the stratigraphic and structural framework of the Appalachian Mountains. This course will explore the evolution of this classic mountain belt and the factors which have controlled its evolution. Readings will focus on the geology of a specific portion of the Appalachians; lectures will place this regional geology in the larger context of Appalachian tectonics. A week-long, required field trip during the Fall Break will enable students to observe and interpret field evidence bearing on the tectonic evolution of the region. In alternate years, the course will focus on the geology of the Central Appalachian region or on the geology' of the Southern Appalachian region. In 1988, this course will cover the Central Appalachians. The course may be repeated for credit as long as different areas are visited. Prerequisite: Geology 216 or 230 (or consent of instructor). Next offered 1988-89.

First semester. An analysis of the development of geologic structures using recent advances in theoretical and experimental rock mechanics. Topics will be chosen by class preference, but might include: material properties and analysis of deformation mechanisms, finite strain analysis, mechanics of rock deformation, or mechanics of plate movement. Prerequisites: Geology 201 and 216. Next offered 1988-89.

First semester. This is an advanced seminar in which problems discussed in current journal literature will be considered. The topic or topics will be selected by the group. Possible topics include the geochemical evolution of the crust-mantle system, models for the development of Archean granite-greenstone terrains, the applications of isotopic and trace element systematics to problems of petrogenesis, and the origin of the Earth and Moon. Prerequisite: Geology 361.

First and second semesters. Independent or faculty sponsored research. Students are to consult with staff members and with the chairman in selecting their research topic.

290-501-01 Hours to be arranged Ms. Droser 290-501-02 Hours to be arranged Mr. Simonson

Each semester. Individual projects should be arranged with one of the instructors.

290-995-01 Hours to be arranged Ms. Droser 290-995-02 Hours to be arranged Mr. Simonson 290-995-03 Hours to be arranged Mr. Skinner 290-995-04 Hours to be arranged M._

The German program seeks to develop competence in the German language, to provide insights into German thought and culture, and to lay the groundwork for an appreciation of German literature.

A judicious selection from the regular 300 and 400 offerings will yield a survey of German literature. Courses 101, 102, 203, 204 and 305 seek primarily to develop language competence. All courses beyond the 100 series (except those in translation) are conducted in German.

Suggested Course Sequence. New students considering a major should include a German course in the freshman program. Opportunities for undergraduate study abroad, such as the German Studies Abroad Program and the Exchange Scholar Program, provide possibilities for acceleration to prospective majors who begin their study in college. Freshmen with previous training or experience who do not present Achievement Test scores upon admission should take a placement test to determine the appropriate level for further study.

Recommended correlated courses distributed over four years include Art, Classics, History (101,102 and 125,126), Music and another foreign language or literature. Participation in the program of the Max Kade German House is encouraged.

Major Work. Two alternative majors are offered. A basic knowledge of the German language is fundamental to both.

1. The German Major is concerned primarily with the study of literature. Genres, literary movements and selected authors are examined with the aim of expanding the student’s capacity for literary analysis and appreciation. The German Major consists of a minimum of 24 semester hours on the 300 and 400 levels (except courses in translation). Required are four 400-level courses, including 433. Participants in the German Studies Abroad Program will normally receive 3 credit hours (the equivalent of 305) toward the German Major. Strongly recommended correlated courses include European History, German History, History of Art, History of Music, and French.

2. The German Studies Major places more emphasis on cultural aspects other than literature (e.g., history, music, art, philosophy). It consists of a minimum of 32 semester hours which may be accumulated as follows: a) At least 15 hours in German language and literature courses at the 300 and 400 level, but not including courses in translation; two 400-level courses are required, b) At least 9 hours to be selected from courses with total or substantial (50% or more) German content in one or more disciplines other than German language and literature, c) No more than 6 hours in German literature in translation, d) Participants in the German Studies Abroad Program will normally receive 8 credit hours toward the German Studies Major. The entire German staff will constitute a special committee to administer the German Studies Major.

Majors should seriously consider the possibility of participating in the departmental Honors Program.

A B.A. in German or German Studies can lead to graduate work in German, in comparative literature, or a variety of related fields (e.g., library science, linguistics). Some German majors have found careers in teaching at all levels, in government work (e.g., State Department), medicine, law, international business, or in music as a profession both in this country and in Germany.

Minor Work. A minor in German consists of 15 hours at the 300 and 400 levels. One three-hour course must be at the 400 level. Participants in overseas programs should consult with any staff member for a preliminary estimate of the amount of credit which would be applicable to a minor in German.

Students on financial aid should consult the Director of Financial Aid before planning to participate in one of these programs.

German House. The Max Kade German House, a four-class coeducational dormitory with boarding facilities for ninety students, serves as the focal point for German activities on campus. It affords German students a unique opportunity to develop their speaking skills in an informal setting. Native speakers are regularly in residence. Students interested in German are encouraged to be members of the German House for at least one year.

Study Abroad. The department offers undergraduates two opportunities for study abroad with credit:

2. Exchange Scholar Program. Competitive exchange scholarships for one spring semester of study at a German university in the junior year. The program is open to all students with sufficient preparation in German language and literature. Credits earned in this program are subject to the Transfer of Credit fee.

Students on financial aid should consult the Director of Financial Aid before planning to participate in either of the above programs.

Advanced Placement Program. Students who have been enrolled in this program in high school will be assigned advanced standing in accordance with the results of the qualifying examinations. Credit awarded will normally be equivalent to courses 204, 305, 311 or 312.

Placement. All entering students who have acquired linguistic ability in German elsewhere, or who wish to qualify for advanced courses, must present evidence of having completed the Achievement Test in German or arrange to be tested by the department in order that they may be properly placed.

Winter Term 1988. Both sections of the department normally offer an intensive Winter Term beginning language course that covers the basic elements of grammar and offers practice in simple conversation. These courses are not the equivalent of German 101 or Russian 101 and do not qualify students to enter the corresponding 102 course. Students who have progressed exceptionally well in the Winter Term course, however, are encouraged to consult with the project sponsors about the possibility of advancement into German or Russian 102.

German and Russian staff members are available during Winter Term to sponsor individual and group projects, within their discipline or areas of their interest.

First (101) and second (102) semesters. Acquisition of the fundamentals of grammar and pronunciation together with an ability to read and discuss intellectually challenging text materials. Practice in speaking and writing. In the second semester, classes are conducted chiefly in German. Language Laboratory work. Enrollment limit: 30.

First (102) semester and second (101) semesters. Repeat of German 101,102. For students entering German out of the usual calendar sequence. Enrollment limit: 30.

Second semester. Selected readings and discussion in German at the pre-intermediate level. Offered only in the spring semester, the course is intended to serve as a bridge between German 102 (fall) and German 203 (fall). It does not replace or provide the equivalent of any course in the normal sequence of German language instruction. Enrollment limit: 10. Prerequisite: German 102 or equivalent.

First (203) and second (204) semesters. Objectives: Increasing mastery of the basic skills (listening, reading, speaking and writing). Readings from drama, narrative prose and poetry of mainly contemporary authors. Prerequisite: German 102 or qualification by placement test. Enrollment limit: 20.

Second semester. Reading and discussion of selected writings of the 1988 Max Kade German Writer-in-Residence. Prerequisite: One 300-level course or equivalent knowledge of German. Credit/No Entry grading.

First semester. Oral and written discussion of current cultural, social, and political topics in German. Stylistics and advanced grammar. Prerequisite: German 204 or equivalent.

Second semester. This workshop in German conversation meets twice a week. Topics are drawn from contemporary life and literature; reading, writing, and leading group discussions are part of the assignment. Prerequisite-. German 204 or equivalent. Credit/No Entry grading.

Second semester. Masterpieces of poetry, narrative prose, and drama from the 18th to the mid-19th century. Prerequisite: German 204 or equivalent. This course is intended for students who have not yet done 400-level work in German literature. Enrollment limit: 20.

First semester. Masterpieces of poetry, narrative prose, and drama from the mid-19th century to the present. Prerequisite: German 204 or equivalent. This course is intended for students who have not yet done 400-level work in German literature. Enrollment limit: 20.

First semester. The Drama of Social Change from the 18th century' to the present: Lessing, Lenz, Buchner, Hebbel, Hauptmann, Toller, Kaiser, Brecht, Frisch, and Kroetz. Prerequisite: German 204 or equivalent. This course is intended for students who have not yet done 400-level work in German literature. Next offered 1988-89.

First semester. Reading and discussion of short stories by outstanding writers of the modern epoch (including Schnitzler, Hofmannsthal, Hesse, Zweig, Mann, and others). An introduction to the form elements of narrative fiction, strategies of narration and meaning. Prerequisite: German 204 or equivalent. This course is intended for students who have not yet done 400-level work in German literature.

First semester. The course will include an introduction to the form elements of lyric poetry, with stress on the interrelationship of form and meaning. Periods, themes, and motifs, as well as the work of individual poets (early, modern, and contemporary) will be treated. Prerequisite: German 204 or equivalent. This course is intended for students who have not yet done 400-level work in German literature. Next offered 1988-89.

Second semester. Major works by such writers as Mann, Rilke, Hesse, Kafka, Boll, Grass, and others. Credit may be applied toward the German Studies maior. Next offered 1988-89.

First semester. This course, offered in translation, will explore an area of special interest in German literature and/or culture. The subject matter changes from year to year. In 1987-88: The Literature and Culture of the Weimar Republic in the European Context. The interrelationships of history and ideology with literature, art, architecture, and film through the "Golden Twenties" until 1933. Readings from Thomas Mann, Rosa Luxemburg, Bertolt Brecht, Anna Seghers, Walter Gropius, and others. Lectures, discussions, slide and film showings will contribute to an understanding of Germany’s confrontation with modernity. Credit may be applied toward the German Studies major.

First semester. The productive tensions of German-Jewish identity in their literary manifestations during the 19th and 20th centuries. The course will deal with German-language authors whose Jewish identity was not merely incidental to, but decisive for their writing. Works by Heine, Schnitzler, Kafka, Roth, Amery, and others. Credit may be applied toward the German Studies Major. Enrollment limit: 30. Next offered 1988-89.

Second semester. This course will explore an area of special interest in German literature or culture studies. The subject matter changes from year to year. In 1987-88: East German Literature. An examination of the major developments in East German literature in its historical and socio-political context.

The course will examine such questions as the aesthetic canon of socialist realism, the relationship between literature and socialist cultural policies, and the literary reflections of the problems of youth and women in East German society. Among the authors to be read are Reiner Kunze, Stefan Hermlin, Christa Wolf, Volker Braun, and Ulrich Plenzdorf. Prerequisite: One 300-level course. This course is intended for students who have not yet done 400-level work in German literature.

Voss, Goethe, Schiller, Novalis, and E.T.A. Hoffmann. Prerequisites: Two 300-level courses. Next offered 1988-89.

First semester. Masterpieces of German writing from the end of romanticism to naturalism. The major literary trends and figures in mid-19th century Germany. Will include works by Heine, Morike, Droste-Hiilshoff, Buchner, Grabbe, Grillparzer,

Hebbel, Keller, Stifter, Storm, and Nietzsche. Prerequisites: Two 300-level courses.

First semester. Main literary currents from the 1880 s to the 1920’s. The drama from Hauptmann to Kaiser; Viennese impressionism; the poetry of George, Hofmannsthal, Rilke, Trakl, and others; narrative prose including Thomas Mann and Kafka. Prerequisites: Two 300-level courses.

First semester. Literary movements since 1945. The "literature of ruins" and the beginning of the crucial "Group 47"; responses to the "economic miracle" of the 1950’s; the "New Left" and the "documentary theater" of the 1960’s; taking stock in the 1970’s; literary experiments (Boll, Grass, Frisch, Ingeborg Bachmann, Christa Wolf, Walser, Handke, Muschg). Prerequisites: Two 300-level courses. Next offered 1988-89.

Second semester. A study of the works of one or more outstanding authors, or of a special theme. The subject matter changes from year to year. In 1987-88: Theodor Fontane. Readings and analyses of his prose, poetry, literary essays, and letters. Prerequisite: One 400-level course or consent of instructor.

Second semester. Four months of intensive language study and cultural exposure in Germany for elementary and intermediate students, working under faculty guidance. Progression from formal language courses at the University of Bamberg (February-March) toward a varied learning and family-living experience in Stuttgart (April-May). Open only to students enrolled in German 101,102 or 203 in the fall of 1987.

Credit/No Entry grading. Total expenses comparable to cost of a semester at Oberlin. For more information see the 1988 director, Mr. Rosenfeld.

The primary aims of the Russian program are to enable the student to attain fluency in speaking, reading, and writing Russian and to offer him/her an acquaintance with Russian literature and culture. Through the Leningrad Semester and the Russian Summer Program of the Council on International Educational Exchange, of which Oberlin is a co-sponsor, the student has a unique opportunity to perfect his/her language skills and to gain a first-hand knowledge of Soviet life.

Students on financial aid should consult the Director of Financial Aid before planning to participate in the Leningrad Semester.

For the development of oral proficiency, classes are divided into small conversation groups. Laboratory work may be a part of the elementary and intermediate courses.

Major Work. Two alternative majors are offered. A basic knowledge of the Russian language is fundamental to both.

1. The Russian Major consists of 24 semester hours of courses at the 300 and 400 levels. Required are four courses in Russian literature (taught in Russian), including one seminar (446). Private reading courses do not apply to this category. No more than 6 hours may be selected from Russian

literature courses in translation. Normally, up to 8 hours credit may be awarded for off-campus study at an accredited American university or in Leningrad. A minimum of 12 semester hours of courses to be applied toward the Russian Major must be taken at Oberlin College.

2. The Russian and Soviet Studies Major consists of a minimum of 32 semester hours which may be accumulated as follows: a) At least 15 hours in Russian language and literature on the 300 and 400 levels (not including Russian literature in translation or Studio Theater). One 400-level course is required; 6 hours in this category must be taken at Oberlin in regularly scheduled classes, b) At least 9 hours to be selected from courses with total or substantial (50% or more)

Russian content in area disciplines other than Russian language and literature, c) No more than 8 hours may be selected from Russian literature courses in translation (literature, culture, film) and Russian Studio Theater, d) Normally, up to 8 hours may be awarded for off-campus study at an accredited American university or in Leningrad.

Majors should seriously consider the possibility of participating in the departmental Honors Program.

A B.A. in Russian or Russian and Soviet Studies can lead to graduate work in Russian, in comparative literature or in a variety of related fields (e.g., library science, linguistics). Some Russian majors have found careers in teaching at all levels, in government work (e.g., State Department), medicine, law, international business or in music as a profession.

Minor Work. A minor in Russian consists of 15 hours of work at the 300 and 400 levels. One three-hour course may be in Russian literature in translation; one three-hour course must be at the 400 level. Participants in one of the CIEE programs at the State University of Leningrad should consult any staff member for a preliminary interpretation of such work in terms of Oberlin credit.

Russian House. Students who wish to pursue their Russian experience intensively are encouraged to take up residence in Russian House, a small coeducational facility housing twenty students and the focal point for most campus Russian language and cultural activities. Russian House offers the further advantage of having a native speaker in residence. Major students as well as those with a peripheral interest in Russian are encouraged to be members of the Russian House for at least one year.

Placement. Freshmen with previous training should take the Placement Test to determine the level at which Russian study should be continued. Freshmen beginning at Oberlin should note course sequences, some of which are prerequisite to the advanced level and the major. Participation in the Russian Study Program in Leningrad is highly recommended, as is membership in the Russian House.

Winter Term. In addition to intensive beginning Russian and individual projects, the Russian program sponsors a study tour to the Soviet Union (18-20 days, visiting Moscow, Leningrad, and possibly Tallinn). The cost of the program is supported by the individual student participants. Prerequisite: Russian 110-Introduction to the USSR. Additional information may be obtained from the Russian staff.

Soviet Studies Program. Students interested in the Soviet Union can benefit from an especially rich program of studies over the

1987-1989 period. As a recipient of a Pew Memorial Trust grant for Area Studies, this year Oberlin will bring four preeminent outside scholars to offer week-long seminars to students on specific topics in the field of Soviet Studies, give public lectures, and provide individual consultation to students. In addition, Oberlin will host a major academic conference on one critical issue in Soviet Studies. Topics to be announced.

First (101) and second (102) semesters. Course provides the student with a basic knowledge of Russian grammar and training in reading texts of medium difficulty. The student also engages in oral discussions and acquires writing skills.

First semester, second half. A series of lectures on Russian history and culture, Soviet government, economics and society, to provide background for further study of the Soviet Union. Required in preparation for Winter Term Study Tour to the USSR. Credit/No Entry grading.

First (203) and second (204) semesters. Review of basic grammar, practice through reading, writing and speaking. Prerequisite: Russian 102 or equivalent.

First (205) and second (206) semesters. Regular systematic opportunity to speak Russian. Everyday topics or dialogs. Small groups. Two meetings per week. Prerequisite: Russian 102 or consent of the instructor. Required for students enrolled in 203 or 204.

Second semester, first half. Reading aloud and discussion of a play; emphasis on pronunciation, diction, intonation. Includes analysis of structure, characters and their language. Prerequisite: Russian 204 or consent of instructor. Strongly recommended for students enrolled in Russian 308.

First semester, first half. Reading aloud and discussion of selected poems; emphasis on pronunciation, diction, rhythm. Includes analysis of versification, tropes, and poetic imagery. Prerequisite: Russian 204 or consent of instructor.

First (305) and second (306) semesters. Conversation and composition on cultural and everyday topics. Advanced grammar and stylistics. Prerequisite: Russian 203, 204.

Second semester, first half. Workshop in producing a full-scale Russian play or several short plays. Text analysis with a special emphasis on phonetics, intonation, and pronunciation.

Possibility for qualified students to assume the responsibility in producing. The course will normally culminate in public performances of the play(s). Prerequisite: Russian 101 or equivalent. Credit/No Entry grading.

First semester. 19th-century literature. Masterpieces of poetry, narrative prose, and drama in their literary-historical context and sequence. Prerequisite: Russian 204 or equivalent. 316-311-01 MWF-11:00 Ms. Forman

poetry, narrative prose, and drama in their literary-historical context and sequence. Prerequisite: Russian 204 or equivalent. 316-312-01 MWF-11:00 Staff

First semester. The major novels. The ideological and philosophical implications of Dostoevsky’s thought will be considered in detail.

First semester. Masterpieces of Russian sentimentalism, romanticism, and realism in their literary-historical context, including major works of Pushkin, Lermontov, Gogol, Goncharov, Turgenev, Dostoevsky, Tolstoy, and Chekhov. Next offered 1988-89.

Second semester. Survey of pre- and post-revolutionary trends up to the present. Works by major writers, including Gorky, Bunin, Bely, Mayakovsky, Babel, Olesha, Pasternak, Trifonov, and Iskander. Special attention to the politico-historical context. Lecture and discussion. Next offered 1988-89.

Second semester. Works by Zamiatin, Bulgakov, Akhmatova, Pasternak, Solzhenitsyn, Shalamov, Erofeev, Chukovskaya, and Voinovich.

First semester. Potemkin, Mother, Ten Days that Shook the World, Earth, Strike, Alexander Nevsky, Ivan the Terrible, The Cranes Are Flying, Ballad of a Soldier, Andrei Rublev, Shadows ofFoigotten Ancestors, Crime and Punishment, Uncle Vanya, Moscow Docs Not Believe in Tears. All course work will be done in English. One showing and one lecture a week. Enrollment limit: 60. Next offered 1988-89.

First semester. The development of major literary' movements from sentimentalism through realism. Reading and discussion of representative works of selected writers. Prerequisite: Russian 311 or 312.

Second semester. The development of major literary trends from the late pre-revolutionary and Soviet periods. Reading and discussion of representative works of selected writers. Prerequisite: Russian 311 or 312.

Second semester. This course will explore an area of special interest in Russian literature or culture studies. The subject matter changes from year to year. In 1987-88: topic to be announced. Prerequisite: One 400-level Russian literature course or consent of instructor.

First semester. Prerequisite: One 400-level Russian course or consent of instructor.

Study in the Government Department covers a wider and deeper territory than civics, law, or current issues of public policy. Contemporary political studies explore the processes by which binding rules are made, and fought over, in political communities ranging in size from apparently private organizations, through cities and nationstates, to the international system. The subject matter is arranged in four fields: American political processes, including mass politics and parties, national agencies, public policy, urban politics, and constitutional law; Comparative politics, dealing with politics and government in foreign countries; International politics, dealing with relations among nation-states, foreign policy, and international organization; and Political Theory, the history and analysis of theories about political life. The approach is implicitly interdisciplinary from the start, with direct ties to work in sociology, psychology, history, philosophy, economics, communications, and other disciplines.

Such study can be useful in a variety of later careers; in addition, it can contribute to a mature and sophisticated understanding of the conditions and uses of political power in the United States and in the world community. Several forms of study are offered: private reading, seminars and honors projects.

Choosing Courses. The introductory, non-prerequisite courses open into all the various concerns of the department. Colloquia offer an additional entree for freshmen and sophomores. At

least one introductory course is offered in each of the four fields: American politics, Comparative politics, International Relations, and Political Theory. Introductory courses make up the 100-series.

Courses at the second level - the 200 series - normally require some previous preparation, as indicated for each course. Students are encouraged to consult members of the department in choosing courses at this level. 300-level seminars generally require some preparatory second-level work. Private reading and special projects must be arranged with individual teachers. They may involve reading and discussion, research, or field work. They presuppose some background or competence on the part of the student, and a capacity for independent, selfmotivated work.

The Major. A major in government can provide a focus for a liberal arts program in the social sciences. It can also lead directly to careers in government, politics, public service agencies, journalism, or secondary teaching. It can provide preparation for graduate study in law or in political science and related social sciences leading to college teaching and research or to careers in public and private agencies. When a student chooses to major in Government, a program is worked out in consultation with a member of the department to fit the student’s interest and goals; the program is adjusted from time to time as interests and intentions change and develop.

Students are encouraged to consult a member of the department as soon as they think they might wish to major.

For students graduating 1987-88, a major program involves a minimum of 24 credits in the department and at least 12 outside the department in courses related to the study of government and to a student’s special interests. Beginning with the class of 1989, the minimum number of credits for the major will be 30. The collateral requirement will be at least 12 hours in other social sciences. Most students elect additional work in the department as part of the major program. Students are expected to complete at least 2/3 of the minimum credit program in second level courses, private reading, and seminars. In general the department encourages students to move on to second-level courses quickly. Each major must have second-level courses in at least two fields, with three fields strongly recommended. Each major must also do some work at an advanced level, either a seminar or the equivalent; normally this will involve a substantial piece of supervised research.

Honors Program. The honors program offers an opportunity for students to do independent reading and research on a sustained basis with faculty members. Students have the option of taking one field exam and writing a thesis or taking two fields. At the end of their senior year students take written and oral examinations on the work specifically undertaken in the honors program. The fields are chosen from (a) American government and politics, (b) comparative government and politics, (c) international relations, or (d) political theory.

At the start of each spring semester juniors are invited to join the honors program. During the spring semester students complete a "junior honors project" usually as a paper in a regular Department seminar (3 hours). Honors quality work on this project qualifies a student to continue in the program in the senior year. During their senior year students take two honors reading-research courses (3-5 hours each). Therefore the formal honors program takes 9-13 hours over three semesters. The honors program builds on 200 level courses of the Department. Therefore, students with an interest in honors work are urged to start enrolling in advanced courses in their field of interest as early as possible. A brochure describing the honors program can be obtained from Department faculty members.

Quantitative Methods. Both in political science research and in its practical applications by government agencies, increased emphasis is being placed on competence in quantitative methods of assessing evidence. Whatever their future plans, majors are encouraged, therefore, to become acquainted with such methods as undergraduates, either through Government 200 or related courses in Sociology, Economics, and Mathematics. Competence in quantitative methods will also contribute to original research in a variety of upper-level courses in urban, comparative, and international politics, as well as in studies of voting behavior, Congressional action, and public opinion.

Minors. A minor in Government consists of: (1) a minimum of 15 hours in Government; (2) a minimum of four courses in Government, only two of which can be on the introductory level; (3) these courses must be in at least two fields within Government: (a) American Government and Politics; (b) Comparative Government and Politics; (c) International Relations; (d) Political Theory.

Winter Term 1988. The following faculty are willing to sponsor Winter Term projects as indicated. Mr. Blecher: off-campus projects - readings in comparative politics, socialism, political economy, Marxism; internships; political activities; and other miscellaneous projects - as well as some on-campus readings on abovementioned topics. Mr. Bruner: internships in government offices, law offices, social service agencies; other self-starting projects. Mr. Dawson: all kinds of practical political experiences, broadly defined. Mr. Kahn: first amendment; race and gender discrimination; urban politics; federal courts and environmental issues; off-campus projects - state and local courts, agencies, and legislative bodies; law firms and corporations; ‘public’ and private organizations and interest groups. Mr. Schiff: internships in international organizations; Middle Eastern politics; arms transfers and arms control; other topics in international politics. Ms. Watkins: Western Europe; environmental topics. Mr. Wilson: Recent democratic theory; utopias and dystopias; Marxism; feminist political theory; varieties of conservatism; technology and political theory; British politics; environmental topics.

In addition, the Department annually sponsors a Winter Term Congressional Internship, in which students are interns in Congressional offices during January.

Second semester. Human affairs too are governed by the laws of thermodynamics: the tendency is toward disorder. In the absence of some countervailing force, chaos reigns; participation in small groups wanes, social cohesion crumbles, economic and governmental institutions atrophy, the sense of national purpose dissipates. The alternative, historically, is the creation of power and its use to override disintegrative forces and to unify human organizations behind common purposes.

This colloquium examines various manifestations of the pursuit and use of power. The approach is multidisciplinary, drawing mostly on theoretical advances and empirical case studies from the fields of history, economics, communications and political science. In addition, the colloquium seeks to profit from the insights of literary treatments of those who have held, and often lost, power. Through in-class discussion of assigned reading and outside-of-class additional reading and research, students will master and employ different disciplinary perspectives to synthesize ideas about power, to apply their analysis to a particular historical figure, and to evaluate that person’s use of power. Written work will consist of a "cumulative essay," critiqued, and substantively revised three or four times throughout the semester. Enrollment limited to 10 freshmen and 5 sophomores. Prerequisite: Consent of the instructor. Next offered 1988-89.

First semester. An introduction to American national government, politics, and political analysis that emphasizes how different institutions and political processes are used to change public policies and relations of power. The Presidency,

Supreme Court, and lower federal courts, Congress, bureaucracies, interest groups, and the place of cities in the federal system are examined. Special attention is given to the role of the Supreme Court in the American political system and the relationship of politics and law through study of the right to privacy, abortion choice, equal protection of the law and gender discrimination. The applicability of pluralist, critical pluralist, and neo-Marxist approaches for explaining political change, and relationships between law, politics, and economy is a component of this course. This is a related disciplinary course in the Women’s Studies Program. Limited to 65 students. Discussion sections to be arranged.

Second semester. An introductory course in American governmental institutions and policy-making. Study of the theory and practice of modern democratic government through an analysis of the American system: the developing Constitution, democratic control, changing patterns of federalism, civil liberties and civil rights, legislation, executive leadership, the new role of administration, the judicial function, and recent federal policies. No prerequisites. 330-105-01 TTh-8:35-9:50 a.m. Mr. Dawson

Writing Certification Course First semester. A thorough introduction to the basic institutions and processes of the American political system. Includes description and analysis of such essential system aspects as: Federalism, the Courts, the Congress, the Presidency, State and Local Government, the Bureaucracy, foreign policy, economic management, the welfare state, public opinion, parties and elections, civil liberties, corporate America. The whole course is approached from the viewpoint of a critical analysis of (1) the myths, or justifying dramatic stories, which explain the meaning of American politics to the mass of the people, and (2) the ideologies which give direction to those who hold office. This approach promises to explain some of the paradoxes of a system that is at once democratic in concept and elitist in execution.

Second semester. An introduction to the Constitution, constitutional law, and judicial politics that concentrates on changes in the relationship between law and politics through the study of The Federalist Papers, the reading of Supreme Court cases, and the viewing of PBS tapes on modern constitutional issues. Topics include: the Constitution at the founding, process and rights-based constitutional law, the right of privacy, the right to live and the right to die, equal protection of the law and affirmative action, freedom of expression, the separation of church and state, the doctrine of separation of power and presidential power, the freedom of the press, pornography and absolutist First Amendment principles, and court versus political branch rights creation. This course is part of the Mellon seminar program. Developing writing skills and oral expression is a central objective of this course. Limited to 10 freshmen and 5 sophomores. No prerequisites. Next offered 1988-89.

Second semester. China is the most massive and oft-cited example of socialist revolution and transformation in the world. The demonstration effect of its political and economic changes has been important for many other third world and socialist countries alike. It has experienced dramatic conflicts and shifts of direction during its socialist years, which pose deep problems about the theoretical meaning of socialism as well as the practice of socialist transition and development in a poor country. Government 110 provides a comprehensive introduction to China since the founding of the People’s Republic in 1949. After a brief discussion of the historical background, we move chronologically through the years leading up to and following 1949. Then we take up several specialized areas of inquiry in greater depth: theoretical debates within China about the nature of socialism (the "two line struggle"); rural change (land reform, collectivization, decollectivization and market reform), to which we will devote very detailed attention largely based around a study of Long Bow Village, documented in the writing of William Hinton and the film-making of Carma Hinton; politics and the state; political economy; industrial development; gender relations; education; population; cultural politics; and foreign relations. Written work will consist of three open-book, take home essays of approximately 1,500 words each, the schedule of which can be found in the course outline below. The course is offered only on a credit/no entry basis, but a narrative evaluation of each student’s work will be sent to all students and to the Registrar.

First semester. Through a close study of China and the USA, we will approach some of the major problematiques of comparative politics: What were the historical forces - in terms of culture, society, economy, domestic and/world politics -which helped condition the appearance and development of such different political formations? Upon what ideological foundations do these systems rest? What are the structures of each state? How do these operate, in terms of citizen influence (political participation; interest organization, articulation and intermediation; protest and resistance) and policy (formation and implementation)? What is the relationship of the state and the economy in Chinese socialism and U.S. capitalism (state ownership, economic planning, regulation, state finance)?

What has the role of each state been in its social sphere (welfare; family; women’s and minority issues)? A concluding unit of the course considers various theories of the capitalist and socialist state, and of the state in general, in relation to these two important cases. The course operates on a colloquium format: each week there will be one lecture and one session devoted to extended discussion designed to clarify the material, draw out the major issues, prompt students to explore their own interpretations, views and values, and explore controversies. No prerequisites. Highly recommended for those who wish to pursue further work in comparative politics. Limit: 10 freshmen and 5 sophomores. Next offered 1988-89.

114. Introduction to Western European Politics 3 hours First semester. This course begins with an examination of contemporary politics in four major European countries: Britain, France, West Germany, and Italy. The norms, institutions, and dynamics that characterize each country reflect different social bases and national histories. We will step back in time to examine how the character and content of contemporary politics in each country has been shaped by its particular pattern of development. We will use the concepts of class and citizenship to analyze the contemporary consequences of past patterns of political and social conflict. Class limit: 65. 330-114-01 TTh-11:00-12:15 Ms. Thelen

First semester. This introductory course surveys the formation of the Soviet political system under Lenin and Stalin, changes and modifications under Khrushchev and Brezhnev, as well as attempts to reform the system under Gorbachev. We will examine the structure of political authority, the role of the Communist party, Marxist-Leninist ideology, the propaganda machine, and the apparatus of coercion in the Soviet political process to interpret great upheavals in the 1930’s under Stalin, and stability in the 1960’s under Brezhnev. New trends in Soviet politics in the post-Stalin era will also be examined: the emergence of hereditary elite, the decay of Marxism-Leninism, the rise of the dissident movement, and the search for new development models within the Communist Party. Class limit: 65.

First semester. Rise of the nation-state system, nationalism, war, imperialism, international organization, strategic relations, the North-South confrontation, transnationalism and new actors. Theories and perspectives of the idealist and realist, state-centered and system-dominant thinkers to be considered. Basic questions which address both the making of foreign policy and the evolution of the balance of power will be addressed. Discussion groups will integrate the work of the course with a consideration of current events. Students must enroll in one discussion section. Limit: 50.

Second semester. Introduction to some continuing problems and issues in political theory through readings in both classical and modern sources. Special attention is given to conceptions of community, liberty, political obligation, and equality. Class discussion and the writing of short papers are essential features of the course. Next offered 1988-89.

Second semester. Inquiry into the historical development of two contrasting political cultures, Great Britain and the United States. Classics as well as modern interpretations will be discussed in order to see how beliefs and ideas are related to political institutions and practices in the two countries. We shall be especially interested in why Britain, unlike the USA, has a vital socialist tradition. Readings will be drawn from Locke, Burke, Bagehst, Fabian socialists, Madison, Jefferson, Tocqueville, as well as modern interpretations. Writing will be intensive, consisting of short papers, at least one of which will be rewritten in consultation with the instructor. Enrollment limited to 10 freshmen and 5 sophomores.

First semester. Training in the understanding and use of the more common quantitative methods in today’s political science, and the social sciences generally. The logic of research design: topic to problem to hypotheses; measurement; testing; relationships and "significance." The course aims to develop skill in data analysis, and a sense of the meanings it produces. Problem focus is "Gender Politics:" the impact of the Women’s Movement on mass political behavior; women, men and participation; the "gender gap" - women’s rejection of violence, nuclear power, and Reagan. Includes use of SPSS, a universally available computer program for the social sciences. Prerequisite: At least 3 hours in Government, Sociology, or Psychology. 330-200-01 MWF-11:00 Mr. Bruner

Second semester. This is a course in which students themselves discover important findings about race in American society and

politics, rather than reading what others have found. No previous knowledge of statistics, nor acquaintance with computers is assumed. Students will learn step by step how to employ a new "user friendly" computer program to discover and work with social facts which are (a) very true (b) easy to demonstrate (c) important, and (d) provocative of discussion. The analysis moves from very simple to quite sophisticated by easy stages. Among the subjects investigated: comparison of blacks and whites in family background, early socialization, class composition of parental family. The significance of migration patterns. Background, education, and the attainment of higher status jobs. The revolution in black political participation, from mid-fifties to mid-sixties. Remaining barriers to black participation. Are black-white conflicts really class conflicts? Is the significance of race declining? Blacks and party identification: Realignment against the current? Limited to 25. Prerequisite: One previous course in Government or Sociology.

Second semester. An analysis of the principles of the American Constitution and Supreme Court decision-making. The case method of instruction will be used to discuss the following topics: the nature and scope of judicial review, government control of the economy, the underlying principles of the federal system, race and sex discrimination, equal protection of the law, state action, the right to privacy (including abortion cases), First Amendment rights of free speech and religion, rights of the accused, and application of the Bill of Rights to the states. Limited to 65 students. Prerequisite: One course in Government or consent of the instructor. This is a core course in the Law and Society Program. Discussion sections to be arranged.

Second semester. This course focuses on winning and using Congressional office and on the relationship between political activities and the making of public policy. Topics include budget making and breaking, campaigns and elections; the effects of congressional structures, rules and procedures on internal power politics and policy making; efforts to reform some institutional constraints and circumvent others; the role of political parties and the growth and impact of special purpose coalitions; the evolution, birth and death of policy proposals in the areas of economic deregulation, urban affairs, campaign financing, civil rights, poverty, health, education, the environment, consumerism, and other policy areas to be selected by students as the subject of in-depth research and term papers. Prerequisite: One course of introductory American government or consent of instructor. Limited to 25 students, with preference to those who participate in the Department’s January Term Congressional Internship Program.

First semester. Using constitutional law cases, and other materials, this course explores the role of federal courts in influencing environmental and other policies. Topics include: the growth of the administrative state in the 20th century; legal realism; changes in concepts of public and private power and of law, politics, and the economy; "public interest" administrative law; citizen and interest group standing (getting into federal court); "law and economics," rights, and "public interest" approaches to Supreme Court decision-making in the monitoring of agency actions; methods of federal court intervention into agency decision-making (creative statutory construction, the ‘hard look’ doctrine, hearing requirements, citizen/group participation in agency decision-making); Burger Court administrative law; and consequences of federal court intervention (or failure to intervene) in the following policies: nuclear power generation, environmental pollution, citizen ‘entitlement’ to welfare, the allocation of broadcast channels, environmental impact statements, food additive screening, and transportation deregulation. Works studied include those of Theodore Lowi, Richard Stewart, Richard Posner, Christopher Stone, Stephen Breyer, and Frank Michelman. This is a recommended course in the Environmental Studies, Law and Society, and Urban Studies curricula. Prerequisite: one course in Government, Environmental Studies, or the Social Sciences, or by consent of the instructor. Limited to 45 students. This course is identical to Environmental Studies 204.

Second semester. This course applies transactional analysis to three realms: students’ own personal experience and ways of dealing with self and others; their own views and feelings about the political world; and the belief schemes typical of various political groups. In the first part of the course students study transactional analysis concepts, and some examples of the personal uses of political beliefs. They work in class to find and share with others those interaction patterns which are repeated in their lives and in their political views. Students write a self-analysis paper about the connections between their personal lives and their experience and perception of politics. The second part of the course applies transactional and other concepts to the metaphors, symbols, myths, rituals and dramas used by rulers, institutions, and commentators. A central aim of the course is for you to become aware of how I, you, and they select, filter, edit and create our experience of the personal and the political world. The second aim is to invite you to choose, for your own purposes, what it is you think, feel, and do in politics and in life, rather than carrying out old programmings set by others and yourself some time in the past. Prerequisites: 3 hours in some social science, or psychology, and the courage and willingness to change, and to share discoveries about yourself. This course has two sections, each limited to 12. 330-205-01 TTh-11:00-12:15 Mr. Bruner

First semester. This course explores the internal politics of large cities and the increasing significance of factors external to cities on their politics, policies, and patterns of influence. These external factors include: the federal government; the economic system; the separation of residence from workplace; the nationalization of political party identification and the growth of independent voting; the increase in Supreme Court and lower federal court decisions that place economic and social burdens on cities; and race and class factors. Topics include: the growth of reform politics in the 20th century; changes in the power of mayors, party organizations, and city workers;

conflicts between ‘downtown’ and neighborhoods; local politics, (the fear of) crime, and police accountability structures; how external factors influence internal politics in specific policy areas (such as urban renewal, growth policies, taxation, allocation of police services, schools, and strategies of community participation); and the effect of internal and external factors on the political power of different race, ethnic and economic groups. Some attention is given to the effects of pluralist, critical pluralist, and neo-Marxist interpretations of urban politics on the definitions of urban problems and their solutions. This is a core course in the Urban Studies Program. Prerequisite: one course in the social sciences or consent of the instructor. Next offered 1988-89.

First semester. An introduction to political and administrative issues in the formation, implementation and impact of contemporary environmental policies in the United States. Topics include the nature and scope of environmental, energy and resource problems, the rise of environmental issues on societal and government agendas, the role of public opinion and interest groups, the policy-making process, policy implementation within administrative agencies, and methods of evaluating selected environmental policies. Special attention will be given to environmental policy change and its consequences under the Reagan administration, and to the prospects for long-term adaptation to a sustainable society.

This course is identical to Environmental Studies 208. Class limit 30. Prerequisites: Economics 101 and one course in Government or Environmental Studies.

Second semester. This course on policy making in America examines concrete public problems and specific public policies. The course’s approach focuses exclusively on actual cases. The policy cases are drawn from different national concerns, including civil liberties and civil rights; the economy; social welfare; environmental quality; and international relations. The course’s case method approach demands active student participation in a variety of activities which simulate stages of policy making. These activities are structured by the instructor to develop student skill in analysis and advocacy. Broader perspective on the context and significance of specific cases is provided by the instructor, through lecture and discussion. Prerequisite: At least one course in Government or Economics. Limited to 25 students. Next offered 1988-89.

First semester. Selected topics from the areas of products liability (liability of manufacturers and others for consumer products that cause injury); liability growing out of use or ownership of automobiles (including "no-fault" insurance); retail credit sales (installment sales, promissory notes, credit cards); poverty law litigation; job security; "equal protection" in welfare cases; legal rights of women; school desegregation; and criminal procedure, with emphasis on decision points in the criminal justice system where substantial discretion is exercised (e.g., decision to prosecute, plea bargaining, sentencing). The objective is to assist the student in gaining an understanding of principles of law and other factors that affect one’s legal position in the area being studied, to examine the methods by which legal principles develop, and to explore the roles of and interactions between the courts, legislature, executive departments and administrative agencies in the growth of law. Frequent writing assignments are intended to help the student understand and apply the material studied, and the instructor to follow the student’s progress. Each student is expected to schedule a conference with the instructor early in the semester. This course is offered by Mr. Perlik, a trustee of the College. CR/NE grading. Limit 35. Not open to freshmen.

Second semester. A comparison of environmental politics and policy in various industrial and developing nations, and efforts at resolution of environmental problems in the international arena. "Environment" is here broadly construed to encompass population, food and energy problems as well as pollution and resource management. The comparative perspective is used to address such questions as how different economic and political systems respond to environmental problems how cultural factors influence that response, and how the different policies produced vary in their effectiveness. Topics include the impact of citizen participation on environmental policy in industrial democracies; market incentives vs. state intervention in regulatory policy; environmental ethics under capitalism and socialism; tensions between environmental and developmental goals in the Third World, and efforts at regional, East-West and North-South cooperation on selected environmental issues. This course is identical to Environmental Studies 210. Class limit: 30. Prerequisites: one course in Government or Environmental Studies.

First semester. The problems in third world countries of widespread and deep poverty, high levels and pronounced structures of inequality, the social and cultural contradictions produced by the late transformation to modern industrial and agricultural economy and the associated involvement in the world economy in a subordinate position, and the political formations and policies that have emerged in the face of these problems provide the interconnected foci of Government 211. In the first two-thirds of the course, we proceed topically, taking up issues like: epistemological problems of cross cultural study; the definition and delineation of the "third world"; world system and dependency theories; colonialism; social structure and modes of production; politics and the state; revolution; economic development. The final third of the course is oriented to study of particular cases, using the concepts and theories explored in the earlier parts of the course. Specifically, we will look at Kenya as an example of capitalist development, and at North Korea, China, Vietnam, Cuba, Mozambique and South Yemen as examples of socialist development. Prerequisite: one course in the social sciences. Limit 45.

First semester. The purpose of this course is to define the phenomenon of Stalinism and to present a number of

interpretations on its nature. Several models of interpretation will be considered: Totalitarian, Bureaucratic, Developmental, Interest Group Politics, Russian Political Culture, and others. The opening sessons will examine the foundations of Stalinism: a. role of the party, the state, the police, and the leader (including an analysis of the cult of Stalin); b. official ideology, propaganda machine, and terror as instruments of government;

c. economic policies and their effect on Soviet society, industrialization, collectivization, atomization and the system of incentives and controls. We will conclude with the discussion of long lasting consequences of Stalinism for the development of the Soviet political system as a whole. Class limit: 35. 330-212-01 M\VF-2:30 Mr. Brovkin

First semester. Political economy as a field of inquiry takes as its point of departure the interface between politics and economics. This course is designed to familiarize students with a set of theories and concepts that are central to understanding the interaction of these two realms. We will apply these analytic tools to the issue of industrialization. Flow do political and social forces shape economic development? How, in turn, does industrialization affect the relative political position of various groups in society? How, in short, do politics affect economic outcomes, and - conversely - how can economic change upset previously stable political constellations? The course is organized around three "rounds" of development: British industrialization, "late development" on the continent, and "late-late development" in contemporary Latin America. In each case, we will organize the discussion around three broad issues: (1) how international forces have influenced industrial development, (2) how domestic coalitions have shaped political and economic developments in the course of industrialization, and (3) how in each of the three "rounds" of industrialization, countries have come to terms with a new social class that industrialization created, the industrial working class. Class limit: 35.

Second semester. Countries throughout the advanced industrial world are currently facing a difficult transition. The postwar consensus on the liberal trading order has been shaken by problems of surplus capacity, industrial decline and adjustment. This course in political economy views economic adjustment in terms of a set of political battles over who will bear the burden of adjustment. It is designed as a survey course, which considers the responses of Japan, Britain, the United States, France, Sweden, and Germany to the new challenges of the 1970’s and 1980’s. Their differing responses provide a window on different structures and constellations of domestic political and economic power. Class limit: 35. 330-216-01 TTh-11:00-12:15 Ms. Thelen

Second semester. The 20th century has witnessed the meteoric rise of socialism, proclaiming its superiority to capitalism in a number of areas; its capacity to undertake economic management, development and planning in ways both more rational and humane; its commitment to democracy and political equality in the workplace as well as other spheres of public life; its ability to break asunder all manner of social and economic inequality and cleavage; its promise to transcend political and social alienation. We look at the experiences of countries which have pursued this historical mission, including the USSR, China, various countries in Eastern Europe (with particular attention to Poland), North Korea, Vietnam, Cuba, Mozambique and South Yemen. Major themes are: the Marxist theoretical legacy; the nature and effects of the revolution; the nature and problems of transition from previous feudal, capitalist or colonial formations; the socialist state and politics in it; socialist political economy (planning, management, ownership, the particular problems of agriculture, self-reliance); social dimensions (family, gender relation, class structure, minorities); critical theories of socialism. The last several weeks of the course will be occupied with case studies of specific countries, based on group presentations by students. Prerequisite: one course in the social sciences. Next offered 1988-89.

Second semester. Relations of dependence, autonomy and interdependence in the international system as they exist between the rich countries of the "North" and the poor countries of the "South." The political dynamics of economic, social and military confrontation. Economically, trade and monetary affairs, technology transfer, the development of natural resources, aid flows, the activities of multinational corporations. Socially, the migration of populations from the South to the North, the brain drain and the new division of labor in industrial societies. Militarily, the internationalization of civil wars, the cooptation of regional disputes, and the impact of large-scale arms transfers. The impact of the confrontation upon the welfare of rich and poor states and its significance for the structure and future of international politics will be examined. Prerequisite: One course in Government. Limited to 35 students.

First semester. Global problems - civil intervention, war, the arms race, refugees, world hunger, the population explosion, economic interdependence and dependence, the degradation of the physical environment, and the resource crisis - are considered in light of the multilateral institutions which strive to address them. The organizations to be studied include nineteenth century forerunners, the League of Nations, the United Nations and its specialized agencies, economic regimes like GATT and the IMF, regional organizations like the EEC, NATO, and the OAS, and new international actors like OPEC. A variety of theoretical perspectives, from the view that international organizations are captives of their member states, to the notion that they are the basis for a future world government, will be examined. Students must enroll in one discussion section. Prerequisite: One course in Government. Limited to 30 students. Next offered 1988-89.

Second semester. An interpretation of the conduct of Soviet foreign policy. We will examine the impact of Russian historical traditions, Marxist-Leninist ideology, and the Soviet leaders’ perceptions of the outside world on the formulation of Soviet Foreign Policy objectives. Was the driving force of Soviet

Foreign Policy Russian expansionism or the cause of Communist revolution? We will examine the origins of the Cold War, "peaceful coexistence" and Detente under Stalin, Khrushchev, and Brezhnev, and outline elements of continuity and change in Soviet foreign policy today. Class limit: 65.

First semester. Considers the historical evolution of nuclear strategy, weapons technology, defense policy and arms control. Primarily focused on the US-Soviet confrontation at the strategic level, the course will also take up questions relating to the spread of weapons to other countries, questions of weapons technology transfers, bilateral and global arms control efforts. Limited to 30 students.

Second semester. Compares selected governments in the region, and looks at the international politics of oil, the Arab-Israeli conflict, and involvement of the superpowers. Examines the role of Islam in politics, the impact of modernization, religious, class and ideological conflicts. This area is considered the most volatile in the Third World, and most strategically important area for the United States. The course will combine a comparative with an international approach, to give students a background in the region’s political structures, its conflicts and their significance in the international system. Identical to JNES 230. Prerequisite: One course in international or comparative government. Limited to 30 students.

First semester. A critical analysis of European political theory from the time of the Greek polis to the early modern period. The course involves close study of the political theories of Plato, Aristotle, Augustine, Aquinas, Machiavelli, and the Protestant Reformation. Special attention is given to the relations between conceptions of the political community and views of human nature, citizenship, natural and positive law, authority, power, and the meaning of history. Limited to 30 students. Students must enroll in one discussion section; sections are offered Th 2:00 and 3:00.

Second semester. A critical analysis of modern European political theory from Machiavell, including close study of Flobbes, Locke, Rousseau, Burke, the utilitarians, and Marx. Focus is on the development of liberal and democratic theory and on various alternatives to it. Special attention is given to views of liberty, obligation, equality, community and revolution, and to changing conceptions of the nature of theory and its relation to practice. Limited to 45. Students must enroll in one discussion section; sections are offered Th 1:00, 2:00, and 3:00. 330-232-01 MWF-10:00 Mr. Wilson

First semester. A critical analysis of the main currents of American political theory from the Puritans to the present. Traditional American political concepts are examined and reevaluated in the light of twentieth-century conditions. Some attention is given to the development of an American science of politics. Limited to 45 students. Next offered 1988-89.

First semester. A critical analysis of modern political theories, including close study of Weber, Durkheim, Lenin, and other writers. Attention is given to recent liberal, socialist, and fascist theories, and to recent conceptions of legitimacy, democracy, freedom, revolutionary action, and modern social science. Prerequisite: 131, or 232, or consent of instructor. Next offered 1988-89.

First semester. A critical examination of the theoretical work of Marx and leading Marxists. Topics will include: alienated labor; the materialist theory of history; analysis and critique of capitalism; the capitalist state in relations to society; ideology; different approaches to theory and its relation to practice. Attention will be given to twentieth-century modifications in light of changing circumstances. Some attention will be given to critiques of Marxism. Readings will be drawn from Hegel,

Marcuse, Poulantzas and others. No prerequisite, but the following would be useful: Government 114, 232, and History

Second semester. Building on the study of Marxist theory in Government 239, this course explores in greater depth: Marx’s economic concepts and theories (including value, commodity, money, price, the transformation problem, labor, surplus value, profit, exploitation, capital, accumulation, reproduction, crisis), critiques of Marxian economics, the role of the state, implications of Marxist political economy for class theory, precapitalist modes of production, the actual functioning of capitalism (long-term macro-tendencies, the labor process), imperialism and world capitalist economy, socialism, implications for gender and race theories and relations. Major reading will include Adam Smith’s Wealth of Nations, Marx’s Das Kapital and contemporary criticism and emendation of it (by Steedman, Roemer and others), Sweezy, Baran,

Poulantzas, Wright, Wallerstein, Bahro, Brus, Braverman, Braverman or Burawoy. The course will operate under a colloquium format, i.e., one weekly lecture and one extended period for questions and discussion. Prerequisite-. Government 239 or equivalent approved by instructor; Economics 101 would be helpful. Limit: 35.

Second semester. We shall study First Amendment history, theory, and practice. Topics include: process and rights-based First Amendment theory; self-realization as a basis for First Amendment protections; pornography, First Amendment values, and the civil rights of women; content neutrality, symbolic expression, and offensive speech; the Burger Court and the separation of church and state; absolutist and balancing theories of freedom of expression, religion, and the press; the right to publish; the right of public officials to speak through publications and national security concerns; and financial aid to non-public schools. The works of Emerson, Tribe, Redish, Perry, Meiklejohn, and Blasi will be considered in our studies. Limited to 15 students. Prerequisite: consent of the instructor. Preference will be given to students who have taken either Government 202 or 204. This is a core seminar in the Law and Society curriculum. Next offered 1988-89.

Second semester. This seminar is concerned with analyzing the nature and role of the U.S. Presidency - the office and its occupants. Topics include constitutional, legal and political limits on presidential powers (e.g., impoundment, executive privilege), the legislative role of executive agencies, bureaucratic politics within the executive branch, psycho-biographical approaches to the study of presidential behavior, group dynamics and "group-think" within the Presidency. Prerequisites: senior standing, at least eight hours in American Government, and consent of instructor. Limited to 12 students. 330-302-01 W-7:30 p.m. Mr. Dawson

First semester. Studies the origin and change of the basic attitudes, preferences, identifications, skills, knowledge and habits that affect people’s politics, with attention to systems of political education. Topics typically include: political learning from family, school and peers; socialization and authority; black socialization; political socialization of women; political learning in new nations and in Communist countries; moral development and compliance to law. Limited to 15 students. Prerequisites: junior or senior status and at least two courses in Government at the 200 level. Other preparations welcome, but they require consent.

304. Seminar in American Constitutional Law: Equal Protection of the Law 3 hours

Second semester. We shall study the theory and practice of constitutional law and politics under the Equal Protection Clause of the Fourteenth Amendment. Topics include: the thoughts of the framers of the 14th Amendment; concepts of equality and inequality among constitutional scholars of the Equal Protection Clause; race discrimination; benign race classifications in the law and affirmative action; gender discrimination; benign gender classifications in the law and affirmative action; attempts to limit private discrimination through the law of state action; age, alienage, illegitimacy, and mental retardation classifications in the law as candidates for close judicial scrutiny under the Equal Protection Clause; fundamental rights and interests in voting, state citizenship, access to judicial process, and interstate migration; arguments for and against making wealth classifications in the law a subject of close judicial scrutiny; official intent/purpose versus outcomes as triggers for close judicial scrutiny of race and gender classifications in the law; and sexual preference as a suspect classificaiton in the law.

First semester. Socialist development in most third world countries has broken with the Soviet-inspired paradigm of heavy industrialization, rapid accumulation and central planning. In smaller countries facing problems of economic dependency, narrow resource bases, restricted internal markets, external threat and/or very low levels of development of productive forces, socialist development has given greater emphasis to agriculture and light industry, has moderated the pace and form of socialist transition, and has experimented with decentralization, markets and even mixtures of private and public ownership. Government 310 focuses on these new forms of socialism in the third world. During the first half of the semester, we will approach these issues through study and discussion of recent scholarship that raises these issues both thematically and also in the context of the cases of Angola, China, Cuba, Grenada, Mozambique, Nicaragua, North Korea, South Yemen, and Vietnam. After spring break, we will hear and critique presentations of drafts of student research papers in progress. Prerequisite: Government 110, 115, 212, 219, 317 or equivalent study of third world and/or socialist countries. Consent of instructor required. Limit: 15.

315. Seminar on the Political Economy of Technology 3 hours Second semester. This seminar will examine critically the idea that technological progress simply "reveals" the discovery of ever more efficient ways of organizing production. It explores technological development as a series of political choices and battles. It examines the rise of mass production as the dominant technological paradigm, and its implications for the organization of work and the division of labor. We will examine how mass production affected relations between labor and management, and labor responses to technological change. We will explore the political and economic bases of apparent "deviations" from this paradigm as a way of understanding their survival in the "modern" world. We will examine the political conflicts and choices that send countries down different paths of technological change and economic organization. Finally, we will examine the impact of microelectronics on mass production as technological paradigm, as well as changes in labor strategies and in labor-management relations in the current period of rapid technological change. Class limit: 12.

Second semester. Gorbachev has described his reforms as a "revolution" in Soviet politics. To what extent are these reforms a fundamental departure from the established patterns of Soviet political process under Khrushchev and Brezhnev?

Do they represent a dismantling of Stalinism as a system of government? This course will examine Gorbachev’s views, programs, leadership style, policy agenda, as well as the implementation of proposed reforms in reality. Particular attention will be paid to the patterns of interaction between government institutions, economic agencies, mass maedia, and party bureaucracy in that process. Participants in the seminar will focus on a specific area of inquiry of their interest (the party, foreign policy, economy, or culture) and write a paper using a variety of American and Soviet media sources. Class limit: 15.

330-309-0l\V-l:30-3:30 Mr. Brovkin 321. National and International Developments in

First semester. Selected problems in Third World politics to be studied from a comparative and international perspective. In 1987 the topic will be the international politics of refugees. Limited to 13 students. Consent of instructor required. 330-321-01 W-7:30p.m. Mr. Schiff

Second semester. An intensive critical examination of the work of three important recent political theorists: Hannah Arendt, John Rawls, and Jrgen Habermas. Familiarity with the political theories of Locke, Mill, and Marx will be presumed. Prerequisite: consent of instructor. Limited to 12 students. 330-331-01 M-8:00p.m. Mr. Wilson

Second semester. An examination of various social and political theories as they relate to the natural and artificial environmental politics and policy in a broader theoretical context. Such issues as: scarcity and abundance, the exploitation and transformation of nature, the augmentation of technology, the "limits to growth" controversies, and the "tragedy of the commons" will be considered in the light of various political theories which are concerned specifically with these issues and generally with order and justice. Readings will be selected from the classical Greek philosophers, Bacon, Hobbes, Locke, Marx, and anarchist writers, as well as various contemporary theorists. Prerequisite: consent of instructor. This course is identical to EnvS 337. Limited to 12 students. Next offered 1988-89.

Sem 1 330-403-01 Hours to be arranged Staff Sem 2 330-404-01 Hours to be arranged Staff

Curriculum and Course Sequence. The departmental curriculum offers study in the history of five continents:

Europe, North America, Asia, Latin America, and Africa. These offerings are arranged in five main categories - survey courses covering a broad time span and geographical range; freshman-sophomore colloquia; topical courses dealing with a particular nation, region, theme, or time period; colloquia for upperclassmen, which treat selected topics in a small class setting; and research seminars, which provide training in historical research and writing. All topical courses are open without prerequisite except as indicated in the course description. Colloquia and seminars are limited in size and require the consent of the instructor. Students may begin the study of history through survey courses, topical courses, or colloquia.

Major Work. The history major consists of at least thirty hours of history in the department. Up to six hours of credit toward the history major may be gained through courses of an historical nature in Classics and Black Studies. The courses to which this rule applies are Classical Civilization 103 and 104 and Black Studies 201, 202, 204, 205, 314, and 315. In consultation with their major advisor, students are expected to develop a balanced program of historical study and to coordinate their major with course work in related disciplines suitable to their needs and interests.

Minor Work. The minor in history consists of not fewer than 15 hours of credit in history courses, and of these no more than 8 may be in survey courses.

Reading Courses. Private reading courses with individual members of the department are available to qualified students within the limits of College regulations. Information about reading courses may be obtained from members of the department and from the departmental office.

Honors Program. The honors program in history is designed to offer the opportunity for recognition of distinguished achievement in historical research and writing. Qualified students are invited to enter the program in their sixth semester. Further information is available from members of the department and from the departmental office. See also the general statement on Honors.

Exemption Examination in European History. History 101 is a prerequisite to several courses in European history. The department administers an Exemption Examination during the orientation period preceding the first semester. This examination is open to any student who wishes to place out of History 101 for the purpose of entering courses which have this prerequisite. A passing grade in the European placement examination conveys placement only; it does not confer credit toward graduation or toward the history major.

Advanced Placement. Advanced Placement credit will be awarded in U.S. history to entering students who have made grades of 4 or 5 on the AP examination.

Advanced Placement credit in European history is awarded for History 102 only. The same conditions will apply as for AP credit in U.S. history except that the department will evaluate the AP examination and the course syllabus. (Submission of the syllabus is the student’s responsibility; the Oberlin Registrar’s office will obtain the examination.)

Winter Term 1988. The following faculty will sponsor Winter Term projects as indicated. Mr. Blodgett: individual projects in American political and architectural history. Ms. Hogan: individual projects in Russian history. Mr. Kelley: individual projects in Chinese history and culture, Asian-American history, Southeast Asian history, and East-West relations. Ms. Lasser: an on-campus group project reading selected works on contemporary feminism. Mr. Neil: individual projects in modern European history. Mr. Soucy: projects in European intellectual history (18th-20th centuries), psychohistory, and French social history.

First (101) and second (102) semesters. The evolution of European civilization from the fall of Rome to the present. Provides background for more specialized courses in history and related fields and perspective on current problems. Since History 101,102 is planned as a year course, students are

advised not to register for it unless they can take both semesters. History 101 is a prerequisite for History 102.

First (103) and second (104) semesters. An analytic survey of the forces that have shaped the experience of the American people from the age of discovery to the present. The first semester covers the period through 1877 and the second semester begins in 1877.

Discussion sections to be arranged Mr. Komblith Sem 2 350-104-01 MWF-10:00 Mr. Blodgett

First semester. An introduction to the history of China from the archeological origins of Chinese civilization to the high point of the imperial state in the 18th century. Topics in political, social, and economic history are covered, as well as developments in religion and thought, language and literature, and art. The course is the normal introduction to further study of Chinese history and culture and, in particular, provides a valuable context for themes treated in Modern China. Crosslisted with East Asian Studies 121.

Second semester. The history of China from the founding of the Manchu Qing (Ch’ing) dynasty in 1644 to the consolidation of the People’s Republic of China in the 1950s. At the end of the course abbreviated coverage of the contemporary period will provide a chronological and topical overview for further study of today’s China. This course attempts to understand modern Chinese history from a China-centered perspective. Along with political and institutional developments, long-term changes in the society and economy of China are stressed, and the indigenous bases for those changes are explored so that China’s twentieth-century revolutionary upheaval will be seen to be more than a "response to Western impact" or an "emergence into modernity." Cross-listed with EAS 122. 350-106-01 MWF-10:00 Staff

First semester. This course explores the socio-economic and political history of the Russian empire, beginning with the 17th century background to the reign of Peter the Great and ending with the Revolution of 1905. The course emphasizes in particular the condition of the laboring classes, the evolution of the nobility and intelligentsia, and the rise of liberal and radical opposition to the autocracy.

Second semester. Beginning with the immediate post-1905 period, this course will examine the crisis of Russian society on the eve of World War I, the Revolutions of 1917 and the consolidation of Soviet power, polity and society in the 1920s, the Stalinist revolution, Russia’s experience in World War II, Soviet perspectives on the Cold War, and the evolution of Soviet society during the Krushchev and Brezhnev eras. 350-108-01 MUT-10:00 Mr. Sanders

109. Latin American History: Conquest and Colony 3 hours First semester. An introductory survey of Latin American history centering on the imposition, maintenance, and decline of Spanish and Portuguese colonial rule in Latin America. We will examine the nature of pre-conquest native societies, the motivations behind, and technology of, exploration and conquest by the Europeans, and the creation of a colonial society in the New World. We will examine the economic and political structures of the colonial world and evaluate their effectiveness. We will discuss the differential impact of colonial policy on Indians, African slaves and free blacks, women and the castas. Finally, we will look to points of tension and resistance within the colonial world and analyze the nature of the independence movements.

110. Latin American History: Independence and Dependence in a Complex World 3 hours

Second semester. An introductory survey of Latin American history from the wars of independence in the early 19th century to the present day. Particular attention will be paid to the newly independent nations’ struggle to cope with monumental problems of political legitimacy, economic growh and social order. We will analyze the rise of new social sectors in the 20th century and the way in which they were incorporated into, and/or fundamentally challenged, existing political and economic structures. We will discuss Latin America’s position in the world arena and the particular history of U.S.-Latin American relations.

111. Colloquium: The Crusades and Medieval Europe 4 hours Writing Certification Course

Second semester. As the only enterprise inspiring the participation of society as a whole during the Middle Ages, the Crusade movement will be studied as a means of access to the institutional, intellectual, and religious history of Europe from the 5th to the 15th century, and as a means of grasping its relationship with the neighboring civilizations of Byzantium and Islam. The course also aims at introducing students to the analysis of historical evidence and argument. It accents group readings and discussions and individual projects, with an emphasis on frequent short papers enabling students to refine their writing skills. Ths course is open only to freshmen and it is not open to students who have taken History 101. It may be substituted for History 101 in enrolling in any course for which 101 is a prerequisite: Course limit: 10 freshmen and 5 sophomores. Offered in alternate years only. Next offered 1988-89.

Second semester. This course examines various ways in which Existentialist writers in Europe from the 1930s onward responded to the major political issues of their times -including some of the social, economic, cultural, religious, ethical, and psychological dimensions of these issues. It will

also examine Marxist and other criticisms of Existentialism during this period, as well as later attempts to synthesize Marxism and Existentialism. Readings will include works of Jean-Paul Sartre, Albert Camus, Simone de Beauvoir, Paul Tillich, Martin Heidegger, and others. Course limit: 10 freshmen and 5 sophomores.

113. Colloquium: The United States, Social Change and Latin America: Cross-Cultural Perspectives 3 hours

Second semester. Processes of social change in Latin America, the various U.S. responses, and the effects of U.S. interventions on subsequent events in Latin America are the subjects of this colloquium. Social changes we will consider include industrialization, changes in government and popular participation, urbanization and the rise and fall of movements for radical change. U.S. responses have been not only military, but also economic and political. Four historical modes have been chosen for particular attention: the Mexican revolution and its aftermath; the Sandino rebellion, U.S. marine intervention and the rise of the first Somoza; the Brazilian coup of 1964; and the current crisis in Central America. Course limit: 10 freshmen and 5 sophomores with consent of the instructors. Cross-listed with Sociology 108. Next offered 1988-89.

114. Colloquium: New World Images in Old World Minds. Spanish Comprehension of the Indies 3 hours

Second semester. In 1492 two worlds, separated from each other by the millennia, were reunited. The metaphorical rejoining of these two worlds provoked immense challenges in the areas of economics, politics, theology, ethnology, epidemiology, and law. European minds had to incorporate the concept of a new population, isolated from all other land masses, yet having survived the Biblical Flood. American bodies had to incorporate the impact of unknown viruses which would claim tens of millions of lives. The drama of this encounter and the complexity and sweep of the issues that it raised are the subject matter of this course. Using primary and secondary source materials, we will examine the impact of the New World on the Old in a variety of areas and employing a variety of methods of inquiry. The course will focus on joint readings and discussion and will require a number of short papers. Course limit: 10 freshmen and 5 sophomores. 350-114-01 TTh-1:30-2:45 Mr. Volk

First semester. Shifting patterns in the life and growth of American cities, large and small, since the Civil War. Urban politics, planning and lack of planning, transportation, housing, commercial architecture, recreation and entertainment, social structure and social mobility will be examined, as will rural reactions to urban imperialism. Reading, discussion, student papers and presentations. Course limit: 10 freshmen and 5 sophomores.

For the sake of clarity, the department’s topical courses are listed below by rubrics - European, American, Asian, and Latin American history.

First semester. This course will deal chronologically with the transition from ancient to early medieval thought, the Church Fathers, the transmitters of classical and patristic thought, the Carolingian Renaissance, vernacular literature focusing on Norse, Old English, Old French, German, and Celtic epics, and the revival of speculative philosophy and theology in Christianity, Judaism, and Islam. It ends with a comparison of the cultures of Western Europe, Byzantium, and Islam in the 10th and 11th centuries. The emphasis is on the interaction of the traditions and circumstances that formed Western European culture in the early Middle Ages and on its similarities and differences from its sister civilizations. Given in alternate years only. Prerequisite or Corequisite: History 101. 350-201-01 MWF-11:00 Ms. Colish

202. Intellectual History of the Middle Ages, II: The 12th to the Early 15th Centuries 3 hours

Second semester. This course starts with the Renaissance of the 12th century and deals thematically with the following topics: Latin and vernacular literature, including lyric, romance, courtly love, satire, and drama; mysticism and heresy; the scholastic systems of Christian, Jewish, and Muslim thought; and legal, political, scientific, and economic theory. Each of these topics will be treated from the 12th century up to the end of the Middle Ages. Attention will be paid to the parallels, connections, or gaps among these areas of culture, to the shifting patterns of emphasis from century to century, and to the final question of when the Middle Ages may be said to have ended in each case. Given in alternate years only. Prerequisite: History 101. History 201 is suggested but not required. 350-202-01 MWF-11:00 Ms. Colish

First semester. Topics in the intellectual history of Europe from the 14th to the 17th century. Emphasis on the movements of Renaissance humanism, Reformation theology both Protestant and Catholic, and political, social and economic thought in relation to their contemporary context. Given in alternate years only. Prerequisite: History 101, 102. Next offered 1988-89.

First semester. Enlightenment and anti-Enlightenment political, social, economic, religious, educational and aesthetic thought. First half of semester emphasizes Voltaire’s and Rousseau’s conflicts with the Old Regime and with each other. Second half deals with Diderot, DeSade, Hume, Kant, Burke, Goethe and others. Impact of Enlightenment thought on the French Revolution and Napoleon will also be considered. Next offered 1988-89.

First semester. Romanticism, Hegelianism, Socialism, Realism, Naturalism, Darwinism, neo-Romanticism and pre-Existentialism. Deals with such thinkers as Goethe, Sand, Zola, Hegel, Marx, Engels, Darwin, Wagner, Barres, Schopenhauer, Nietzsche, Dostoevsky, and Tolstoy. Course limit: 60. 350-205-01 MWF-10:00 Mr. Soucy

Second semester. Major developments within the Marxist, liberal, conservative, psychoanalytical, surrealist, existentialist, positivist, and anti-positivist traditions. Attention will also be paid to the response of leading intellectuals to World War I, the Great Depression of the 1930s, the rise of fascism, and the New Left of the 1960s. Deals with such thinkers as Lenin, Fromm, Weber, Mann, Woolf, Freud, Jung, Adler, Homey, Breton, Dali, Hesse, Kafka, Auden, Orwell, Adorno, Drieu La Rochelle, Camus, Sartre, Beauvoir, Fanon, Marcuse, Laing, and Lacan. Course limit: 60.

First semester. Psychoanalytic interpretations of unconscious motivations in such historical figures as Luther, Hitler, Gandhi and Lenin and in such mass phenomena as medieval child abuse, New England Puritanism, fascism, anti-fascism, religious cults, Vietnam vets and the survivors of Buchenwald and Hiroshima. Works of psychoanalysts and psychiatrists who have written on history will be studied (Erikson, Fromm, Bettleheim and Lifton) as well as those by historians open to psychoanalytic interpretation (Mazlish, Gay, Binion, Demos,

Second semester. The Elizabethan settlement, causes and consequences of the Civil War, and the background of the Glorious Revolution. Within these chronological blocks the approach will be thematic, dealing with economic, social, religious, cultural, and political topics. Prerequisite: History 102. 350-208-01 MWF-11:00 Mr. McGill

First semester. The Revolutionary settlement, the economic transformation, and the genesis of the reform movement. How English thought from Locke to Bentham accompanied social and political changes and how these changes interacted with foreign and imperial policies. Prerequisite: History 102. Next offered 1988-89.

First semester. The transition from aristocratic to democratic politics; the Victorian compromise; the rise of Labour; the fall of empire; the emergence of the welfare state. Prerequisite: History 102.

First semester. A political and cultural history of Germany from Frederick the Great to Kaiser Wilhelm II, with particular emphasis on the problem of national unification, economic modernization, and Germany’s role in the Age of Imperialism. Next offered 1989-90.

Second semester. Germany from world-power to partition: the impact of World War I, the failure of the Weimar Republic, the rise and fall of the Third Reich, and the emergence of the two Germanies after World War II.

Second semester. Main currents in 20th-century European history, from the eve of World War I through the Cold War. Special emphasis on Europe’s changing relations with the rest of the world. Next offered 1988-89.

First semester. This course explores broadly the revolutionary experiences of Russia and China, examining in depth the collapse of the old regimes, the nature of mass mobilization in the revolutionary process itself, and differing approaches to the problems of industrialization and collectivization, and cultural revolution. Next offered 1990-91.

Second semester. This course explores broadly the problem of women and the family in Tsarist Russia and the Soviet Union. Particular attention will be focused on the role of women in the Populist movement, the debate between feminists and socialists, the radical social experimentation of the 1920s, women and the family under Stalin, and the experience of women in contemporary Soviet society. Next offered 1991-92.

Second semester. Beginning with an examination of the impact of World War II on Soviet society, the course examines in detail High Stalinism and the origins of the Cold War and the socio-economic and political trends of the post-Stalin era. Special topics will include the position of women in Soviet society, the nationalities question, and dissent. Course limit: 30. Next offered 1988-89.

First semester. The United States and world affairs from the expansion of the 1890s to the present. Topics include expansionism, World Wars I and II, the origins and ramifications of the Cold War, nuclear strategy, and relations with the Third World (Latin America in particular). The course pays particular attention to the intellectual, political, and economic forces that drive U.S. foreign policy. Recommended preparation: History 104, 254, or 255, or Government 121. Next offered 1988-89.

projects, and group discussion. The course is designed for students with no prior background in architectural history. Identical to EnvSt 141.

Second semester. An interdisciplinary study of human beings in relation to the American environment. The course focuses on changing ideas about the environment and shifting political developments related to the environment, in particular the clash between views of nature held by native Americans and European arrivals, transcendentalism, the origins and consequences of the conservation movement, the Dust Bowl, federal conservation policy, energy, and the origins of the contemporary environmental movement. Cross-listed as Environmental Studies 252. Course limit: 50.

First semester. A multifaceted survey of the United States from Roosevelt to Reagan. Politics, from the liberal consensus of midcentury through the protests of the 1960’s to the rise of the New Right. Foreign affairs, from World War II through the Cold War, Vietnam, and military buildup. Society and culture, from affluence and suburbia through social protest, the counter-culture, liberation movements, and the Moral Majority. Recommended preparation: History 104. Course limit: 60

First semester. A study of patterns in the American response to urban growth and industrial power. Emphasis on domestic politics, dissent, and reform as shaped by tensions of social pluralism. Living arrangements, labor strife, agrarian protest, race relations, the immigrant experience, Progressivism, and World War I. Recommended preparation: History 104 or its equivalent. Next offered 1988-89.

255. The Emergence of Modern America, 1920-1950 3 hours Second semester. How Americans coped with prosperity, depression, World War II, and the Cold War. The cultural politics of the 1920s, urban-rural conflict, business and technological changes, responses to economic collapse, the New Deal and the welfare state, emergence as a super-power, domestic consequences of Cold War containment. Recommended preparation: History 104 or its equivalent. Next offered 1988-89.

First semester. The interplay of ideas and the American environment from the colonial era to the Civil War. The evolution of Puritanism, Revolutionary political thought, early economic and scientific nationalism, the Jacksonian temperament, Transcendentalism, original sin and the problem of slavery. Recommended preparation: History 103 or its equivalent.

Second semester. The response of sensitive Americans to accelerating social change. Darwinism and Social Darwinism, radical and conservative reform thought, the pragmatic revolt against formalism, the Social Gospel, the idea of Progress, the impact of World War, the Lost Generation, the cult of the Common Man, religious neo-orthodoxy, modern liberalism, and cultural alienation. Recommended preparation: History 104 or its equivalent.

Second semester. The development of industrial capitalism in the United States between ca. 1790 and 1890. Taking a multidimensional approach, this course examines industrialization as, variously, an economic, technological, social, political, and cultural process that transformed the basic structure and character of everyday life in the 19th century. Among the topics covered: preconditions of economic growth, the expansion and mechanization of manufacturing, the impact of factory discipline on patterns of work and leisure, the emergence of class consciousness among employers and employees, the changing sexual division of labor within the shop and the home, the relationship between slavery and industrialization, the impact of immigration, the rise of big business and corporate organization, and the sources of resistance to the industrial transformation.

259. Revolutionary America and the Early Republic 3 hours Writing Certification Course

Second semester. The transformation of American culture, society, and politics from 1750 to 1830. Among the topics covered by the course are the racial, ethnic, and economic diversity of colonial settlements; the imperial crisis and causes of the American Revolution; the paradox of liberty and slavery in Revolutionary thought and practice; winners and losers in the War for Independence; the debates over the Constitution and the establishment of a federal system of government; ethnocultural conflict on the frontier; commercial agriculture and the beginnings of industrialization; changes in family life and sex roles; deference, democracy, and capitalism in the formation of an "American character." Readings include a wide range of documents from the period studied as well as a variety of interpretations put forth by historians in recent years. Recommended preparation: History 103 or History 320. Next offered 1988-89.

First semester. Changes in both the everyday lives and political consciousness of American women from the late 18th century through the early 20th century. Factors of class, ethnicity, and race as they related to changes in women’s work, family life, and organized activities. Topics covered include: the emergence of a "separate sphere" for middle-class women in the early 19th century; early suffrage agitation, its failure and revival; racism in the woman suffrage movement; the impact of industrialization and urbanization on working-class and middle-class women; women organizing from temperance to socialism to birth control, concluding with the achievement of votes for women in 1920. Cross-listed as Women’s Studies 270. Course limit: 50.

First semester. An overview of the changes in American women’s public and private lives from the eve of the 20th century to the present. This course examines the transformations in women’s socialization, work, and social and political organizations, as well as alterations in family life, sexual ideas and practices, and leisure activities. Special attention will be paid to differences in class, race, and ethnicity, on the one hand, and the common situation of all women, on the other. The course will also consider the changing images of women from the "Gibson girl" to the "liberated woman," the context and content of women’s activism in the suffrage, labor, birth control, and civil rights movements, and the emergence of the new feminism. Cross-listed as Women’s Studies 271.

Second semester. This course will focus on the historical and socio-political experiences of black women in the United States. It will enable students to examine the black experience and the female experience in this country from the perspective of a group whose work and worth have often been unrecognized and unrecorded. The course will use a combination of historical, economic, political and literary sources in developing an in-depth analysis of the subject. Crosslisted as Black Studies 220 and Women’s Studies 220. 350-262-01 TTh-3:00-4:15 Ms. Jones

First semester. A thematic investigation of traditional Japanese civilization to 1868. Attention will be given to the early process of Sinicization, the rise of the warrior class, the isolationism of the Tokugawa Period, and the initial confrontation with the West in the 19th century. In addition to political developments, extensive treatment of social, religious, literary, artistic, and cultural aspects will be featured. Cross-listed with EAS 131. Class limit: 120 (EAS 30, History 90).

Second semester. The emergence of modern Japanese society and culture, beginning with the Tokugawa state in the 19th century, followed by the intrusion of the West and the establishment of the Meiji state. Subsequent political, social, and cultural developments will be traced through World War

II. The study of the post-war period will emphasize the psychological scars of defeat and the strains of coming to grips with a new order. Japan’s recent economic success will be explored in conjunction with the costs of that success. Crosslisted with EAS 132. Course limit: 140 (EAS 30, History 110). 350-281-01 M\\T-1:30 Mr. DiCenzo

First semester. This course examines the images that Europeans and Americans have commonly held of Asian societies and peoples; it considers how those images originated and how they have changed. Concentrating especially on the modern West, two major questions are addressed. How do these images reflect on Westerners’ changing attitudes toward their own societies and on historical and intellectual developments in the modern West? How have these images mediated Western contact with Asians and Asian societies?

The second half of the course treats topics in Asian-American history. Next offered 1989-90.

Second semester. Analysis of Central America from the second half of the 19th century to the present. The five Central American countries will be examined in their similarities and differences, focusing on their economic and social structures, political systems, state apparatuses, and extra-national network of relationships. The question of why revolutions have ignited in some of these countries but not in others will then be explored. We will also look at the concrete experiences of the revolutionary process in Nicaragua and the nature of on-going conflicts in El Salvador and Guatemala. Particular emphasis will be placed on developing a methodology for logical, analytic and critical thinking about the region, its problems and potential. Course limit: 60.

Second semester. This course combines in-depth reading of Machiavelli’s major works with a study of his relationship to his time, his European reputation, and the historiographical debates that have centered on all these aspects of his legacy. Machiavelli the historian, the military theorist, the civil servant, the dramatist, and the author of the Prince and the Discourses will be considered, as well as his relationship to the classics, to Florentine civic humanism, to his immediate Italian successors, and to contemporary Renaissance political thought in other countries. The emergence of the "Old Nick" image of Machiavelli will be examined side by side with the contrasting

view of Machiavelli as a proponent of republicanism. Class limit: 15. Prerequisite: consent of the instructor. Next offered 1988-89.

Second semester. The intersection of institutions, personalities, and events in the making of the English constitution from 1066 to 1485. Problems include the Norman Conquest, Magna Carta, the emergence of Parliament, royal depositions, and contemporary legal and political assessments of the powers and limits of royal government. Class limit: 12. Prerequisite: consent of the instructor.

Second semester. How recent and current historians have approached some of the major historiographical controversies in interpreting European developments in the age of the Renaissance and Reformation. Topics include the causes and effects of economic depression, the history of women and children, urban responses to religious change, revolution and ideology, the origins of civic humanism, and religion in the late Middle Ages and Renaissance in relation to the Reformation. Class limit: 12. Prerequisite: consent of the instructor. Next offered 1988-89.

Second semester. A critical investigation of classical thought as a component, a catalyst, and a normative model in the intellectual history of the Middle Ages and Renaissance.

Group reading and discussion of the transmission of the classics in a number of shifting educational contexts during this period will be coupled with individual research projects assessing its impact on specific figures. The major interpretations of the problem will be tested in the effort to discover whether the classical tradition can be used to differentiate the Middle Ages from the Renaissance as distinct periods in European intellectual history. Students with a background in classics and related disciplines in the humanities are welcome. Class limit: 12. Prerequisite: consent of the instructor.

First semester. This colloquium explores the era through autobiographies by Hemingway, Orwell, Cowley, and Beauvoir and through such historical studies as Herbert Lottman’s The Left Bank and Shari Benstock’s, Women of The Left Bank. Class limit: 12.

306. Autobiography and European Society, 1900-1945 3 hours First semester. This colloquium explores the era through autobiographies of writers of different nationalities and ideological persuasions in an attempt to achieve a more direct and personal understanding of some of the major intellectual, political, social and cultural conflicts of the period. Works by Stefan Zweig, George Orwell, Simone de Beauvoir, Bertrand Russell, Dietrich Bonhoeffer, Heinrich BI1, and Jean-Paul Sartre. Class limit: 12.

307. Anti-Semitism from Dreyfus to Vichy 3 hours First semester. This colloquium will discuss patterns of antisemitism in France from the Dreyfus Affair of 1898 to the deportation of 75,000 Jews to Auschwitz under the Vichy regime. The social, psychological and ideological roots of French anti-semitism will be examined, as well as different Jewish cultural and political responses to recurring threats.

308. Psychoanalysis and Marxism 3 hours Second semester. This colloquium examines attempts by various 20th century thinkers to synthesize Marxist and psychoanalytical concepts in dealing with such issues as the rise of fascism, the "bourgeoisification" of the proletariat, the nature of popular culture under capitalism, and the black response to white racism in Africa. The course will focus on the 1930s and the 1960s and on the works of Erich Fromm, Theodor Adorno, Wilhelm Reich, Herbert Marcuse, R.D.

Laing, Karen Horney and Franz Fanon. Attention will also be given to non-Marxist applications of psychoanalytical theory to Lenin, Stalin and Bolshevism, i.e. to the works of Leite,

First semester. Extensive reading on Hitler’s rise to power, the Nazi revolution, domestic policies in the Third Reich, and the wartime SS-state. Class limit: 15. Prerequisite: consent of the instructor. Next offered 1988-89.

First semester. This colloquium examines in detail the constituent elements of the Revolutions of 1917: the workers’ revolution, the revolution in the countryside, the revolt of the army, and the subject nationalities. The political upheavals of 1917, the consolidation of Bolshevik power and the defeat of moderate and conservative forces in the Civil War will provide a second area of study and discussion. Class limit: 12. Prerequisite: consent of the instructor. Next offered 1990-91.

First semester. Beginning with the Industrial Revolution in England, this course examines the changing structure of the workplace, the functions of management, patterns of work discipline, the evolution of labor organization, and varieties of labor protest. Changes in the work environment will be explored in a variety of times and settings, but with particular emphasis on the work experience during the second Industrial Revolution (ca. 1880-1920). A secondary focus will be the formation of distinctive working class communities, particularly in conjunction with the process of urbanization in the late 19th and early 20th centuries. To the degree that source material permits, emphasis will be placed on the shop floor interactions of workers and managers, and the ways in which each group shaped and was shaped by changes in technology and industrial organization. Class limit: 12. Prerequisite: consent of the instructor. Next offered 1990-91.

First semester. This colloquium examines the intense social and artistic experimentation of the 1920s, the heated debates over socialist strategies for industrialization and the restructuring of a peasant agriculture, the rise of Stalin, and the drama of high politics as "Left" and "Right" oppositions struggled to define the future direction of Soviet politics and society. Class limit:

Second semester. This colloquium explores the Stalinist period of Soviet history', emphasizing the late 1920s and the 1930s, and focusing on the social, economic, political, and personal aspects of Stalinist rule. Important topics include forced industrialization and collectivization, the purges, Soviet Russia’s experience in World War II, and the relationship between Bolshevism and Stalinism. Class limit: 12. Prerequisite: consent of the instructor. Next offered 1991-92.

First semester. A critical, biographical approach to the several roles played by Churchill, concentrating on the time from his first army commission to his retirement as prime minister and leader of the Conservative party. Churchill will be assessed as army officer, journalist, novelist, M.P., minister, painter, historian, prime minister, and leader of the opposition. Prerequisite: consent of the instructor. Next offered 198S-S9.

First semester. Intensive reading in the changing intellectual and political dimensions of liberalism, and the indigenous radical response to the American political mainstream. After establishing an overview of the liberal tradition, and critiques of it, the course emphasizes the period from the 1930’s through the 1960s. Possibilities for research in primary sources at Oberlin include the microfilmed files of the Students for a Democratic Society and Americans for Democratic Action. Class limit: 15. Recommended preparation: Plistory 103-104, 256-257. Prerequisite: consent of the instructor. Next offered

Second semester. An analysis of the origins and ramifications of the Cold War from World War II to the present. The course focuses on superpower diplomacy and strategic doctrine, but also deals with the impact of the Cold War on the Third World. Critical analysis of historiography is emphasized. Class limit: 12. Recommended preparation: History 214, 250, or 253. Prerequisite: consent of the instructor. Next offered 1988-89.

Second semester. This course examines changes in the social construction of masculinity and femininity in the United States from the early 19th century through the mid-20th century. Particular attention will be paid to the relationship of sexuality and sexual identity to historical context and social forces; the making of "modern" sexuality; behavior; shifting understandings of marriage and same-sex relationships. Topics include Victorian "passionlessness," adolescence and education for men and women, single-sex friendships, the role of the state in regulating prostitution and pornography, the rise of sex psychology, and the roots of sexual liberation. Class limit: 12. Prerequisite: consent of the instructor. Cross-listed with Women’s Studies 317. Next offered 1988-89.

First semester. An in-depth exploration of the causes, dynamics, and consequences of the American and French Revolutions of the late 18th century. In order to develop an appropriate analytical framework, the course pays close attention to the conflicting interpretations put forth by contemporaries and by later historians and social theorists. Topics for intensive consideration include: the relative importance of socioeconomic, political, and ideological factors in shaping the revolutionary process; the conscious goals of the rebels and the extent to which they were achieved; patterns of cohesion and chaos in revolutionary situations; and problems of contingency and determinism in historical analysis. Class limit: 15. Prerequisite: consent of the instructor. Next offered

Second semester. Classic works of feminist theory will be examined within their historical contexts. The course will explore the changing meaning of "woman’s rights" and "feminism," interpretations of the differences between men and women, theories linking race and sex, and the remedies proposed to elevate women’s status. Special attention will be paid to those authors who influenced the American woman’s movement in the nineteenth and early twentieth centuries. Readings will include major works by Wollstonecraft, Mill, Fuller, Gilman, and others. Class limit: 15. Prerequisite: consent of the instructor. Cross-listed with Women’s Studies 319. 350-319-01 Th-l:00-2:50 Ms. Lasser

320. The Invasion of America: Indians, Europeans and Africans, 1500-1750 3 hours

First semester A study of the dynamics of cultural change in North America in the aftermath of the invasion of Europeans and their subsequent importation of Africans. Topics include: American peoples on the eve of European colonization; European and Indian perceptions of each other; environmental and demographic transformations; the growth of European communities, and their religious, social and economic organization; the origins and growth of slavery; relations between Africans, and Indians in North America; the forging of an "American" identity. Class limit: 12. Prerequisite: consent of the instructor. Next offered 1988-89.

321. The American Civil War and Reconstruction 4 hours Writing Certification Course

First semester. A critical examination of the causes, course, and consequences of the Civil War, the central conflict in the history of the United States. Special attention will be paid to the factors of race, class, and culture in the development of the sectional crisis; the breakdown of the second party system and the emergence of the Republican party in the 1850s; the election of 1860 and the Southern decision to secede; the impact of the military struggle on the home fronts of both North and South; the black response to emancipation; the moral dilemmas of Reconstruction; and the dynamics of sectional reconciliation. Class limit: 15. Recommended preparation: History 103 or its equivalent. Prerequisite: consent of the instructor.

Second semester. A study of the way historians have debated the meaning and consequences of the American political system as it has operated over the past century. Topics will include the evolution of two-party rivalry, Populism, urban machines, Progressivism, Socialism, the New Deal, McCarthyism, and the 1960s. Intensive reading, class discussion, student papers. Class limit: 15. Recommended preparation: History 104, 253 (formerly 143), 254 (formerly 145) or 255 (formerly 146). Prerequisite: consent of the instructor.

First semester. The purpose of this colloquium is to introduce the student to the severe intellectual trauma of a culture in the throes of a quest for a new national identity. The novels of Yukio Mishima, Yasunari Kawabata, Junichiro Tanizaki, Kenzabure Oe and others will be utilized as the mirror which reflects the intellectual chaos of the postwar Japanese intelligentsia suddenly confronted with the task of choosing between "traditional" Japanese culture and its associated value system and the influence of Westernization. Themes to be explored include the family, sexuality, religion, individuality, politics and social roles. Also listed as a related course for students interested in Women’s Studies. Class limit: 15. Prerequisite: consent of the instructor. Next offered 1988-89.

324. African Liberation Movements: Contemporary Struggles Against White Minority Rule in

First semester. An in-depth analysis of the dynamics and personalities of nationalist movements in southern Africa. Attention will be focused on Azania (South Africa), Namibia (South West Africa), Zimbabwe (Rhodesia), Guinea-Bissau, and Angola. Class limit: 15. Prerequisite: consent of instructor. Cross-listed with Black Studies 234.

First semester. Intensive reading and discussion of topics in the social and economic history of late-imperial and republican China. The course will analyze the interaction of government, society, and economy and attempt to understand the factors behind China’s unique pattern of economic development - a legacy with which the government of the People’s Republic still must deal. Working within a chronological framework, the course will address the following concerns: Why, though developing advanced techniques in steel production, for example, centuries before Western countries, did China never undergo an "industrial revolution?" Were there "buds of capitalism" developing in China’s early-modern economy which were destroyed by the imperial state or Western imperialism? How was China able to support a doubling of population during the 18th century without major technological or organizational changes in the agrarian sector? Did Western imperialism have positive economic effects in 19th-century China? Class limit: 12. Prerequisite: consent of the instructor. Next offered 1992-93.

First semester. A colloquium emphasizing reading and discussion. Three papers (5-10 pp.) and leadership of one or more sessions are required. The course examines the thought and career of Mao Zedong from three interrelated perspectives, assessing the "Great Helmsman’s" changing roles in the revolutionary movement as well as his formative influences on contemporary Chinese society and polity. Class limit: 12. Suggested preparation: History 106. Prerequisite: consent of the instructor. Next offered 1989-90.

327. Paths to Revolution: Collective Actions and Popular Movements in China 3 or 4 hours

First semester. A colloquium exploring how traditional forms of collective action and popular movements influenced and interacted with the modern Chinese revolution. Explores patterns of organized protest, violence, dissent and disorder in pre-communist China in order to understand the traditional repertoire of rebellioi s social forms and actions which confronted the Chinese state as well as the Communist revolutionaries attempting to replace that state with a new political and social order. Topics include peasant rebellion, rebellion vs. revolution, the relationship between social and political revolution in Chinese society. The second half of the course looks at the Chinese Communist Party’s rise to power in this context. Suggested preparation: History 105 or 106. Prerequisite: consent of the instructor. Class limit: 12. Next offered 1990-91.

Second semester. A colloquium exploring the nature of perennial problems in the integration of state and society in China during modern times (late imperial times to the present). Weekly topics include: the family, gender and age roles; peasant society and economy; popular religion; rebellion and popular dissent; local autonomy and state control of local society; intellectuals and political action; ideology and politics. Suggested preparation: History 105 or 106. Class limit: 12. Prerequisite: consent of instructor. Next offered 1990-91.

Second semester. A colloquium emphasizing reading and discussion. The course will examine the history of modern Vietnam from the period of French colonialism down to the present. A topical approach will be taken through a variety of readings structured chronologically. Topics will include precolonial history and society, colonialism and nationalism, and Vietnam’s struggle for national independence in both national and international contexts. Class limit: 12. Prerequisite: consent of the instructor. Next offered 1989-90.

Second semester. A critical examination and evaluation of U.S. foreign policy toward Latin America from the Monroe Doctrine to the "Reagan Doctrine." Topics of concern will be the determination of U.S. policy goals toward this region, how and if they have changed over time, whether they are specific to Latin America or reflective of a more global strategy, how they have been implemented, and how they incorporate or fail to notice continuity and change in a complex area of the world. Class work will be based on both primary and secondary sources. Class limit: 15. Prerequisite: consent of the instructor. Next offered 1988-89.

First semester. Are Japanese women oppressed? Do they want to be liberated? What do they think about pornography? These and other questions will concern us as we try to understand the Japanese female mind-set, and the possibility for significant social change directed at creating a society in which men and women are equal. Our reading will include both literary and non-literary sources written by both Japanese and American women. Class limit: 15. Prerequisite: consent of instructor. 350-341-01 Hours to be arranged Mr. DiCenzo

First semester. An examination of the evolving structure of the American film industry from the nickelodeon through the decline of the studio system in the 1950s and the social and political response to the movie industry. Particular attention is paid to the movies and social tensions as reflected in the censorship issue - efforts at censorship by states and municipalities, industry self-regulation culminating in the Production Code Administration, and the decline of censorship. Several landmark films will be screened. Class limit: 15.Prerequisite: consent of instructor. Recommended preparation: Emergence of Modern America or American Intellectual.

Second semester. Military strategy, home-front mobilization, and diplomatic planning in the Second World War. Prerequisite: consent of the instructor. Enrollment limit: 12. Next offered 1988-89.

Second semester. An intensive examination of (1) the history of slavery as an American institution from the colonial period through the Civil War and (2) the development of social and political movements devoted to its abolition. After spending several weeks reading and discussing the relevant historiography, students will prepare lengthy essays based mainly on research in primary sources. Class limit: 12. Prerequisite: consent of the instructor. Next offered 1988-89.

Second semester. The domestic political scene since the New Deal, with emphasis on political ideology and public policy. The focus of the course is a research paper based on primary sources, on an underdeveloped topic. Class limit: 12. Prerequisite: History 104, 253, 254, or 255 and consent of the instructor. Next offered 1988-89.

First semester. Methods of researching history using primary and secondary sources with particular emphasis on the 20th century. Special attention will be given to the task of seeking out repositories of information about women in different socioeconomic and racial groups. Participants will be assigned individual projects, based on research in primary sources, designed to strengthen research and writing skills. Class limit: 12. Prerequisite: consent of the instructor. Cross-listed as Women’s Studies 353.

400. Reading for Honors 3 or 4 hours First and second semesters. Specialized reading in one of the major fields of history under the direction of a faculty supervisor. In particular cases this course may be taken in the first semester. Junior history majors are admitted by departmental invitation.

401, 402. Senior Honors 3 or 4 hours First and second semesters. Normally 401 is taken in the first semester and 402 in the second but this sequence may be altered in special cases. The preparation of honors theses under the supervision of faculty supervisors. Prerequisite: History 400 and the successful completion of an oral examination at its conclusion.

First and second semesters. Independent study of a subject beyond the range of catalog course offerings. Available by consent of the instructor to juniors and seniors.

This section of the catalog lists courses, given under the supervision of the Committee on Interdisciplinary Humanistic Studies which stress the interrelationships between the humanistic disciplines. No major is offered.

100. Methods of Inquiry 3 hours An introduction to the liberal arts curriculum through the examination of distinctive problems and methods of a large number of disciplines. The course will include lectures and readings on the method of inquiry of individual disciplines in the arts, humanities, natural sciences, social and behavioral sciences. Lecturers from each area will typically discuss an important contributor to their field and examine the place of the field in the liberal arts curriculum. In addition to lectures, a series of interdisciplinary discussions will be arranged. This course is intended to help first and second year students understand the nature of liberal arts and to help all students formulate a framework for viewing the collective enterprise of scholarly inquiry. Prerequisite: consent of instructors for other than first-year students. CR/NE grading only. Enrollment limit: 40. Next offered 1988-89.

An examination of the results of the violent incursion of one culture upon another from ancient to modern times. The principal examples to be studied are: the penetration of Hellenic culture into Asia during the Age of Alexander the

Great; the Arab invasion of the Eastern and Western Christian World; the Spanish conquest of the Aztecs and Incas. Some attention will be given to the Barbarian invasion of Europe and the European penetration of Africa and Oceania. The characteristics of symbiosis and acculturation will be treated. A number of invited lecturers will contribute to this course. Next offered 1988-89.

The European humanistic tradition will be examined through the writings of the Humanists. The effect of Humanism on art, literature, music and religion will be emphasized. The spread of Humanism from Italy to France, Spain, Germany and England will be treated. Invited lecturers will make regular contributions to this course. Next offered 1988-89.

Second semester. Topics include the history of languages and their relationships, principles of linguistic changes, introduction to linguistic structures, thought and language, relation of writing to speech, linguistic approach to problems in the humanities, semantics. Papers and outside reading related to specific interests of the student. Prerequisite: Two years of a language. Given in alternate years.

First semester. A study of that aesthetic attitude known as Decadence. The emphasis will be on those nineteenth and twentieth century writers, including Baudelaire, Huysmans, Wilde, Valle-Inclan and Lorca, who referred to themselves as decadent. The writers of late antiquity who influenced the Decadent Movement such as Apuleius, Juvenal, and Petronius will also be studied. Attention will also be given to artists of the period such as Beardsley and Moreau.

Second semester. A survey of that iconoclastic movement known as surrealism. The period covered is from 1919-1939, the years between the World Wars. The manifestos of the movement, the writings of its founders, their disciples, the graphic arts and film will be studied. Attention will be given to the background of the First World War and the years preceding the Second World War. The surrealist definition of art and the artist will be considered in relationship to aesthetic ideas. The influence of Freudian psychology will also be treated.

First and second semesters. Independent study of a subject of an interdisciplinary nature beyond the range of catalog course offerings. Available by consent of the instructor.

The program, at present, is primarily devoted to the study of Jewish religion, thought and culture, and to the study of the

Hebrew language. The curriculum emphasizes the historical development of classical Judaism and reflects the richness of contemporary Jewish culture, as well. In the past, Arabic has been taught; we hope to be able to offer it in the future.

Students of literature, religion, classics and anthropology have found JNES to be an additional resource in their studies of Western and Middle-Eastern civilizations. Students interested in JNES will find the following courses to be of cognate interest: German 324, Religion 103, 141, 202, 204, 205, and 338, and English 447. Note also the following cross-listed courses: Anthropology 258; Government 230; Religion 206,

Major. An individual major is possible through the individual majors committee. It is strongly recommended that JNES 250 be taken by all prospective majors. For details, consult the Director of the Program.

Minor. A minor in JNES consists of: a minimum of 15 hours credit in JNES including 5 hours of Hebrew language credit and at least three courses beyond the introductory (100) level. German 324 may also be applied toward the minor. No more than 3 hours credit from another institution may be applied toward the minor.

language. Emphasis will be placed equally on acquiring basic skills of communication, as well as on reading and writing. The course will include conversation, drills, lectures and language laboratory.

First and second semesters. Objectives: To increase knowledge of basic skills (listening, reading, speaking and writing.) Prerequisite: Hebrew 102 or permission of the instructor. Enrollment limit: 15. Next offered 1988-89.

First semester. A critical study of the development of Judaism from the Exile to the aftermath of the Second Revolt.

Emphasis will be placed on the interplay of political, social, and intellectual factors shaping the varied religious traditions of the period. Special attention will be given to the Jewish literature of the period as an expression of its culture and religion both in the homeland and in the Diaspora. Writings to be considered include: so-called Aprocrypha and Pseudepigrapha, the Dead Sea Scrolls, Philo and Josephus, and selected developments in early Christian and early Rabbinic literature. By examining the areas of worship and theology the course will trace the diverse character of religious expression in the period culminating in the emergence of normative Judaism. Taught in alternate years. Identical to Religion 206.

Second semester. Compares selected governments in the region. Examines the role of the Middle East in international affairs, with attention to Arab-Israeli and Iran-lraq confrontations, the role of the superpowers in the region’s conflicts. This area is considered the most volatile in the Third World, and the most important strategically for the United States and for international security. The course will combine a comparative with an international approach, to give students a background in the region’s political structures, its conflicts, and their significance in the international system. Prerequisite: One course in comparative or international politics. Identical to Government 230.

Second semester. An anthropological survey of the peoples and cultures of the contemporary Middle East, including kinship and social organization, honor and women, politics and law, religion and world view, and cultural change. Attention will be given to pastoral nomadic societies, agricultural communities, and urban centers. The history, geography, and languages of the region will also be briefly considered at the beginning of the course. Prerequisite: one introductory course (100 level) in Anthropology or consent of instructor. This course is identical to Anthropology 258. Next offered 1988-89.

First semester. The purpose of this course is to help students acquire a systematic understanding of Judaism as a religious culture, from the formation of Rabbinic Judaism to the eve of modernity. Major theological motifs, ritual forms and models of community will be discussed. Students will explore varying conceptions of God and Personhood; interpretations of the three critical "sacred moments" of Creation, Revelation and Redemption; the festival cycle and the Sabbath; rites of passage; traditional women’s spirituality; and Jewish-Gentile relations. Emphasis will be placed on the way in which cultural traditions are preserved and expanded in different social strata and historical settings. The readings for the course will consist largely of secondary sources from the fields of comparative religion and the history of Judaism. These will be supplemented by close readings of pertinent primary texts from Rabbinic, philosophical, mystical, and folk traditions. This course is identical to Religion 250.

Second semester. A study of the Holocaust as an historical event and its impact on Jewish thought and culture. The first part of the course will focus on the historical context: on the European Jewish community on the eve of the destruction, and on the events leading up to and culminating in that destruction. The second part of the course will focus on inner Jewish reactions to the Holocaust, and its philosophical and ethical implications. Poetry, fiction, autobiographical attestations, theology and psychological literature will all be treated as sources for such reaction. Next offered 1988-89.

257. Modern Jewish Thought: The Existentialists 3 hours Second semester. The purpose of this course is to help students acquire a critical understanding of selected 20th century Jewish thinkers and their response to the crisis of Jewish modernity: the breakdown of traditional Jewish culture and its system of meaning; the encounter with, and assimilation of, Western culture; the impact of the traumas of World War I and the Holocaust. The focus will be on writers whose modes of thinking have often been called "existentialist": Franz Rosenzweig, Martin Buber, AJ. Heschel and the radical theologian, Richard Rubenstein. The literary creations of Elie Wiesel and S.Y. Agnon will be explored as well. Some of the central problems to be studied include: God and the individual’s relation to God; the relation to Tradition and its authority; the nature of community and the role of individual autonomy; the nature and possibility of religious experience. This course is identical to Religion 257.

Second semester. A critical study of the historical development of Jewish Mysticism, its symbolic universe, and its social ramifications. While the course will survey Jewish mystical traditions from the early Rabbinic period through the modern, the focus will be on that variegated Medieval stream known as Kabbalah. Among the issues to be explored are: Kabbalistic myth and ritual innovation; the nature of mystical experience; Mysticism and Society; Imaging God and the Person; Symbols of the Male and Female; the problem of evil; Kabbalistic interpretations of Jewish history; Messianism and Messianic movements; and Mysticism and Popular Religion. Modern interpretations of the phenomenon of Mysticism will be considered, as well. This course is identical to Religion 259. Next offered 1988-89.

An examination of key cultural, religious and political developments within 19th and 20th century Judaism with special emphasis on the problematics of Jewish self-definition. Students will investigate how the process of political emancipation in Europe contributed to the creation of a new Jewish identity which is both "modern" and fragmented. Among the topics to be considered are: Modernization and the breakdown of traditional society, new patterns of religious adjustment, the challenges of and responses to acculturation and anti-Semitism, the rise of secular Jewish identities, the growth of Yiddish culture, Jewish Socialism, and Zionism. In the final weeks of the course, the focus will be on two recent trends: the growth of feminist Jewish identities and various attempts at religious reaffirmation. Special attention will be paid to the careers and thought of exemplary figures, each of whom reflects an aspect of the transformation of Jewish ethos and identity. Ethnographic studies and memoir literature will be treated as well. Next offered 1989-90.

First semester. A critical introduction to the Midrashic process. The course seeks to open to the student the process of text-reading and interpretation that lie at the heart of Judaism as a religious tradition. The course will focus on several key moments in the Biblical narrative and various attempts, within classical and modern Judaism, to come to terms with these events. Possible topics include: Creation and the Garden of Eden; Cain and Abel; the Binding of Isaac; the Burning Bush; and the Revelation at Sinai. The course intends to illumine the ways in which cultural traditions are preserved, expanded, and altered in varying historical settings. More theoretical issues will be treated as well, including: the process and problematics of interpretation, Religion as Story, and the relationship between "history" and "memory." This course is identical to Religion 261. Limit 25. Next offered 1989-90.

First semester. Study of central themes in the rise and development of Islam in its classical period. Emphasizing religious, political, and intellectual institutions, the course will treat eight topics: background of Islam in the Arabian peninsula and in regions dominated by the Byzantine and Sassanian Empires; prophecy and revelation; the problem of succession; statehood and empire (the Umayyads and the Abbasids); jurisprudence and theology; mysticism; philosophy and the sciences; literature and the arts. Readings will include selected primary sources in translation. This course is identical to Religion 270.

Second semester. A survey of the major religious, political, and intellectual developments in Islam from the end of the Abbasid Caliphate (1258) to the present. Among the topics covered are: Islam in Spain; the Ottoman Empire; the Safavid dynasty as the first significant Shi’ite state in Islam; Islam in India; origins and development of Islamic fundamentalism; Islamic reform movements; secularization and modernization in 20th century Islam; neofundamentalism and contemporary militant manifestations of Islam. This course is identical to Religion

First semester. Immigration and acculturation are the key issues of concern to Israeli social scientists. This course will examine the interplay of politics, culture, economics and religion in the immigrants’ quest for identity. Through the works of Israeli anthropologists, sociologists and folklorists (in English) we will explore the impact of immigration on Israeli society from the founding of the State in 1948 to the present day. Prerequisite: permission of instructor. Enrollment limit: 15. Cross-listed with Anthropology 362. Next offered 1988-89.

309. Jewish Society and Culture in the Middle East 3 hours Second semester. Since Abraham the Middle East has been home to numerous and diverse Jewish communities. From North Africa to Central Asia, Jews have influenced and been influenced by the non-Jewish societies in which they lived. Sometimes symbiotic, sometimes antagonistic, this relationship created a fascinating symbiotic social, cultural and religious syncretism. In this course we will examine several Jewish communities in the Middle East both historically and synchronically, using the tools of the social scientist to help us understand this central component of world Jewry. This course is identical to Anthropology 364. Limit: 15.

First semester. A critical, advanced study of topics in the formative periods of Jewish religion, ranging from the period of post-exilic reconstruction, the Hellenistic and Roman periods, and the Rabbinic period down to the codification of the Talmud. Methods and approach to the study of early Judaism may include, depending upon the topic and historical period, historical, archaeological, textual, sociological, and theological issues. Consent of the instructor is required. Limit: 12. This course is identical to Religion 345. Next offered 1988-89.

An in-depth examination of three central chapters in the history of Jewish Mysticism. In the opening weeks the focus will be on the Zohar, the classic work of the Spanish Kabbalah. The second part of the course will focus on Shabbetai Zevi, the "mystical Messiah" of the mid-17th century, and the radical Sabbatean movement. The final topic will be the mystical Tales of Nahman of Bratslav, the Hasidic master of the early 19th century. Among the topics to be considered are: Mystical experience and literary creation; the nexus between biography and Sacred Story; Kabbalistic myth and ritual; and the relation between Mysticism, Messianism and Popular religion. Limit:

15. Consent of instructor is required. This course is identical to Religion 348.

Second semester. A close examination of one of the central institutions of classical and modern Judaism. Utilizing an interdisciplinary approach, the course will explore the historical development of the Sabbath from late antiquity through modernity; the evolution of its legal structure; and its symbolic universe as expressed in lore, myth, and ritual. Various philosophical, mystical and popular understandings of the Sabbath will be analyzed as well.

Special emphasis will be placed on the Sabbath as Sacred Time and as a symbol of personal and social renewal. The tension between Tradition and innovation in Sabbath-celebration will also be highlighted in both classical and modern contexts. Limit: 15. Consent of instructor required. This course is identical to Religion 350. Next offered 1988-89.

An investigation of the meaning of Hasidism as a religious and social movement within Judaism. Within the context of a historical overview of the movement’s leading schools and figures, emphasis will be placed upon the nature of religious personality, the contemplative life, mystical experience, and daily devotion as presented in Hasidic teaching. Students will also consider such issues as Charisma and Religious Authority, the relation between elite and popular religion, and story and music as expressions of religious and cultural meaning. Limit: 15. Consent of instructor required. This course is identical to Religion 351. Next offered 1989-90.

The major in Latin American Studies is designed to promote an understanding of the Spanish and Portuguese speaking people with whom we share the Western Hemisphere. It examines from the perspectives of several disciplines the region comprised of the Caribbean, Mexico, Central and South America, and the complex societies of the people of that area. The major provides students with a background for careers in teaching, social work, government or international organizations, business, journalism or graduate work in Latin American Studies.

The curricular program of instruction in Latin American Studies is varied and comprehensive in scope; it includes courses in history, folklore and culture, literature, economics, political science, sociology and anthropology. Study abroad, through the GLCA program at CEUCA, in Bogota Colombia or PRESHCO, in Cordoba, Spain, or elsewhere is also strongly advised, to perfect communication skills, further knowledge of contemporary life and culture in Latin America and to complement the program of course work which integrates this Individual Major. Students may also take courses at other institutions, which should be planned in consultation with their advisors.

Students interested in Latin America can benefit from a particularly rich program of studies over the 1986-1989 period. As a recipient of a Pew Memorial Trust grant for Area Studies, Oberlin will bring, each year, four pre-eminent outside scholars to offer week-long colloquia to students on specific topics in the field of Latin American Studies, give public lectures and provide individual consultation to students. Each year, as well, Oberlin will host a major academic conference on one critical issue on Latin American studies.

The required language for the major is Spanish. A student must complete two college-level years or the equivalent. In addition to the language requirement, the major calls for a minimum of 30 hours of course work, of which 15 must be from the Core courses. Related courses are defined as those in which a student does a significant piece of work on a Latin American topic. The related courses should be broadly interdisciplinary and should be chosen in consultation with advisors. No more than 20 hours from one department can be counted towards the major. Two advisors are required, each from a different discipline. The Committee on Latin American Studies approves and supervises the major.

First and second semesters. The Latin American Studies Bibliographer will work closely with faculty members from the Latin American Studies Committee and with library staff in assessing and assembling current library sources - related to various areas of Latin American Studies: government, literature, music, sociology, anthropology, art, archeology, economics, folklore, etc. Publication of such a compilation will be distributed to members of the faculty and students engaged in Latin American Studies. Project to be undertaken on a credit/no entry basis. This course is identical to Spanish 499. By consent of instructor.

Core Courses (Those starred will be offered 1987-88): *Anthropo!ogy 228: Archeology and Culture History of the Maya (3 hours)

History 108/Sociology 108: United States, Social Change and Latin America (Colloquium, 3 hours)

*History 109: Latin American Survey: Conquest and Colony *History 110: Latin American Survey: Independence and Dependence in a Complex World *History 114: Freshman/Sophomore Colloquium: New World Images in Old World Minds. Spanish Comprehension of the Indies

Spanish 308: Modern Short Story in Latin America (3 hours) *Spanish 312: Folklore and Culture of Latin America (3 hours) Spanish 455: Hispanic Verbal Art: Theories and Methods in the Study of Folklore and Literature (3 hours) *PRESHCO 959: The Colonization of Mexico (3 hours)

Related courses: (The courses listed below are examples of the types of courses a student might choose to complete the major.)

The interdepartmental Committee on Law and Society gathers and coordinates information about the many courses concerning law offered by Oberlin’s several departments and programs. These courses approach law as a subject of study appropriate to a liberal arts education, and are not intended only for students who contemplate a legal career. As liberal arts offerings, these courses treat the anthropological, philosophical, political, historical, economic, sociological, and religious aspects and problems of law and legal systems as they operate in human affairs.

Major. Students may arrange a major in Law and Society by applying to the Chairman of the Law and Society Committee. The major consists of at least 30 hours of courses; no more than 8 hours may be at the introductory level. A minimum of four core courses (at least 12 hours) and three law-related courses (at least 9 hours) are required in the major. In addition one research seminar and a 3 hour private research and reading course is required of all majors. Finally, no more than 20 of the first 30 hours in the major may be taken in one department. Courses must be completed in at least three departments.

Transfer of Credit. Up to 12 hours of credit may be taken outside of Oberlin. However, at least two core courses and the seminar or the private research/reading course must be completed at Oberlin College.

Minor. Students may pursue a minor in Law and Society by completing at least fifteen hours of work. At least three core courses (in at least two departments) and two law-related courses must be completed as part of the major. Students interested in a minor should consult with a faculty member of the Committee on Law and Society: Ms. Hagge, Mr. Kahn Mr. Mayer, and Mr. Walsh (Chair).

Student Support Services provides academic and personal assistance to any student who may need assistance in a particular area. Individual and group tutorials are provided in a wide array of subject areas, as well as guidance in career planning and academic and personal counseling. Student Support Services also assists with the special concerns of disabled students, minority students, international students, and students from first generation college and low-income family backgrounds.

Module courses are offered in the major areas of study skills, time management, mastering skills for critical reading and for speed reading, mastering quantitative skills for the social and natural sciences, and overcoming test and math anxiety. Staff members will also offer Winter Term projects in their areas of specialization and provide related sendees through the Learning Assistance Laboratory.

First and second semesters, both halves. Fundamentals of college mathematics, including refresher algebra and problemsolving skills, in an individualized approach. Strategies for overcoming math anxiety and test anxiety are included; designed to be taken before or concurrent with precalculus mathematics. Prerequisite: consent of instructor. Enrollment limit: 12 per section. Credit/No Entry grading.

First and second semesters, both halves. A module designed to help students learn how to vary their reading speed according to the kind of material read, the purpose for reading, and the difficulty of the material. Instruction is individualized. Prerequisite: consent of instructor. Enrollment limit: 15. Credit/No Entry grading.

First and second semesters, first half. A module designed to help students acquire skills for efficient ways of learning. These skills are not used just to retain content from a course but to help students develop critical skills to improve studying. Prerequisite: consent of instructor. Enrollment limit: 12. Credit/No Entry grading.

First semester, second half. A module designed to help students to engage in intelligent inquiry based on analytical skills related to language and thinking. The student is taught to develop generalizations (concepts) that are not only transferable within the context of their course work but can be transferable outside of his or her experiences. Prerequisites,'. Nelson-Denny Reading Test and consent of instructor. Enrollment limit: 12. Credit/No Entry grading.

Second semester, second half. This course will focus on reading as a political act. A study of literary campaigns in the U.S., Central America, etc. A close examination of Paulo Freire’s works with adult literacy. Prerequisite', consent of instructor. Enrollment limit: 15. Credit/No Entry grading.

First and second semesters, second half. An overview of the contributions of women mathematicians to the discipline, especially those in North America from 1882 to the present; profiles of the lives and work of ten female mathematicians, including Emmy Noether, Grace Chisholm Young, and Julia Robinson; and an examination of recent journal literature on female mathematics achievement. Cross-listed with Women’s Studies 105.

First and second semesters, first half. Standard approaches to the use of scientific notation, significant digits, estimation, and error of measurement. Applications and problem solving using common logarithms and natural logarithms, and decision making regarding calculator and computer use. Designed for freshmen. Enrollment limit: 15. Credit/No Entry grading. 190-107-01 TTh-11:00 Ms. White

First and second semesters, second half. Standard approaches for organizing complex information and examining relationships within data samples. Statistical graphs, relations and functions, and decision making regarding calculator and computer use. Designed for freshmen. Enrollment limit: 15. Credit/No Entry grading.

David Walker, Associate Professor of English Faculty for the spring semester program will be:

Leonard Podis, Associate Professor of English Yakubu Saaka, Associate Professor of Black Studies Admission to the program is by application through the program office and committee. Applications are filed in March for the fall semester and in October for the spring semester. The program is open to any Oberlin student who will be at least a second semester sophomore at the time of the program.

Special conditions of academic preparedness apply for the individual semesters and courses. Applications will be reviewed by the faculty directors of the program and by the Program Committee. The directors and committee will be especially interested in students who evidence a serious interest in areas relevant to the program, and who appear well prepared to take advantage of the resources of the program. The directors and committee hope for applications from a wide range of Oberlin students, and are prepared to recognize a number of different cases for admission.

The program is based at 84 Margaret St., London Wl, where Oberlin maintains an office, classrooms, lounge, and refectory/common room. Students are housed away from the study center, in rooms with limited kitchen facilities. The program will cost students the equivalent of a semester at Oberlin, plus a portion of the transatlantic airfare. Financial aid will be available to the same degree as for a semester in residence. Students are given a weekly allowance of cash to cover costs of buying food, minimal necessities, and requisite transportation within the city. As at Oberlin, students will need some extra pocket money for textbooks, social events, and extra travelling.

The program is instituted as a memorial to the late Emil Danenberg, eleventh president of Oberlin and a great friend to international education.

The fall program has been designed to meet the special interests of junior English majors, but any student who will be at least a second-semester sophomore at the time of the program and has taken English 197, 198, or 199 (or the equivalent) may apply. Students will take both courses and an independent project. The program courses will both count toward the English major; the London Stage course will count 3 hours toward the pre-1900 requirement.

The spring program is designed as an interdisciplinary program: students will take the interdisciplinary course and one of the other two courses, as well as the independent project. The courses in Modern Drama and Local Government will be designed, as far as possible, to complement the themes and issues introduced in the interdisciplinary' course. Students are eligible who have sophomore standing and who meet the following prerequisites: 1) one course in English (108 or the equivalent) or in the reading of literature in other languages or in translation; and 2) one course in Black Studies,

Government, or European History. Hours in Black Studies and English will count toward the respective majors.

First semester. A study of the modern aesthetic as practiced in England during the first half of the century, emphasizing both thematic and stylistic developments, and focusing as much as

possible on works reflecting life in London. Our primrry attention will be literary; the syllabus will depend on the interests of students selected for the program, but is likely to include poetry by Ezra Pound, T. S. Eliot, and W. H. Auden, and such novels as Henry James’s What Maisie Ktiew, Joseph Conrad’s The Secret Agent, Ford Madox Ford’s Some Do Not, Virginia Woolfs Mrs. Dalloway, E. M. Forster’s Howards End, Elizabeth Bowen’s The Death of the Heart, and Graham Greene’s The Ministry of Fear. Literary study will be complemented by attention to the art, architecture, music, and dance of the period, and to the ideas that underlie them, insofar as the knowledge and interests of members of the group allow. Students will be expected to prepare individual and group presentations and to write several short papers. Listed as English 972. Mr. Walker

The Legacy of Empire: The Changing Nature of the British Commonwealth 3 or 6 hours

Students will study the politics of today’s Commonwealth through a combination of readings and frequent visits to the British Museum, the Commonwealth Secretariat, and the Commonwealth Centre. Guest lecturers will include the Secretary General of the Commonwealth, Sonny Ramphal, and the current Director of the Commonwealth Centre. Literary reflections of Empire and Commonwealth will be considered in works by writers from Britain, Nigeria, Kenya, Ghana, South Africa, and India. Authors to be studied may include Kipling, Conrad Forster, Achebe, Soyinka, Ngugi, Emecheta, Ata-Aidoo, Fugard, Mphahlele, Rao, Jhabvala, and Rushdie. Listed as Black Studies 962 (3-6 hours) and English 962 (3 hours).

government in Greater London. The first part will deal with the theoretical basis of local autonomy in Great Britain (i.e., the center-periphery debate) and the historical context in which the current borough system and the recently abolished Great London Council emerged. Students will examine the actual functioning of the boroughs and their structural linkages with national government, in the second part. This will be done mainly through guest lectures by appropriate officers and councillors and field trips to borough offices and functions like town hall and neighborhood center meetings. Students will be encouraged to identify and study issues of current significance

in the boroughs such as housing (particularly the problems of the homeless), the rates system, the changing complexion of local leadership and the effects of autonomous bodies like London Transport. Listed as Black Studies 900. Mr. Saaka

First and second semesters. In consultation with the director, each student selected for the program will choose a topic which she or he will pursue independently during the semester in London; this may involve research, internships, private study with British teachers, or other forms of practical or academic investigation. Students will be encouraged to develop projects that have a social, cultural, or interdisciplinary aspect, in order to take full advantage of the experience of being in London. To be arranged as a private reading in the department or program of the faculty member acting as supervisor. The faculty resident in London will be available to supervise projects in their disciplines; for projects in other disciplines, students will arrange to be sponsored by faculty members resident in Oberlin.

A one-month course of interdisciplinary discovery in music, language, and movement, taught in Dorset (England) by Mr. Martin Best, a noted performer and teacher. Work on movement and breath control, mime and improvisation, and musical and vocal sounds, to culminate in the main work of the course, the creation of a public music/theater performance. The performance is based on students’ own study of three groups of material: the songwriters and poets of medieval Europe (troubadours, etc.); Shakespeare (both poems and plays); and ballads. Visits to special places of interest and guest appearances by visiting scholars and artists will be included.

This program runs August 1-August 31, 1987, and is expected to be offered again in August 1988. It earns 3 hours of institutional (non-departmental) ungraded Oberlin credit. The program is offered at extra cost, and normal Oberlin financial aid does not apply. For further information, contact the Danenberg Oberlin-in-London Program office.

Since mathematics is both a cultural and technical field of study, the curriculum is planned with the following objectives:

(1) to offer students an introduction to mathematics as an important area of human thought; (2) to prepare students for graduate study in pure or applied mathematics, and in such related fields as statistics, operations research, and actuarial science; (3) to serve the needs of students in fields which rely substantially on mathematics, such as the physical, biological, and social sciences, engineering, and business administration. Students preparing to teach mathematics in secondary school should be aware of the opportunity to enroll in Mathematics Education courses and to arrange, during the later stages of their undergraduate training, for private reading in that area. Individual guidance in the selection of courses and in the design of course sequences to serve special needs and interests is offered by members of the Department, but the following information will provide a preliminary basis for making plans and choices.

Initial Placement and Course Sequence Suggestions. Students who wish to continue their study of mathematics can choose among the following courses:

Courses Preceding Calculus. Mathematics 101 (Precalculus Mathematics) is designed for students who plan to enroll in Mathematics 133 (Calculus I) but who lack the necessary background in algebra and trigonometry. Students whose primary interest is in the social or behavioral sciences and who have no background in calculus are encouraged to consider enrolling in Mathematics 112 (Elementary Statistics). This course presupposes some knowledge of algebra, but makes no use of trigonometry. It is not prerequisite for Mathematics 133 and students with suitable preparation are urged to begin their college mathematics with calculus. Such students, after completing a semester of calculus, may choose to continue with Mathematics 220 (Discrete Mathematics), an introductory course in some topics of discrete mathematics important in both Mathematics and Computer Science.

Beginning Calculus Courses. Students with strong secondary school backgrounds in mathematics, who have good problem-solving skills in algebra, geometry, and trigonometry, and whose interests are in mathematics or in a field requiring calculus, will normally first register for one of the calculus courses in the Mathematics 133,134 sequence. The particular entry point within this sequence depends on the student’s background in calculus itself.

a. Students wishing to start at the beginning of the subject will enter at Mathematics 133.

b. Students with unusually strong secondary school preparation, including satisfactory work in calculus obtained in the College Board Advanced Placement Program or in another comparable course of study can enter the calculus sequence at Mathematics 134; in exceptional cases, they can place out of the entire sequence. (See Advanced Placement paragraph below.)

Courses Following Calculus. After completing the elementary calculus sequence, students planning to major in mathematics are encouraged to enroll first in Mathematics 220 (Discrete Mathematics) and thereafter in Mathematics 231 (Multivariate Calculus) and Mathematics 232 (Linear Algebra I). For such students the following 4 semester sequence will be typical:

Statistics Courses. Students will normally receive credit for only one of the three statistics courses offered by the Mathematics Department; they should choose the appropriate course by their levels of preparation and interest.

b. Better prepared students should take Mathematics 113 after completing a semester of calculus.

c. Mathematics majors and others with a serious interest in statistics should take Mathematics 335 and 336, which require the complete 133,134, 231 calculus sequence. Mathematics 337 (Data Analysis) is an adjunct to Mathematics 336 in which students are trained in the use of the computer in the solution of practical problems in statistics. No prior knowledge of programming is required.

Advanced Placement. Students who have taken one of the two College Board Advanced Placement Program examinations in calculus will receive credit as described below.

Students scoring 3,4, or 5 on the BC examination or 4 or 5 on the AB examination are given 8 hours credit. Students scoring 3 on the AB examination are given 4 hours credit and normally register for Mathematics 134. These students may opt for more advanced placement if they believe, the examination score notwithstanding, that their preparation is sufficient. Students who score 1 or 2 on either mathematics Advanced Placement examination receive no credit, but are encouraged to place themselves at the appropriate level within the beginning calculus sequence.

Major Work. A major in mathematics consists of thirty-four hours including Mathematics 220, 231, 232, and at least fifteen hours in advanced courses numbered 300 and above. The advanced course requirement has the additional proviso that at least one of the courses must be Mathematics 301,

Private reading is available with the consent of an instructor in any area of mathematics where it seems appropriate for a student’s specialized program, and may be chosen as an elective toward the major. It is strongly urged that students specializing in mathematics also obtain a substantial background in some field that uses mathematics. In particular, students majoring in mathematics are encouraged to gain some experience with computing; to that end, the credit for one computer science course not included in the Department’s offerings may be counted toward the thirty-four hour requirement for the major in mathematics. Majors involving a coherent program of work in mathematics and in related fields can be arranged through the College Individual Majors Committee to suit special student interests and needs.

Honors Program. At the end of their junior year, students with outstanding records are invited to participate in the Mathematics Honors Program. Seniors in the program normally elect three hours of independent study each semester. This special study is supervised by a faculty advisor who works closely with the student. Honors students take a comprehensive examination, with both written and oral parts, at the end of the senior year. This honors examination is conducted by an outside examiner and is designed to test both the candidate’s knowledge of undergraduate mathematics and mastery of the subjects emphasized in his or her independent honors study.

Rebecca Cary Orr Memorial Prize in Mathematics. Established by the family and friends of Rebecca Cary Orr, the $1000 prize is awarded annually by the Mathematics Department on the basis of scholastic achievement and promise for future professional accomplishment.

Winter Term 1988. Most members of the Department will be participating in Winter Term 1988, and will be available to sponsor projects.

Mathematics interests in the department include abstract algebra, actuarial mathematics, algebraic geometry, celestial mechanics, combinatorics, computer graphics, differential equations, differential geometiy, history of mathematics, Lie theory, mathematics education, operations research, probability, real and complex analysis, and statistics.

Avocational interests of Department members which could form the basis for a sponsored Winter Term project

include computer art, electronic synthesis of music, flying, and juggling. For further information regarding these possibilities inquire in the Mathematics Department office.

First and second semesters. The basic ideas and techniques of algebra, trigonometry, elementary functions, and coordinate geometry for the student whose background is insufficient to begin calculus. Students are assigned to quiz/discussion sections which meet an additional hour per week. Prerequisite:

Second semester. An introduction to statistical techniques for the analysis of data, primarily for students in the social sciences or humanities. As a part of this introduction, students will learn to use the MINITAB package of computer programs for statistical analysis. No prior computer experience is assumed, but each student is expected to have access to and be able to use a hand calculator. This course focuses on statistical ideas and downplays the use of mathematical formulas. It is designed for students with minimal experience in mathematics and is normally not open to students who have completed a semester of calculus. Students with such preparation are urged to enroll in Mathematics 113. Students may not receive credit for both Mathematics 112 and Mathematics 113.

First semester. An introduction to statistical techniques for the analysis of data, primarily for students in the natural or social sciences. As is the case for Mathematics 112, students will learn to use the MINITAB package of computer programs for statistical analysis. No prior computer experience is assumed, but each student is expected to have access to and be able to use a hand calculator. In comparison with Mathematics 112, this course provides a more sophisticated introduction to statistics for students with greater background in mathematics. For example, more elaborate use will be made of the computer and of mathematical models. This course is normally not open to students who have completed Mathematics 231. Students with such preparation are urged to enroll in the Mathematics 335,336 sequence. Students may not receive credit for both Mathematics 112 and Mathematics 113. Prerequisite: Mathematics 133 or consent of the instructor.

differential and integral calculus of one variable. Students starting their study of calculus begin with Mathematics 133 (first or second semester).

First and second semesters. The second of two courses on the differential and integral calculus of one variable. Prerequisite: Mathematics 133 or equivalent.

Second semester. This course will focus on the life and work of Isaac Newton, one of the greatest mathematicians, and one of the greatest scientists, of all time. It will cover the history of mathematics and physics before, during, and after Newton’s time; his life and contributions to mathematics (especially the calculus), optics, and mechanics; the extension of his ideas by others during the Enlightenment, and the widespread influence of these ideas in mathematics and the sciences, as well as in literature, philosophy, economics, political science, and most other areas of thought. This course is appropriate for students from all disciplines, not just those mainly interested in the natural sciences and mathematics. Prerequisite: Mathematics 133 or equivalent, or permission of the instructor. Limit: 15. 550-182-01 TTh-1:30-2:45 Mr. Pollack-Johnson

Second semester. The concept of "infinity," from classical antiquity to the present - its paradoxes, its uses, its beauty. The course will attempt to trace, at an elementary level, the mathematical notion of infinity, from the paradoxes of Zeno, through the infinitesimal calculus of Newton and Leibniz, up to the startling discoveries of Cantor on the various "sizes of infinity." The only prerequisite is a general familiarity with elementary algebra. Not open to any student who is enrolled in or has completed an advanced Mathematics course numbered 300 or above. Credit/No Entry grading. Given in alternate years only. Next offered 1988-89.

First semester (Sept. 4-Nov. 13). A study of the language and techniques of modern symbolic logic, including both sentential and predicate logic. This course is identical to Philosophy 200.

It is a prerequisite for Mathematics (or Philosophy) 203, and for Philosophy 202. There will be two lecture meetings each week, with a third smaller problem section each week to be arranged.

First semester (Nov. 16-Dec. 11). A mathematical study of the basic properties of systems of sentential and predicate logic, especially their consistency, soundness, and completeness. This course is identical to Philosophy 203. Prerequisite: Mathematics 200 (or Philosophy 200).

First semester. A course designed for students considering careers in pre-collegiate education. Students will explore the professional literature, developments in curriculum, the current major reform movement both in mathematics education and in education generally, and the variety of career patterns possible within the field. They will explore non-routine problem solving at the pre-collegiate level in depth, and in some cases may work with school students (individually or in small groups) in this area. A journal will be kept during the course. Prerequisites: Mathematics 133 and upperclass standing.

Second semester. A practicum in curriculum and teaching, for those considering careers in mathematics education. Students will become familiar with, and may possibly develop, enrichment materials in pre-collegiate mathematics and will use these materials on a regular basis with school students, individually or in small groups. It is anticipated that the curriculum materials will center on developing mathematical concepts (e.g. place value, function) and on developing problem solving skills. A journal will be kept during the course. Prerequisite: Mathematics 211 or permission of the instructor. Limit: 15.

First and second semesters. An introduction to a wide variety of mathematical techniques that do not involve calculus. Topics such as Graph Theory, Combinatorics, Difference Equations, Mathematical Induction and Logic will be covered along with applications to fields such as Economics, Biology and Computer Science. Prerequisite: Mathematics 133.

First and second semesters. An introduction to the calculus of several variables. Topics considered include vectors and solid analytic geometry, multidimensional differentiation and integration, and a selection of applications. Prerequisite: Mathematics 134.

First and second semesters. An introduction to linear algebra. Topics considered include the algebra and geometry of Euclidean n-space, abstract vector spaces, linear transformations and matrices. Prerequisite: Mathematics 134 or 220.

Second semester. An introduction to methods for solving differential equations and for studying properties of their solutions. Topics will be selected from general first order equations, linear first and second order equations including infinite series solutions, Bessel and Legendre functions, Sturm-Liouville theorems, computer programs for numerical solutions (Euler, Runge-Kutta), the method of separation of variables for the Laplace, heat and wave partial differential equations, orthogonal functions, Fourier series, Picard’s theorem on existence and uniqueness, systems of equations, Liapunov stability theory. Prerequisite: Mathematics 231.

First semester. An introduction to Actuarial Science. Particular attention will be given to those topics which are included in the syllabus for the General Mathematics examination which the Society of Actuaries and the Casualty Actuarial Society offer. Prerequisites: Concurrent (or earlier) enrollment in Mathematics 231 and 232. Given in alternate years only. 550-235-01 Hours to be arranged Mr. Andrews

First semester. A rigorous examination of the basic elements of analysis. The structure of the real number system, continuity, differentiability, uniform continuity, integrability of functions of a single variable, sequences, series, and uniform convergence are typical topics to be explored. Prerequisite: Mathematics 231. 550-301-01 MWF-1:30 Mr. Andrews

Second semester. A variety of topics and techniques from the calculus of one and several variables. Examples include line and surface integrals, Fourier series, approximation theory, and special functions of analysis. Prerequisite: Mathematics 301. 550-302-01 MWF-1:30 Mr. Exner

First semester. Introduction to matrix algebra; Fourier series and integrals; special functions of analysis; reviews and extensions of several topics in calculus, differential equations, and multivariate calculus, including vector analysis, line and surface integrals, and Gauss’s and Stokes’s theorems. The emphasis is on problem solving in a mathematical context. Prerequisites: Mathematics 231 and 234.

Second semester. Matrices, determinants, systems of linear equations; Cartesian tensors; implicit-function systems, coordinate transformations, Lagrange multiplier method for extremization under constraints; diagonalization of Hermitian quadratic forms, with application to normal-mode analysis; introduction to calculus of variations. The emphasis, as in Mathematics 303, is on problem solving. Prerequisite: Mathematics 303. Note: This course will normally not be offered in those years in which Mathematics 356 (Complex

Analysis) is available. Mathematics 356 is not, however, a substitute for this course.

Second semester. An introduction to the mathematical analysis of numerical methods including the underlying approximations and errors. Topics to be covered include approximate integration, differentiation, and interpolation, as well as the solution of systems of linear equations, non-linear equations, and differential equations. Prerequisites: Mathematics 231, concurrent (or earlier) enrollment in Mathematics 232 and knowledge of a programming language. Given in alternate years only. Next offered 1988-89.

First semester. This course will examine the Zermelo-Fraenkel axioms for set theory and discuss the relationship between set theory and classical mathematics. Other topics will be chosen from the following: ordinal and cardinal numbers, the Axiom of Choice, the consistency and independence of the continuum hypothesis, and large cardinals. Prerequisite: Consent of the instructor. Given in alternate years only.

First semester. The goal of the course will be to present the important concepts and theorems of logic and to explain their significance to mathematics. Specific results will include compactness, completeness and incompleteness theorems, with applications including switching circuits and nonstandard analysis. Prerequisite: Consent of the instructor. Given in alternate years only. Next offered 1988-89.

Second semester. A systematic introduction to such topics as divisibility, number-theoretic functions, primes and their distribution, congruences, diophantine equations, quadratic residues, partitions, and sums of squares. Problem solving will be emphasized. Prerequisite: Mathematics 231. Given in alternate years only.

First semester. This course will include the study of similar matrices and similar linear transformations, minimal and characteristic polynomials, eigenvalues and eigenvectors, diagonalization, orthogonality, canonical forms of linear transformations and matrices, quadratic and bilinear forms and their applications. Prerequisite: Mathematics 232.

Second semester. This course is an introduction to a variety of algebraic structures useful in mathematics, engineering and computer science. Topics to be selected from the following: relations and graphs, rings and Boolean algebra, semigroups, groups, and fields. Prerequisite: Mathematics 232 or consent of the instructor.

First semester. An introduction to some non-probabilistic models and methods in operations research, with emphasis on both theory and application. Topics covered include linear programming (the simplex method, duality, sensitivity analysis), network analysis (the transportation, transshipment, and shortest route problems), integer programming and dynamic programming over a finite horizon as well as the use of relevant OR software. Prerequisite: Mathematics 232.

First semester. An introduction to the mathematical theory of probability and its applications: discrete and continuous sample spaces, combinatorial problems, random variables, probability densities and distributions, limit theorems, stochastic processes. Prerequisite: Mathematics 231.

336. Mathematical Statistics 3 hours Second semester. The theory of probability is applied to problems of statistics. Topics include sampling theory, point and interval estimation, tests of statistical hypotheses, regression, and analysis of variance. Prerequisite: Mathematics

Second semester. An introduction to the solution of statistical problems on the computer. The statistical package MINITAB will be used. The statistical topics will include hypothesis testing, multiple regression, analysis of variance, and exploratory data analysis. Credit/No Entry grading. Prerequisite: Concurrent (or prior) enrollment in Mathematics 336 or consent of the instructor.

Second semester. An introduction to operations research models which incorporate methods of probability theory.

Topics will be chosen from inventory theory, queueing theory, decision analysis, game theory, simulation, Markov chains, and project management. Use of the computer in selected areas will also be covered. Prerequisite: Mathematics 335.

Second semester. Particular attention will be given to those topics which are included in the syllabus for the Probability and Statistics examination which the Society of Actuaries and the Casualty Actuarial Society offer. Prerequisite: Concurrent (or prior) enrollment in Mathematics 336. Given in alternate years only.

Second semester. Small groups of students will serve as consulting teams to study real problems arising in local business, government, industry, or the College. There will be regular class meetings to discuss problem formulation, project planning, and consulting in general and to brainstorm about individual projects. Prerequisites: Mathematics 331 and consent of the instructor. Given in alternate years only. Next offered 1988-89.

Second semester. The topic will vary from year to year, but course will normally comprise either differential, projective -Euclidean geometry. The topic this year will be differe

geometry. Local and global geometric properties (such as tangency and curvature) of curves, surfaces, and higherdimensional analogues are studied. Ultimately techniques for doing calculus on such spaces will be developed and the relationship between the geometry and the analysis will be explored. Prerequisite: Consent of the instructor. Given in alternate years.

First semester. Various topological properties a space might have are studied, including connectedness, compactness, countability, and separability. Spaces are also studied through certain algebraic invariants such as the fundamental group. These invariants are applied to the theory of covering spaces, and some classical theorems are proved. Prerequisite: concurrent (or prior) enrollment in Mathematics 301 or consent of the instructor. Given in alternate years only. Next offered 19SS-89.

Second semester. An introduction to the theory of differentiable functions of a complex variable, including the Cauchy theorems, residues, series expansions and conformal mappings. Prerequisite: Mathematics 301 or 303. Given in alternate years only. Next offered 1988-89.

Second semester. An introduction to metric spaces, Lebesgue’s theory of the integral, and selected topics in functional analysis (the study of linear operators in infinite dimensional spaces). Prerequisite: Mathematics 301 or 303. Given in alternate years only.

Second semester. The study of computability, enumerability and decidability questions using abstract machines (finite automata, Turing machines, B-machines, and RASP’s). Further topics include primitive recursive and partial recursive functions, McCarthy’s formalism, the lambda calculus, and operational semantics. This course is identical to Computer Science 383. Prerequisite: Computer Science 283.

Second semester. A study of alternative systems of real numbers including: fixed-point numbers, floating point numbers, binary strings, constructive real numbers, nonstandard real numbers and the surreal numbers. Also included are applications of these systems to computer arithmetic, advanced calculus, mathematical games and the philosophy of mathematics. The course will be taught using the modified Moore method.

The music program in the College of Arts and Sciences is supervised by the College Music Committee consisting of faculty members from both the Conservatory and the College. Members of the Committee are: Sylvan Suskin, Professor of Music History, chairman (office in Bibbins 219); Roderic Knight, Associate Professor of Ethnomusicology; Frank Laycock, Professor of Psychology; Paul Mast, Professor of Music Theory; Frances Walker, Professor of Pianoforte; Edward Wong, Professor of Mathematics; Bruce Richards, Professor of Physics; Robert Drummond, Associate Dean of the Conservatory; and Michael Manderen, Director of Conservatory Admissions.

Courses. Although most courses in the Conservatory' are open to qualified students in the College of Arts and Sciences, in reality many Conservatory courses (or the schedules of applied music teachers) become filled entirely with Conservatory students. Thus, although efforts are made to accommodate Arts and Sciences students, they should not expect to enroll in all the Conservatory courses of their choice. Where a course must be limited to majors in that department, such a restriction is usually noted in the catalog statement. The following courses listed below are specifically designed for College students. Please note the following building and room designation codes: B-Bibbins, KRH-Kulas Recital Hall in Bibbins.

Second semester. An introduction to the art of music with an emphasis on the principles of musical thought and organization, as applied primarily to the repertory of Western culture. An aim of the course is to develop perceptive listening habits through aural analyses of compositional styles and techniques of music from all periods in music history. No previous formal musical training is assumed or required. Three class periods plus one listening laboratory per week. Open to College of Arts and Sciences students only. This course (or Music History 101) serves as a prerequisite for all Music History survey courses (226, 235, 245, 255, 275) listed under Music History in the Conservatory section of this catalog. Enrollment limit, 120.

First and second semesters. A one-semester course exploring the unity and diversity of music from around the world, excluding western art music. The course will examine music from various sociological and technical points of reference, e.g., the musician, performance, instruments, theory, formal principles, etc. This is not a survey, but a sampling of widely differing traditions drawn from Africa, India, Indonesia, Europe, the Americas, the Middle East, and the Far East.

Open to College and Conservatory students. No previous training in music required. Cross-listed with Ethnomusicology

First semester. Topic for 1987: Nineteenth-Century Operatic Comedy. This course involves a close textual and musical study

Wagner’s Die Meistersinger von Nmberg (1868), and Verdi’s Falstaff(1893), examined as contrasting masterpieces of the genre of comedy. In addition to introducing the works themselves, the course will investigate musical and literary comic conventions (along with their interaction) and the worldview that they generate. The operas will be considered from an interdisciplinary perspective: as works of musical art and as literary and theatrical sources. Regular course work will involve: basic familiarization with the operas through outside reading, listening, and viewing; readings specifically about the operas themselves or about opera as comedy; and readings that introduce influential - and fundamental - theories of comedy. The course will include some preparations for class discussions, and several short essays will be required. Enrollment is limited to 10 freshmen and 5 sophomores. Open to College of Arts and Sciences students only. Prerequisite: ability to "read” music (that is, an ability to recognize written pitches and to follow standardized musical notation).

Sem 1 570-400-01 Hours to be arranged Staff Sem 2 570-401-01 Hours to be arranged Staff

Technology 103. Introduction to Music Technology I 3 hours First and second semesters. A survey of the relationships between music and 20th century technology. Review of important figures and works in technological media. Discussion of the impact of new media on the esthetics, thought processes, and working methods of the composer. Introduction to electronic test equipment, tape recording and mixing techniques, and analog sound synthesis. Fundamental concepts of performance and composition using music synthesizers. Ear training for electronic sound and exercises in aural analysis. Practical work in Electronic Music Studios using analog synthesizers and stereo recording to gain an appreciation for the potential and limitations of new means of making music. Bibliography and discography of electronic music.

Opportunities for individual creative projects. Preference is given to students for whom this course is required. Students must register for this course in the department of origin.

In addition, the following courses, described in the Conservatory section of the catalog, are recommended to qualified College students as first courses in several areas (note carefully any prerequisites and other limitations in each case): Composition 100 (The Craft of Composition), Music Theory 100,101,102 (Basic Aural Skills and Sight Singing, Intermediate Aural Skills and Sight Singing), Music Theory 110, 111, 210,

211 (Fundamentals of Music Theory, I-IV), Technology 101 (Introduction to Acoustics and Electronic Music), Music History 101 (Introduction to the History and Literature of Music), Ethnomusicology 101 (Music Instruments of the World). Attention is also drawn to Physics 172 (Sound,

Musical Instruments, and Acoustics). Students interested in Music Therapy course opportunities should consult the bulletin board of the Music Education Department in the Conservatory.

Private Study. Private instruction by members of the Conservatory faculty or by advanced students supervised by the faculty is offered in composition, piano, voice, organ, strings

(violin, viola, cello, double bass), woodwinds (flute, oboe, clarinet, bassoon), brass (French horn, trumpet, trombone, tuba), saxophone, harp, percussion, early instruments (harpsichord, recorder, lute, Baroque flute, Baroque oboe, Baroque violin. Baroque cello, viola da gamba). College students are permitted, under the following conditions, to receive credit in private study (see also "Private Study" in Conservatory of Music section of this catalog).

The students must be certified as eligible for credit. This certification must be secured prior to the first semester in which credit is desired, and is based on an audition before the appropriate applied study or composition department. Secondary Private Study Auditions are held during the Orientation periods and on the Saturday preceding registration in February. Results of the audition are normally posted one or two days following the auditions on the bulletin board outside Room 113 in the Conservatory. Requirements for the audition, dates of auditions, and additional information on applied music or composition study are available, upon request, from the Office of the Associate Dean of the Conservatory, Bibbins 113.

All assignments to teachers in private study are made by the Dean of the Conservatory. Because of heavy demands for private study on certain instruments or in composition, it is not always possible to place qualified students on teaching schedules. Priority is given to the more advanced students. (See also "Supervised Student Teaching Program" and "Approved Student Teacher Program" in the Conservatory of Music section of this catalog.) A student assigned to private study must contact the teacher before the close of the first week of the semester or forfeit the spot on the teacher’s schedule.

Normally, College students will receive 2 hours of credit in applied study per semester and thirty minutes of instruction weekly or 4 credits in composition and one hour of instruction weekly. Exceptionally talented students, upon the written recommendation from their private study teacher and with the approval of the Associate Dean of the Conservatory, may be given 4 hours of credit and 1 hour of applied study instruction weekly. No additional tuition will be charged for the one hour lesson unless the four hour’s credit increases the student’s registered hours to more than 17 for the semester or more than 30 for the year. Students enrolled in the College of Arts and Sciences who wish approval to perform a non-required recital must complete two departmental or studio recital appearances before approval is requested. A student may apply a maximum of 32 credit hours of private study toward the B.A. degree. A student whose work does not merit continuation of private study with a teacher may be dropped from the schedule.

A student who at his or her own volition discontinues lessons on an instrument for one or more semesters is not guaranteed a future place on a teacher’s schedule. A student who has discontinued lessons on the piano for more than one semester is required to reaudition. No student may take lessons on more than one instrument without payment of additional tuition (see "Charges for Instruction" in the General Information section of this catalog).

Musical Organizations. Qualified students in the College of Arts and Sciences are accepted, with or without credit, for membership in the Musical Union, the Oberlin College Choir, the Oberlin College Chorus, the Oberlin Orchestra, the String Arts Ensemble, the Oberlin Wind Ensemble, the Brass Guild of Oberlin, the Oberlin Symphonic Band, the Collegium Musicum, the Javanese Gamelan, the Mandinka Ensemble,

Opera Theater, and various string, woodwind, and brass ensembles under the direction of members of the Conservatory faculty. Each of these may be taken for 1 credit hour per semester, and may be repeated for credit. A College student may apply a maximum of 10 credit hours of ensemble work toward the B.A. degree. For further details consult the Conservatory section of this catalog.

Major Work. The Bachelor of Arts degree with a major in music is an integral part of the Liberal Arts program of the College of Arts and Sciences. Oberlin offers three music majors: one with an emphasis on music history and theory, one with an emphasis on performance and one with an emphasis on composition. Students who desire more professional training in music than these programs allow are advised to consider the double degree program described below.

The History-Theory Emphasis Major stresses the study of music as one of the liberal arts. A student who chooses this major might go on to graduate study in music, or to a career connected with music such as arts management or music criticism. There is no entrance requirement for the major other than the audition for secondary private study (see above).

The Performance Emphasis Major is designed to meet the needs of a student who is qualified to enter the Conservatory with a major in performance, but who prefers to receive a liberal arts degree instead, while still pursuing a fairly rigorous training in performance. The junior and senior years in this curriculum resemble the freshman and sophomore years in a Conservatory performance major. Admission to the Performance Emphasis Major is by audition before the appropriate private study department; this audition is equivalent to the audition for admission to the Conservatory conservatory. In cases where an applicant is clearly qualified to pursue this course of study, admission to the major may take place before the student arrives at Oberlin. The entrance audition is waived for a student who has passed a Conservatory Second Major Committee Examination. A student in the Conservatory who has failed the Second Major Committee Examination may not audition for the Performance Emphasis Music Major.

The Composition Emphasis Major is intended for the student who is qualified to enter the Conservator}' with a major in composition, but who prefers to receive a liberal arts degree instead, while still pursuing fundamental training in composition. The junior and senior years in this curriculum resemble the freshman and sophomore years in a Conservatory composition major. Admission to the Composition Emphasis Major requires the approval of the composition faculty. Admission procedures and standards for admission are equivalent to those established for admission to the Conservatory as a composition major. Students interested in this major should consult the Conservatory Admissions Office for further information regarding requirements for admission to this major. In cases where an applicant is clearly qualified to pursue this course of study, admission to the major may take place before the student arrives at Oberlin. A student in the Conservator}' who has failed the Second Major Committee Examination in Composition may not apply for the Composition Emphasis Music Major.

Normally, admission to one of these types of music major will take place before the end of the sophomore year. A student planning to major in music should discuss his or her plans and the requirements for the major with the chairperson of the College Music Committee (CMC) soon after arrival at Oberlin. The student should select an advisor as soon as possible to determine the most advantageous sequence and distribution of courses. Advisors for students electing the History/Theory Emphasis major will normally be drawn from the College Music Committee. Students majoring in music with the Performance Emphasis or the Composition Emphasis will normally be advised by their major teacher.

¹ Part or all of the Music Theory 110, 111, 210,211 requirement may be waived by placement examination in which case a corresponding number of hours of music electives must be added to the requirements for the major.

May be waived by examination; if waived 4 hours of music electives must be added to the requirements for the major.

Three courses at the 200-level, and one course from the 300-level are required. Two of the three 200-level courses must be chosen from MH 226, 235,245, 255, or 275. The third course may be chosen from any of the 200-level Ethnomusicology courses or MH 290, 291.

Any Conservatory ensemble. Only one credit per ensemble per semester may be counted toward the major.

Since Aural Skills Test 2 and Sight-Singing Test 2 are required for graduation, the CMC strongly advises the passing of Aural Skills Test 1 and Sight-Singing Test 1 by the end of the first semester of the junior year, and Aural Skills Test 2 and Sight-Singing Test 2 by the end of the junior year.

16 Principal Applied Study. PVST I, II, III, IV 12 Theory 110, 111, 210, 211 (Fundamentals of Music

May be waived by examination; if waived 4 hours of music electives must be added to the requirements for the major.

Three courses at the 200-level are required. Two of these must be chosen from MH 226, 235, 245, 255, or 275. The third course may be chosen from any of the 200-level Ethnomusicology courses or MH 290,291.

Any Conservatory ensemble. Only one credit per ensemble per semester may be counted toward the major.

Nun-Course Requirements. Aural Skills Test 2. Sight-Singing Test 2. Private Study Committee Examinations: First and Second Major Committees. Performance Requirement: one departmental or studio class appearance.

Since the Aural Skills and Sight-Singing tests are required for graduation, the CMC strongly advises the passing of Aural Skills Test 1 and Sight-Singing Test 1 by the end of the first semester of the junior year, and Aural Skills Test 2 and Sight-Singing Test 2 by the end of the junior year.

The First Major Committee Examination is to be taken at the end of Principal PVSTII, and the Second Major Committee Examination is to be taken at the end of Principal PVST IV. Students who receive a majority of unsatisfactory grades on the Second Major Committee will be denied permission to continue in the Performance Emphasis major.

* COMP 102,103 (Composition Class for Freshman Majors) plus Principal Private Composition Study PVST I, II)

Part or all of the Music Theory 111, 210,211 requirement may be waived by examination when the student enters Oberlin. If any part of this requirement is waived a corresponding number of hours of music electives must be added to the requirements for the major.

Theory 370 Music of the Twentieth Century Theory 371 The Music of Berg Theory 372 The Music of Schoenberg Theory 373 The Music of Bartok and Stravinsky Theory 374 Trends in Contemporary Music

May be waived by examination; if waived 4 hours of music electives must be added to the requirements for the major.

⁶ Any Conservatory ensemble. Only one credit per ensemble may be counted toward the major.

Non-Course Requirements: Aural Skills Test 2. Sight-Singing Test 2. First and Second Major Committee Examinations.

Since the Aural Skills and Sight-Singing Tests are required for graduation, the College Music Committee strongly advises the passing of Aural Skills Test 1 and Sight-Singing Test 1 by the end of the junior year

The First Major Committee Examination is to be taken upon completion of Composition 103, and the Second Major Committee Examination is to be taken upon completion of Principal Private Composition Study II. A student who receives an unsatisfactory evaluation on the Second Major Committee Examination will be denied permission to continue in the Composition Emphasis major.

Honors Program. An Honors Program is available for History/Theory music majors qualified to do research leading to a B.A. with Honors. Generally in the second semester of the junior year a music major wishing to do honors work will submit a detailed proposal to the chairperson of the College Music Committee. Entry to the Honors Program is contingent upon the Committee’s approval of both the proposal and the student’s choice of advisor.

Students admitted to the Plonors Program must enroll in Music 400, 401 Senior Honors. The requirements for the successful completion of the Honors Project include a scholarly thesis and comprehensive examinations. More detailed information is available from the chairperson of the College Music Committee.

Double-Degree Program. This includes a degree in both the Bachelor of Music and the Bachelor of Arts. Candidates must be admitted to both the Conservatory of Music and the College of Arts and Sciences. This can be done upon first application to Oberlin or any time while in residence. In the latter case, students should address themselves to the Director of Conservatory or College Admissions as necessary.

To satisfy the requirements for both degrees the student must successfully complete all requirements for the degrees of Bachelor of Music and Bachelor of Arts and accumulate a total of 152 credit hours. This usually takes at least 5 years. For more information consult the section "Double-Degree Program" following the listing of all courses in the College of Arts and Sciences in this catalog.

College students preparing to teach or supervise music in public schools are offered a five-year double-degree program, plus, in some cases, one summer, leading to both the Bachelor of Arts degree and the Bachelor of Music degree with a major in Music Education. The completion of this program will meet teacher certification requirements in many states. Since the requirements for this program differ considerably from those pertaining to the major in performance, music history, or composition, interested students must consult the Chairman of the Music Education department at the beginning of their freshman year.

College students should note that Music Education 401: Student Teaching and Seminar is limited to music education majors in the Bachelor of Music degree program, and that they cannot expect to complete certification requirements for public school teaching unless they pursue a double-degree program. For further information on the double-degree program see that section of this catalog.

Transfer of Credit in Music. All transfer of credit in music must be approved by the Conservatory. For further information consult the Conservatory section of this catalog.

Neuroscience is a complex interdisciplinary field of study that employs the tools and languages of biology, chemistry, psychology and medicine to achieve an understanding of brain function and behavior. The Program in Neuroscience and Biopsychology offers two interdisciplinary majors in neuroscience (Neuroscience and Biopsychology).

The Neuroscience major is designed to meet the needs of students interested in graduate study and professional work in fields such as neuroscience, pharmacology, neuroanatomy, as well as medicine and other biomedical fields. The Biopsychology major is more appropriate for students whose main interests are psychology and behavior, but who may want a psychology major with a stronger biological flavor. Students with an interest in clinical psychology, behavioral medicine, neuropsychology, physiological psychology, behavior genetics, or animal behavior may find this major attractive.

The Neuroscience major consists of a minimum of 38 credit hours in foundation and advanced courses in biology, chemistry and neuroscience. Eight hours of supporting work in mathematics is also required of students taking this major.

A. Chemistry 101, 102 (General Chemistry), 8 hours or Chemistry 103 (Topics in General Chemistry), 4 hours

A. Neuroscience-Biopsychology/Psychology 202 (Behavioral Neuroscience), 3 hours or Neuroscience-Biopsychology/Psychology 204 (Human Biopsychology), 3 hours

The Biopsychology Major requires students to earn a minimum of 38 hours in psychology, biology, mathematics, chemistry, and neuroscience.

A. Biology 101 (Human Biology), 4 hours or Biology 112A (Introduction to Organismal Biology), 2 hours and Biology 109 (Genetics), 3 hours

B. Psychology 219 (Memory and Cognition), 3 or 4 hours or Psychology 206 (Perception and Cognition), 3 hours

(Animal Behavior), Psychology 216 (Developmental Psychology), Psychology 214 (Abnormal Psychology), Psychology 325 (Research Design)

1. Laboratory Methods in Behavioral Neuroscience (Neuroscience-Biopsychology/Psychology 203)

A. Chemistry 101 and 102 (General Chemistry), 8 hours or Chemistry 103 (Topics in General Chemistry), 4 hours

A. Neuroscience/Psychology 202 (Behavioral Neuroscience), 3 hours or Neuroscience/Psychology 204 (Human Biopsychology), 3 hours

B. Neuroscience/Biopsychology 319 (Neuroscience I: Neurophysiology and Neuropharmacology), 3 hours

D. Neuroscience/Biopsychology 321 and 324 (Laboratories in Neuroscience), .5 hours each

Any variation in meeting major requirements, as described above, must be approved in writing by the Chairman of the Program in Neuroscience and Biopsychology (Dennison Smith). Similarly, course credit earned away from Oberlin must be approved by the Program chairman before it can serve to satisfy major requirements. A request for permission to substitute a course taken away from Oberlin for credit in the major should be made in advance, prior to enrolling in the course. It is the student’s responsibility to make sure proper transfer of credit forms are completed and placed on file in the Registrar’s Office.

Supporting Courses. The majors offered by the Program in Neuroscience and Biopsychology are by nature interdisciplinary, requiring preparation in a variety of scientific disciplines. While the program has tried to require only those courses that are most generally useful, experience suggests that certain courses not specified above may be either useful or necessary in gaining admission to graduate programs in particular specialties. Since there are a variety of directions which a student might take, courses taken beyond the major requirements should be selected carefully in consultation with the advisor. For instance, a student preparing for work in Neuroscience might consider taking one or two semesters of physics, as well as courses in microbiology, immunology, physiology, and molecular biology. If the student’s interest includes biophysics, advanced work in mathematics, physics, and physical chemistry would be advisable.

A major in either Neuroscience, Biopsychology, or Biology may be appropriate for students interested in ethology (animal behavior). No matter which major is selected, a student interested in this field should consider taking courses such as Animal Behavior, Genetics, Population Genetics, Introduction to Evolution and Ecology, Vertebrate Biology, Vertebrate Physiology, Plant Ecology, Neuroscience II: Neuroanatomy, Behavioral Neuroscience, Physical Anthropology, and Invertebrate Biology.

Majors should work out their curricula in close consultation with their advisors so that appropriate supporting courses can be selected.

Honors Program. Students wishing to participate in the Honors Program offered by the Program in Neuroscience and Biopsychology should enroll in Neuroscience/Biopsychology 608 (Empirical Honors Research). Mathematics 113 (Statistics) and Psychology 325 (Research Design and Analysis) are recommended for students considering participation in the Honors Program.

Pre-Medical. Students planning to apply to medical school may major in any subject provided they take those courses required for admission. Early in their academic career at Oberlin, they should discuss their plans with one of the pre-medical advisors. These advisors are Mr. Sherman in Biology, Mr. Fuchsman in Chemistry, and Mr. Smith in Psychology. The Office of Career Development and Placement can also provide helpful information.

Most medical schools require one year of general biology, one year of physics, and chemistry through organic chemistry. Students intending to take this work at Oberlin should note:

1. Oberlin College does not offer a one-year course in general biology; the equivalent can be obtained by taking the core curriculum required of biology majors: Biology 109, 110,

2. The Physics 103,104 sequence is the common means of satisfying the physics requirement.

3. Chemistry 101, 102, 205, 206 normally are chosen to complete the chemistry requirement.

Students should consult the appropriate departmental listings for descriptions of these offerings, and their prerequisites. Many medical schools require a year of English and specify a year of mathematics, most commonly calculus. Specific requirements of individual medical schools are listed in the most recent edition of Medical School Admissions Requirements, published by the Association of American

The required Medical College Admissions Test (MCAT) is administered at Oberlin twice each year. Information about the test - including deadlines for filing applications and application forms - is available from the Office of Career Development and Placement. Since this test is normally taken by students in the spring of their junior year, most students should plan to complete the minimum science requirements listed above by the end of their junior year. By the end of their sophomore year they should have completed Chemistry 101 and 102, Biology 109,110, and 112, and Mathematics 133. It is not necessary and in some cases not advisable to take more than two mathematics and science courses per semester during the freshman year.

First semester. Identical to Psychology 202. An examination of the empirical data relating to the physiological and neural correlates of behavior in animals and man. Emphasis is placed on physiological and biochemical bases of motor and sensory functioning, learning, memory, motivation and emotion. It is suggested that Neuroscience/Biopsychology majors take this course prior to Neuroscience/Biopsychology 319, 320. Prerequisites: Psychology 100 or one introductory course in Biology or permission of the instructor.

203. Laboratory Methods in Behavioral Neuroscience 1 hour First semester. Identical to Psychology 203. This laboratory is designed to give students experience with methods commonly used in the investigation of physiological and neural correlates of behavior. Techniques such as electrophysiological recording from human and animal subjects, induction of chemical and electrolytic brain lesions, and effects of electrical stimulation of the brain will be covered. Prerequisite: completion of or concurrent enrollment in Psychology 202 or 204. Enrollment limit 12. Psychology and Biopsychology majors given first priority.

First and second semesters. Identical to Psychology 204. An introduction to the study of physiological processes, and their relationship to human perception, motivation, emotion, and abnormal behavior. The course will be offered at a level and with a content especially useful to students who have an interest in clinical, social, and developmental aspects of human behavior. Prerequisites: Psychology 100 and one introductory course in Biology or permission of the instructor.

Second semester. Identical to Biology 318. A course dealing with the evolution and ecology of populations, Emphasis will be placed on population genetics, behavioral ecology and sociobiology. Special topics will include such points as a discussion of group and kin selection, altruistic and spiteful behavior, the advantages of territoriality, and the ecology of sex. Most topics will be approached from a mathematical as well as a biological perspective. Prerequisite: Biology 111.

Second semester. An exploration of neurophysiology and neuropharmacology, two major subdisciplines in neuroscience. The course covers the active and passive properties of nerve cell membranes and electrical models used to describe them. Also included is an extensive discussion of synaptic transmission and neurotransmitter physiology, particularly as it relates to the action of psychotropic drugs (opium and its derivatives, alcohol, barbiturates, phenothiazines, tricyclic antidepressants, benzodiazepines, and other drug substances). Neuroscience/ Biopsychology majors are required to take Laboratory in Neuroscience I (Neuroscience/Biopsychology

321) in conjunction with this course. Students other than Neuroscience/ Biopsychology majors wishing a course in neurophysiology and neuropharmacology may register without taking a laboratory section. If possible, Neuroscience/Biopsychology majors should plan to take this course following Neuroscience/Biopsychology 202 or 204. Identical to Biology 319. Prerequisite: Biology 113.

Neuroscience and Biopsychology majors given first priority. 580-319-01 TTh-11:00-12:15 Mr. Smith

First semester. A comprehensive analysis of the organization of vertebrate nervous systems is approached from a structural perspective with emphasis on the central nervous system of mammals. Principles of organization are stressed. The evolution and diversity of nervous systems are briefly considered. Neuroscience/Biopsychology majors should plan to take this course following Neuroscience/Biopyschology 202 or

204. Identical to Biology 320. Prerequisite: Biology 113. 580-320-01 TTh-10:00-11:50 Mr. Braford

Second semester. The laboratory introduces students to research methods in electrophysiology. In this laboratory students will be exposed to a variety of the electrophysiological approaches used in modern neuroscience; however, the laboratory focuses on single-cell recording techniques. Each section limited to 12 students. The laboratory meets for the first seven weeks of the semester. Identical to Biology 321. Credit/No Entry grading.

Second semester. Identical to Psychology and Biology 322. An evolutionary view of animal behavior is stressed. However, physiological and environmental factors related to behavior are also considered. The course examines sociobiological theory and its implications for understanding sexual, parental, aggressive, and altruistic behaviors in animals and man. In addition, the course examines topics such as biological clocks, migration and navigation, hormones and behavior and animal communication Prerequisites: Psychology 100 or one course in Biology. Class limit 50. Neuroscience/Biopsychology,

Psychology majors given first priority. Additional priority given to sophomores and juniors.

Second semester. Identical to Psychology and Biology 323. To be taken in conjunction with or subsequent to Neuroscience/ Biopsychology 322 (Psychology 322, Biology 322). Several classes of behavior will be studied such as communication, aggression, sexual and parental behavior, and territorial species. Both laboratory experiments and field observations will be included. Some experiments will extend beyond a single laboratory meeting and will require students’ participation at times other than the scheduled laboratory meetings. Prerequisite: one course in Biology or Psychology 100. Each section limited to 10. Biology, Neuroscience/Biopsychology, Psychology majors given first priority. Additional priority given to sophomores and juniors.

324. Laboratory' in Neuroscience II (Neuroanatomy) .5 hours First semester. This laboratory meets for the first seven weeks of the semester. The laboratory introduces students to neuroanatomical and neurohistological methods and techniques. Both the gross and fine microscopic anatomy of the nervous system are studied in depth. Each laboratory section limited to 12. Neuroscience and Biopsychology majors given first priority. Identical to Biology 324.

First and second semesters. Students may select an independent research problem for individual investigation. Prequisites: Neuroscience/Biopsychology 202 or 204.

First and second semesters. Independent study of a subject beyond the range of catalog course offerings. Available by consent of the instructor to junior and senior majors. Grading option at the discretion of the instructor.

Major Work. The philosophy major is designed to meet the interests of the following students: (a) those who seek an intensive study of philosophy in preparation for employment in government, business, or social service; (b)those who are professionally interested in philosophy and who plan to do postgraduate work in the field and then to teach; (c) those who have no professional interest in philosophy but who wish to approach a liberal education through the disciplines of philosophy; (d) those who wish to combine a major in philosophy with a concentration in some other field of study.

The major includes at least twenty-nine credit hours of work in the Department of Philosophy. In addition, students are strongly encouraged to undertake study in some depth in a

field outside the Department of Philosophy. No more than one of the Department’s introductory courses, 101-110, may be counted toward the major.

For a student majoring in philosophy the selection of courses is to be made in consultation with a Department faculty member chosen by the student to serve as major advisor. The following are the requirements for a major in philosophy.

1. Either the Department’s course in the techniques of deductive logic, 200, or course work equivalent to 200, or the Department’s achievement examination in logic.

2. Three courses in the history of philosophy, including at least one Philosophical Classics course.

3. A course in ethics, 204. (A course in social and political philosophy, 226, or a Philosophical Classics or Seminar course concerned with the theory of value may substitute for this, with the permission of the major advisor.)

4. A course in the theory of knowledge, 206. (A course in the philosophy of science, 222, or a Philosophical Classics or Seminar course concerned with the theory of knowledge may substitute for this, with the permission of the major advisor.)

5. A course in metaphysics, 208. (A course in the philosophy of mind, 228, or a Philosophical Classics or Seminar course concerned with metaphysics may substitute for this, with the permission of the major advisor.)

6. The balance of the twenty-nine credit hours of work in the Department of Philosophy to be chosen by the student in consultation with the major advisor.

Minor in Philosophy. Students may earn a minor in philosophy upon completion of a program of study approved by a minor advisor in the Department. A minor involves at least four courses and at least fifteen credit hours work in philosophy. No more than one of these courses may be from the introductory courses, 101-110. Each student’s program is developed individually in consultation with their minor advisor. Examples of subject-areas appropriate for a minor in philosophy are (i) Logic and Language, (ii) Theory of Value, (iii) History of Philosophy, (iv) Metaphysics and Theory of Knowledge, and (v) Philosophy and Science. Students majoring in philosophy may not minor in philosophy.

Honors. Questions concerning the Department’s Honors program should be directed to the chairperson.

Introductory Courses. Courses 101-110 offer the student a choice of emphases in an initial study of methods, problems and theories in philosophy. None of these courses duplicate courses of higher number; and (with the exception of 107 and 109) no student may receive College credit for more than one of them. Some other courses are also open to students with no previous work in philosophy. These courses are not intended to serve as introductory courses in philosophy, but they may still be taken by students without previous philosophical training who have a special interest in their topics. These include two survey courses in the history of philosophy (Ancient and Medieval Philosophy, 125, and Modern Philosophy, 135), the course in Deductive Logic, 200, as well as certain other advanced courses.

Suggested Course Sequence. The Department suggests any of its introductory courses, (with the exception of 109), as an appropriate first course in philosophy. (Other philosophy courses that are open without prerequisite may also serve this purpose, though they are not intended as introductory courses.) From any of these first courses, students may, with occasional exceptions, proceed to any of the Department’s advanced offerings. For purposes of the major it is desirable, though not mandatory, that the course in deductive logic, 200, be completed early in one’s philosophical studies. Students interested in majoring in philosophy should consult with the chairperson, or any member of the Department, concerning course sequence planning. It is possible to complete the philosophy major even though it is not started until the junior year.

Winter Term 1988. The following faculty are willing to sponsor Winter Term projects as indicated. Mr. Care: social and political philosophy; philosophy of law; environmental ethics; philosophy of art. Mr. Grimm: history of philosophy, e.g., Plato, Aristotle, Spinoza, Leibniz; Wittgenstein, early or late; metaphysics, e.g., universals and particulars, space and time; theory of knowledge, e.g., perception, belief, truth, justification; action theory. Mr. Mclnemey: philosophy of mind and philosophy of psychology; time-consciousness and time; history of philosophy, e.g., Kant, Hegel, Nietzsche, Husserl, Heidegger, Sartre. Mr. Merrill: philosophy of science; philosophy of religion; history and philosophy of logic; philosophical issues in feminism. Mr. Steinberg: history and philosophy of social science, 17th-19th century; philosophy and issues of public policy; philosophy and education.

First semester. An introduction to philosophy through study and discussion of classical and recent treatments of philosophical problems. Representative topics are: the existence and nature of God; knowledge, belief, and certainty; the mind and its place in nature; freedom, determinism, responsibility, blame and punishment; and morality, self-interest, and altruism. Active student participation in discussion is required. Papers. No prerequisite. With the exceptions of 107 and 109, College credit will not be granted for more than one introductory course. Class limit: 30. 590-101-01 MWF-10:00 Mr. Farrell

Second semester. An introduction to philosophy through study and discussion of classical and recent writings on basic philosophical problems. Topics to be considered include: the existence and nature of God; knowledge, certainty, belief, and experience; the mind and its place in nature; freedom, determinism, responsibility, blame, and punishment; and morality, self-interest, and altruism. Active student participation in discussion is required. Papers. No prerequisite. With the exceptions of 107 and 109, College credit will not be granted for more than one introductory course. Class limit: 60. 590-101-01 MWF-1:30 Mr. Grimm

Second semester. An introduction to philosophy through the study of a small number of philosophical works in their

entirety. Different classical and contemporary works are selected for study each year. No prerequisite. With the exceptions of 107 and 109, College credit will not be granted for more than one introductory course. Class limit: 30. 590-102-01 MWF-11:00 Mr. Merrill

103. Topics in Philosophy: Subjectivity and Reality 3 hours First semester. The course will investigate the relations of subjectivity in values and in understanding to objective values and "the objective world." The problem of nihilism (is any action as good as any other) and some possible solutions to it (objective value, ethical relativism, subjective creation of value) will be explored, as well as the implications of these solutions for interpersonal relations and the structure of society. The nature of consciousness and self-consciousness and their role in determining reality will be investigated. In addition to the hours listed, students will attend one small discussion section every week. No prerequisite. With the exceptions of 107 and 109, College credit will not be granted for more than one introductory course. Class limit: 60.

This is a first course in philosophy which explores issues in various fields of philosophy such as metaphysics, theory of knowledge, and ethics, in relation to a particular important philosophical topic: the place of human beings in nature, and of connections and conflicts between ideals of rational understanding and of human responsibility. Both historical and contemporary philosophical works will be studied and discussed. Papers. No prerequisite. Class limit: 30.

First semester. The course aims to introduce students to certain basic views of the nature of persons and the meaning of human life, and to explore how these views bear upon our ideas about the nature of human knowledge and our conceptions of value in moral, political, aesthetic, and religious contexts. It also provides an opportunity for students to develop and cultivate the forms of critical thought required for the rational appraisal of human beliefs. Readings will be selected classical and contemporary works in philosophy, to be read in their entirety. There will be two lecture meetings and one discussion section per week. No prerequisite. With the exceptions of 107 and 109, College credit will not be granted for more than one introductory course. Class limit: 20 per section.

The aims of the course are (a) to introduce students to philosophy, and (b) to explore certain problems of value as these are reflected in some contemporary social, political, and moral issues associated with feminism. These issues include questions about the nature of sexism, the justification of "preferential treatment" in (e.g.) employment and education, the conditions of self-respect, and the nature and moral psychology of "autonomy." These issues will be approached from a study of selected traditional moral theories plus related contemporary philosophical literature. No prerequisite. Class limit: 30. This course counts as a Core Course for the Women’s Studies major. Cross-listed as Women’s Studies 107.

Second semester. An introduction to philosophy through study of classical and recent treatments of philosophical problems. Student participation is emphasized - both in discussion and in writing. Topics to be considered are: rationality, knowledge and certainty; the existence of God; the mind and its place in nature; freedom and determinism; responsibility, blame and punishment; morality, altruism and self-interest. A writing tutor will be available. First preference for freshmen. No prerequisite. With the exceptions of 107 and 109, College credit will not be granted for more than one introductory course. Class limit: 20 per section.

First semester. A study of Greek and Medieval Philosophy, concentrating on pre-Socratics, Socrates, Plato, Aristotle, Epicureans, Stoics, Sceptics, neo-Platonists, Augustine,

Anselm, Avicenna, Maimonides, Aquinas, and William of Ockham. Texts include primary sources in translation, and interpretative and critical commentaries. Three papers. This course is not intended to serve as an introductory course in philosophy, but it may still be taken by students without previous philosophical training who have a special interest in its topic. No prerequisite. Class limit: 40.

Second semester. A study of the history of philosophy in the 17th and 18th centuries concentrating on Descartes, Hobbes, Spinoza, Leibniz, Locke, Berkeley, Hume, and Kant. Texts include selected primary sources in translation, and interpretative and critical commentaries. Emphasis will be on issues and views in the theory of knowledge and metaphysics, with some attention also given to moral theories. This course is not intended to serve as an introductory course in philosophy, but it may still be taken by students without previous philosophical training who have a special interest in its topic.

First semester. The Golden Age of American Philosophy - a study of the leading themes and figures from the 1870’s to the 1920’s. Special attention will be given to such topics as Evolutionism, Pragmatism, Idealism and the New Realism, to William James’ distinction between the "tender-minded and the tough-minded," and to such philosophers as Wright, Peirce, Royce, Dewey, Mead and Perry. Prerequisite: three hours of philosophy. Class limit: 30.

Second semester. A study of major themes and figures in philosophy from Kant to Nietzche, based on primary sources in translation. Special attention will be devoted to Hegel, Marx, Kierkegaard, and Nietzsche. Prerequisite: Three hours in philosophy or consent of instructor. Given in alternate years. Class limit: 30.

An examination of the major figures in phenomenology and existential philosophy, with some consideration of critical theory and post-structuralism. The method of phenomenological inquiry and the basic doctrines concerning the unity of consciousness, temporality, and consciousness of other minds, will be studied in Husserl’s Cartesian Meditations. Heidegger’s redirection of phenomenology towards more existential themes will be studied in Being and Time, as well as the culmination of this development in Sartre’s Being and Nothingness. The course will conclude with an examination of post-existential movements. Prerequisite: three hours in philosophy. Given in alternate years.

First semester (Sept. 4-Nov. 13). A study of the language and techniques of modern symbolic logic, including both sentential and predicate logic. This course is identical to Mathematics 200. It is a prerequisite for Philosophy (or Mathematics) 203, and for Philosophy 202. There will be two lecture meetings each week, with a third smaller problem section each week to be arranged. No prerequisite.

A study of the main issues in the philosophy of logic, including: semantic interpretation of sentential and predicate logic, singular terms, theories of truth, the logical paradoxes, alternative logics, and general metaphysical and epistemological issues in logic. Prerequisite: Philosophy (or Mathematics) 200 or equivalent.

Second semester. A critical investigation of certain of the most powerful theories about the nature of morality in the philosophical tradition. Main issues to be examined include the structure of moral argument, the character of moral agency, and the possibility of moral objectivity. Readings from both classical and contemporary sources. Prerequisite: three hours in philosophy. Class limit: 30.

A study of basic issues in the theory of knowledge, including the natures of, and distinctions between, knowledge and belief, and the concepts of intuition, perception, reason, truth, and justification, and their bearing on knowledge. Both historical and contemporary issues and materials will be studied and discussed, but concentration in the latter part of the course will be on contemporary work in the field. Prerequisite: three hours in philosophy or consent of instructor. Class limit: 30.

First semester. A study of metaphysical issues including the mind-body problem, individuation and identity, both material and personal, the nature and status of ontological categories such as those of particular and universal, and other basic metaphysical topics. The first half of the course will concentrate on historical and contemporary approaches to metaphysical issues. The last half of the course will be devoted to a close examination and discussion of an important contemporary work in metaphysics. Papers. Prerequisite: three hours in Philosophy. Given in alternate years. Class limit: 30.

The course will investigate certain issues that are distinctive of existentialist philosophers. The meaning of life, the relevance of death and of being finite, the relation of reflection to immediate involvement in the world, the nature of the self and the role of self-conception, and the nature and possibilities of relations with other people (love, sex, friendship) will all be considered. There will be reading selections from Kierkegaard, Nietzsche, Heidegger, Sartre, Buber, and others. In addition to the scheduled meetings students will participate in one discussion section per week (hours to be arranged).

Second semester. A study of the evolution of views concerning the nature and status of women, from ancient times to the present, placing such views within the more general context of theories of persons and of society. These views will not only be described but evaluated philosophically. Of special interest will be the question of whether women possess a special nature and, if so, whether this is relevant to their place in society. Emphasis will be placed on Plato, Aristotle, Rousseau, Mill, and Marx and Engels. Substantial consideration will also be given to important feminist writers such as Wollstonecraft, the Grimkes, Stanton, de Beauvoir, Firestone, and Daly. The study of one contemporary philosophical work on feminist issues will conclude the course. This course counts as a Core Course for the Women’s Studies major. Cross-listed as Women’s Studies

The objective will be to study the nature of sexism in society via biological theory and such social issues as abortion, pornography, and racism. Questions of gender role and gender behavior will be discussed. Readings will include, among others: Robert L. Trivers, "Parental Investment and Sexual Selections " and "Parent-Offspring Conflict," Laurence Thomas, "Sexism and Racism: Some Conceptual Differences," Black Macho and the Myth of the Superwoman, and selected readings on pornography. Cross-listed as Women’s Studies 213. Prerequisite: three hours in philosophy or consent of instructor. Class limit: 30.

A philosophical study of language. Topics include: theories of meaning, problems of reference, the theory of speech acts, the nature of language. Prerequisite: three hours in philosophy. Given in alternate years. Class limit: 30.

Second semester. Emphasis for 1987-88: Recent Critiques of the Sciences. After a brief survey of some of the main issues in the philosophy of science, the course will focus on the apparent tension between the traditional picture of scientific rationality and that which results from placing scientific activity within a more fully human context. The most basic issue will be whether a social understanding of science leads to relativism or merely requires more complex concepts of rationality and objectivity. Among the issues are: has even the best science exemplified "rational" methods of justification? How does a sociological understanding of scientific communities bear on our assessment of the rationality of the theory choices which those communities make? Can the basic categories and methods of the sciences be best explained by deep social factors rather than by rational considerations? Is there a masculine bias in modern western science? Prerequisite: three hours in philosophy. Given in alternate years.

A study of selected problems concerning the meaning and truth of religious claims, including: the nature of religious and theological discourse; the existence and nature of God; the problem of evil; the analysis of religious experience; and the immortality of the soul. The last third of the course will be devoted to the special topic of Faith and Rationality. The course is identical to Religion 224. Prerequisite: three hours in philosophy.

225. The Environment, Current Destitution, Future Generations, and Moral Responsibility 3 hours

The aim of the course is to provide an opportunity to explore certain fundamental concepts and ideas of social and political philosophy, and to investigate some problems in political theory and jurisprudence to which they give rise. The course is arranged around a selection of problems, examples of which are: (a) What is the nature of law? (b) Is there an obligation to obey the rules, policies, and laws of society? (c) What (if anything) is the justification of punishment? (d) Is legal enforcement of social morality ever justified? (e) What (if anything) constitutes the justification of war? (f) Can the protection of human rights conflict with the promotion of the general welfare, and, if so, which should prevail? Readings will be mainly contemporary literature from political philosophy and jurisprudence. Prerequisite: three hours in philosophy.

First semester. Discussion of three or four controversial social issues (e.g., abortion, war and deterrence, obligation to Third World, reverse discrimination, obligation to future generations, suicide, euthanasia). Construction and evaluation of arguments based on assigned readings and utilizing computer programs for decision making and argument structure analysis. Prerequisite: three hours in philosophy. Class limit: 25 590-227-01 MWF-10:00 Mr. Steinberg

A philosophical study of the nature of mind, consciousness, and self. Topics to be explored include the following: what is it to be conscious; the defining conditions of different varieties of consciousness, such as desire, emotion, and rational thought; the nature of the unconscious; self-consciousness; personal identity and the self. Prerequisite: three hours in philosophy. Class limit: 30.

An examination of the interaction between Philosophy and educational issues. Topics will include the ‘concept’ of education; what knowledge is of most worth; egalitarianism, individualism and fairness; indoctrination and its potential justification; and the appropriate role of schooling for citizenship and participation in the economy. Prerequisite: three hours in philosophy. Class limit: 30.

Second semester. An investigation of certain philosophical problems associated with understanding, evaluating, and appreciating works of art. Such problems include: What is the nature of art? Why does it exist? Can the concept of art be "defined" such that the conditions of something’s counting as an artwork can be made specific? How are "novel" (i.e., "strange") artworks to be interpreted? How is aesthetic experience to be characterized? What (if any) is the role of an understanding of the artist’s intention in the interpretation and assessment of an artwork? To what extent can art criticism be "objective"? Readings will include both classical and contemporary materials. The course presumes some acquaintance with at least some of the arts. Prerequisite: three hours in philosophy. Class limit: 30.

A survey of the major philosophical ideas underlying the development of modern social sciences. The analogy with natural sciences, the concern for social meliorism, and the tension between the two will be explored. Is the scientific study of man possible? Can the ideal society be engineered?

Readings will include selections from a wide variety of sources from Locke through the French Enlightenment, and from Comte, Mill, Marx, Darwin, Mead, Durkheim, and Weber, among others. Prerequisite: three hours in philosophy.

Second semester. A study of the philosophical writings of David Hume with special attention to ,4 Treatise of Human Nature, The Enquiries, The Dialogues Concerning Natural Religion, and selected writing on morality and politics. Prerequisite: three hours in philosophy. Class limit: 20. 590-304-01 TTh-11:00-12:15 Mr. Steinberg

First semester. A study of Kant’s Critique of Pure Reason and Critique of Practical Reason, with some consideration of the relevance of his other works. The course will be concerned both with developing an interpretation of Kant’s views and with

evaluating them as metaphysics, theory of knowledge, philosophy of mind, and ethics. Prerequisite: six hours in philosophy. Some previous study of theory of knowledge, metaphysics, or Kant is recommended. Class limit: 20. 590-305-01 TTh-1:30-2:45 Mr. Mclnemey

354. Seminar: The Morality of Deterrent Violence 3 hours First semester. Deterrence, and the threats that effect it, figure prominently both in the institution of punishment and in international relations. In this seminar we will explore some of the moral and logical problems that attempts to achieve deterrence typically face. We will be especially concerned with the problem of justifying the pursuit of general deterrence in the institution of punishment and with the problem of justifying, in international relations, the making of threats that we grant it would be both irrational and immoral to enforce. Prerequisite: three hours in philosophy. Class limit: 20. 590-354-01 W-2:30-4:30 Mr. Farrell

Second semester. A study of basic topics and problems connected with tensions between metaphysical realism and relativities of various kinds. Some attention will be given to the history of the issues, but concentration will be on contemporary writings which cut across philosophy of language, philosophy of mind, and metaphysics. Prerequisite: three hours in philosophy. Class limit: 20.

Any student who is interested in undertaking a Private Reading course or an Independent Research course (401) with a member of the Department should make arrangements with the departmental member prior to registering for the course.

First and second semesters. These rubrics are intended for students with projects not covered by other courses in the Department. The work is arranged individually in consultation with the appropriate instructor in advance of registration. 590-401-01 Hours to be arranged Mr. Care 590-401-02 Hours to be arranged Mr. Grimm 590-401-03 Hours to be arranged Mr. Thomas 590-401-04 Hours to be arranged Mr. Mclnemey 590-401-05 Hours to be arranged Mr. Merrill 590-401-06 Hours to be arranged Mr. Steinberg 590-401-07 Hours to be arranged Mr. Love 590-401-08 Hours to be arranged Mr. Farrell

590-411-01 Hours to be arranged Mr. Care 590-411-02 Hours to be arranged Mr. Grimm 590-411-03 Hours to be arranged Mr. Thomas 590-411-04 Hours to be arranged Mr. Mclnemey 590-411-05 Hours to be arranged Mr. Merrill 590-411-06 Hours to be arranged Mr. Steinberg 590-411-07 Hours to be arranged Mr. Love 590-411-08 Hours to be arranged Mr. Farrell

Oberlin takes pride in the fact that since 1896 physical education has been considered an important part of a liberal arts education. To accomplish this goal the Physical Education Department has a four part structure: (1) general physical activity courses; (2) varsity sports for men and women (3) club sports and intramural activities (4) academic courses.

Academic Courses. Courses are sometimes offered in alternate years, therefore, careful planning is necessary with an advisor in the physical education department. Although the department does not offer a major in physical education, the following courses are available.

First and second semesters. This course covers all aspects of first aid and emergency care, including common injuries and illnesses and how to handle them if the services of a physician or hospital are not readily available. It also provides information on the minor emergencies and illnesses that may be safely treated at home. Limit 20, mandatory Credit/No Entry grading.

First and second semesters. This is a lecture-lab course which examines the prevention, recognition, and treatment of athletic injuries. Follow-up remedial procedures and therapeutic modalities to enhance healing will also be studied. Pertinent aspects of human anatomy and physiology will be reviewed. Limit 20 with consent of the instructor.

Second semester. A study of the structure of the human body with particular emphasis upon the skeletal, articular, muscular and nervous systems as related to a scientifically sound and practical program of physical conditioning, training and/or rehabilitation. Analysis of human motion based upon anatomical principles will also be studied. Prerequisite: consent of the instructor.

First and second semesters. Designed for upperclass students with projects or interest areas not covered by other offerings in the department, or for those who wish to pursue a topic in more depth than is possible in the regular curriculum. A formal paper will be part of the requirement. Prerequisite: consent of the chairperson.

First semester. A seminar examining women’s experience in sport from various perspectives (historical, physiological, psychological, sociological). Women’s access to and opportunities in sport will be traced from the nineteenth century to the present. Changes in the structure of sport for women will also be examined. The institution of sport will be critiqued from a feminist perspective. Identical to Women’s Studies 518. Prerequisite: consent of the instructor.

First and second semesters. This course is designed to acquaint students with basic knowledge, understanding, and values of physical activity as they relate to optimal health and wellness. Particular attention will be given to describing the components of health-related physical fitness (i.e., cardiorespiratory, endurance, muscular strength and endurance, flexibility and body composition-nutrition), diet and weight control, methods of evaluating fitness and modes of achieving and/or maintaining one’s level of fitness. The course incorporates lectures in addition to participation in an individualized fitness program. (Formerly called Exercise and Nutrition.)

Second semester. This course studies the physiological bases of exercise with emphasis on the adaptation of the body to the stress of physical activity. Physiology of metabolism, muscle contractions and cardiorespiratory function will be among topics to be covered. The physiological effects of exercise are studied via participation in weekly laboratory experiences. Prerequisite: Human Biology or equivalent and consent of the instructor. Next offered 1988-89.

Second semester. This course stresses the knowledge, understanding and ability to properly utilize laboratory instruments and techniques. Experiences in the operation of the numerous instruments available for use in human performance assessment will be the major focus. The student is responsible for designing a research project which includes data collection and analysis. Prerequisites: P.E. 521 and consent of the instructor. Next offered 1989-90.

Second semester. A conceptual and practical application of the management of athletic programs. Topics such as Theories of Leadership, Communication, Time Management and others will be studied. A variety of actual case studies will be discussed. Prerequisite: consent of instructor.

First semester. The study of advanced topics in athletic training including: rehabilitation techniques, therapeutic modalities, pharmacology and budgeting. This course is designed for the student who expresses interest in the field of sports medicine for the care and prevention of athletic injuries. Lecture and practical hands-on experience are used to enhance the knowledge of athletic training. Prerequisite: consent of instructor.

It is the purpose of the activity program to contribute to the liberal education of students through experiences in movement. A broad program of aquatics, dance, sports and body integrating experiences is offered to help the students develop skills, attitudes, and other resources that will enable them to lead an active and productive life.

Members of the department welcome consultation with students regarding the selection of experiences that will best meet their needs and interests. Any course changes after registration must be made through the Physical Education Department Office.

Students may elect courses as they choose, but are expected not to repeat courses at the same skill level, i.e., beginning, intermediate, nor take the same activity more than twice.

Requirements for Intermediate and Advanced Level Courses. Each student is required to classify himself/herself and select a class of the proper competency level. Should a mistake be made in classification the student must move into a class more in keeping with his or her ability even though it may necessitate a schedule change.

L Intermediate: To qualify for admission into an intermediate class in tennis, badminton, soccer, bowling or handball, one must have a background of participation which has provided basic physical skill and knowledge of the strategy of the sport.

II. Advanced: To qualify for admission into an advanced class in tennis, badminton or squash, one must meet the following standards and/or requirements:

B. Participation of a caliber and scope that has provided for a comprehensive knowledge and appreciation of the strategy unique to the sport.

C. Neurophysical skill level which allows one to participate with a high degree of success.

Aquatic Activities. To qualify for Intermediate and Advanced courses in aquatic activities one must meet the following requirements:

Physical activity courses are offered each module. Full semester courses are indicated by an asterisk. For specific days, times, and instructors of general activity courses the student should consult the registration supplement. Courses offered by the Department of Physical Education in the general activity program are:

610-203 Swim Conditioning Conditioning and Physical Fitness 610-120 Aerobic Dance 610-122 Conditioning 610-123 Cycling Conditioning 610-124 Exercise/Weight Control 610-125 Nautilus Conditioning 610-126 Strength Training (Free Weights)

The courses in physics are designed to serve not only those who desire intensive training in physical science, but also those who have an interest in science as an important part of a general education. Students may major in physics as preparation for further professional training in physics or engineering. Other careers for which an undergraduate major in physics provides excellent background include medicine, astronomy, biophysics, applied mathematics, geophysics, and secondary school science teaching. Interested physics students at Oberlin have opportunities to work closely with faculty members on research projects during academic terms, Winter Terms, and summers.

Introductory Courses. Physics 110, 111, and 112 serve as a solid base for further work in physics and also provide training useful to students of other physical sciences and mathematics. Students majoring in the life sciences are encouraged to take this sequence if they have the necessary mathematical background. Physics 110 is offered only in the spring semester, and has Mathematics 133 as a prerequisite.

Physics 103, 104 is primarily for students in the life and geological sciences. With permission of the Department an exceptional student who has taken all or part of Physics 103, 104 may use it as background for further work in physics, but this is not the recommended procedure.

Physics 150-199 are designed primarily to meet the needs and interests of those whose chief concerns lie in the humanities and the social sciences and who wish to have a firsthand acquaintance with an important quantitative science.

Physics 283 (Electronics) is intended for students (except physics majors) who desire an introduction to electronics. See the prerequisites given in the course description.

Advanced Placement. Students who have taken Advanced Placement Examinations in physics should consult the Chairman of the Department regarding appropriate placement. Those who have sufficiently high scores may be given credit for all or part of Physics 103, 104 or 110 and 111.

Major Work. Each student majoring in physics chooses an academic advisor from among the faculty members in the Department. The program of courses taken to satisfy the physics major must be approved by the student’s advisor. Courses in the range Physics 120-299 may not be counted toward the hours in physics required for the major.

Experience has shown that students with any grade below B- in introductory physics (through 112) and mathematics (through 234) courses are likely to have substantial difficulty completing the requirements of a physics major.

Minimum Program. The requirement for a major in physics is the passing of at least 24 hours of physics, including Physics 112, 333, 433, and at least two theoretically oriented courses selected from Physics 331, 332, 334, 336, and 421. Prerequisites for the latter courses include Mathematics 133, 134, 231, 234, and 303. A minimum 24-hour program is adequate only for those who wish to use physics as preparation for work in another field (e.g., medicine, law, business) or for secondary-school science teaching. Those planning careers in secondary-school science teaching are advised to take introductory courses in chemistry, biology and computer programming, also.

Graduate Study Preparation. The following program is recommended for students who wish to pursue physics as a career in research and/or in college or university teaching: Physics 110, 111, 112,331, 332, 333, 334, 336, 421,425, and 433; the recommended mathematical training extends through Mathematics 304. This major program is designed as preparation for undelayed full-time graduate work and for some positions in industrial or government laboratories. Attention is called to the fact that a few graduate schools require reading knowledge of a foreign language, usually French, German, or Russian.

Course Sequence Suggestion. Mathematics 133,134 and Physics 110 should be taken in the freshman year by students intending to major in physics if they have not received advanced placement credit for these subjects. In addition it is suggested, but not required, that freshmen take Chemistry 101 or Chemistry 103 in the fall of their freshman year.

Before enrolling in courses beyond Physics 112,' physics majors should be prepared to write simple computer programs using Pascal, BASIC, or FORTRAN. The appropriate background may be obtained either by independent study or through course work.

Students receiving advanced placement in mathematics should continue their mathematical training by taking the next course in the sequence (133, 134, 231, 234) as soon as possible as freshmen. We urge all students who receive advanced placement credit in either physics or mathematics and who are interested in physics as a possible major to consult the Chairman of the Physics Department upon arrival in Oberlin.

Students who do not take Physics 110 and Mathematics 134 until the sophomore year may still complete a physics major of about 27 hours that will be adequate for admission to many physics graduate schools, but they will normally have to take one or more undergraduate courses during the first graduate year.

Honors Program. The Honors Program is open to outstanding senior year major students at the invitation of the Department. Students in this program will normally be expected to complete the graduate preparation sequence of courses listed above and must carry out a special project in experimental or theoretical physics under the direction of a member of the Department.

Other Programs. Students with special interests are encouraged to include physics courses in an individual major, or to plan a double major. Those interested in careers in engineering should take the graduate preparation sequence, but their attention is also directed to the Combined Liberal Arts and Engineering Program described in the introductory portion of the College of Arts and Sciences section of this catalog.

Winter Term 1988. Physics faculty will consider sponsoring student-initiated experimental or theoretical (reading) projects in any area of physics. Staff members have special interests in the areas shown below.

Mrs. Bozzolo: Fourier optics, speckle interferometry, holography, image processing. Mr. Richards: musical and architectural acoustics, 6502 assembly language. Mr. Snider: solar physics, radio astronomy, cosmology, astrophysics, relativity, experimental techniques, philosophy and history of science. Mr. Styer: relativity for non-scientists, solving combinatoric problems by computer (e.g., sorting, graph manipulation), numerical analysis, optimization by Monte-Carlo simulated annealing.

In addition to the courses described below, Astronomy 100, also taught by a member of this Department, may be of interest.

Second semester. We shall consider in some depth a few fundamental developments in physics (the Copernican Revolution, the Newtonian Synthesis, the wave theory of light, the discovery of cathode rays, and the development of Quantum Theory) as examples of how science functions. Depending on the interests of class members, we shall discuss the interactions between scientific developments and other areas of human concern, such as philosophy, theology, government, and technology. Next offered 1988-89.

Second semester. A careful study of the influence of ancient and modern materials and ancient and modern laws of physics on the forms and structures of buildings and bridges. Such structures as the Parthenon, the Pont du Gard, the Pantheon, Romanesque and Gothic cathedrals, Christopher Wren’s churches, the Llangollen Aquaduct, the Eifel Tower, the Brooklyn Bridge, and the bridges of Maillart (as typical examples) resulted from human creativity in the use of old or new structural materials and methods. There will be moderate use of high school geometry and algebra, which will be reviewed as needed. The third hour will involve writing a paper on a topic related to the material in the course. Enrollment limited to 30.

Second semester, first half. An introduction to different types of lasers and the basic physical principles of how they work.

Also discussed will be the special properties of light from lasers, with applications to interference, diffraction, holography, fiber optics, medicine, communications, and metrology. No prerequisite.

Second semester. A common myth holds that verbal arguments can confuse or mislead, but that "figures never lie." This course disproves the myth by showing how to present numerical data so that the reader will almost surely be led to incorrect conclusions. Topics include polling with small samples or with loaded questions, abuse of graphs, the I.Q. controversy, and the supremely important but commonly misunderstood exponential function. High school algebra is used extensively, but the emphasis is on the ideas behind the equations and not upon

the equations themselves. Several problem sets and a short analytical paper will be assigned.

First semester. An informal introduction to some of the mathematical concepts and techniques which are basic for the understanding of modern science and technology. The course is designed for students who have not studied college mathematics or science, possibly because they are afraid of them or because they feel that they could not understand them. Others are welcome as well. We will consider the following: numbers; geometry; functions and graphs; calculus; probability and the regularities of chance. Illustrations and applications will be drawn mainly from physics, astronomy and technology. The course will be graded on a Credit/No Entry basis. Prerequisites: Curiosity and persistence. Enrollment limited to 30.

169. Colloquium: The Physics and Psychology of Time 3 hours Writing Intensive Course

First semester. This course considers different conceptual and methodological approaches to the study of time in physics and psychology. It will examine how and why these two sciences treat time differently and how these treatments are related to common-sense notions of time. Topics include methods of measuring time, thermodynamics and the "arrow of time," relativity and time, biological clocks, time perception, memory and orientation, mental representation of time and the development of time concepts in children. Each meeting will include a lecture followed by class discussion. Required work includes reading for each meeting and preparation of three short papers, the third of which will form the basis of a class presentation. Class limited to 10 freshmen and 5 sophomores. Also listed as Psychology 116.

Second semester. The basic principles of physics (mechanics, wave motion, and sound) which influence the design and performance characteristics of musical instruments will be studied. The major groups of orchestral and keyboard instruments will then be discussed, and the physics of hearing, singing, harmony and temperament, and room acoustics will be included. Only elementary mathematics is used; review and assistance will be given to those who need it. No prerequisite. 630-172-01 MWF-2:30-3:20 Mr. Richards

In addition to the courses described below, Computer Science 140 and Mathematics 303, 304, also taught by members of this Department, may be of interest.

First (103) and second (104) semesters. Taken in sequence, these two courses provide a one-year introduction to the traditional branches of physics, with illustrative examples drawn from modern physics, including some applications to geology, biology, and medicine. Each student will attend one laboratory session per week. The laboratory work in Physics 103 consists of mechanics and optics experiments, and in Physics 104 the emphasis is on electronics. This course is intended primarily for students in the life and geological sciences and should not be taken by students planning to major in physics. Prerequisites: Mathematics 133 for Physics 103, and Physics 103, or consent of the instructor, for Physics 104. Physics 103 and 104 may not be taken for credit in addition to Physics 110 and 111, respectively. NOTE: The laboratory is an integral part of this course and may not be taken alone for credit to complete a medical school requirement partially satisfied by a course taken elsewhere. Each student will be assigned to one of the listed laboratory sections during the first week of classes.

NOTE: Physics 110, 111, and 112 below constitute a three-semester introduction to physics. Students enrolling in Physics 110 should plan to enroll the following semester in Physics 111 and Mathematics 231. Students planning to enter medical school are advised that some schools require eight hours of physics, including two semesters of laboratory. Students intending to apply to such schools should take, as a minimum, Physics 110, 111, and 114. Physics 110 is normally taken in the freshman year.

Second semester. An introductory study, with mathematical rigor, of Newtonian mechanics, including the motion of charged particles in electric and magnetic fields. Introduction to the special theory of relativity, with applications to the Doppler shift, mass-energy equivalence, Compton scattering, and other phenomena. Prerequisite: concurrent (or earlier) enrollment in Mathematics 134, or the equivalent. Physics 110 may not be taken for credit in addition to Physics 103. 630-110-01 MWF-9:00 Mr. Snider

First semester. An introductory study of electric and magnetic fields, electric and magnetic properties of matter, simple direct and alternating-current circuits, electromagnetic phenomena. Introduction to waves: vibrating strings, interference and diffraction. Prerequisites: Physics 110, concurrent (or earlier) enrollment in Mathematics 231. Physics 111 may not be taken for credit in addition to Physics 104. Each student will be assigned to one of the listed laboratory sections during the first week of classes.

Second semester. Topics from: thermodynamics, kinetic theory, and statistical mechanics; elementary quantum mechanics; atomic and nuclear physics; elementary particles. Prerequisites: Physics 111, Mathematics 231. Students will be assigned to one of the listed laboratory sections during the first week of classes. 630-112-01 MWF-11:00 Mr. Richards Lab: Mrs. Bozzolo

Second semester. This course is the laboratory portion of Physics 112, and may not be taken in addition to Physics 112. It is open only to those students who require it to satisfy medical school entrance requirements. Prerequisites: Physics 111, Mathematics 231, and consent of the instructor. Physics 114 is graded on a Credit/No Entry basis. Each student will be assigned to one of the listed laboratory sections during the first week of classes.

First semester. The electronics portion of Physics 333. The laboratory work will be completed by about November 24. Prerequisite: Physics 111; a student who has completed Physics 104 and Mathematics 134 (and preferably Mathematics 231) may take this course with permission of the instructor. This course may not be taken in addition to Physics 333.

First semester. Newtonian mechanics of particles and rigid bodies; introduction to the Lagrangian and Hamiltonian formulations; special relativity. Prerequisites: Physics 111 and concurrent (or earlier) enrollment in Mathematics 303. 630-331-01 MWF-9:00 M._

Second semester. A study of electric and magnetic fields, boundary-value problems, and Maxwell’s equations. Prerequisites: Physics 331 and Mathematics 303. This course is offered in alternate years.

First semester. Analysis of direct and alternating-current circuits; diode and transistor circuits; applications of solid-state physics to semiconductors; feedback; use of electronic instruments; brief introduction to operational amplifiers and digital circuits. Introduction to vacuum techniques, optical devices, and nuclear instrumentation. Prerequisite: Physics 112. This course may not be taken for credit in addition to Physics 283.

Second semester. Wave and radiation physics, including mechanical vibrations, sound, and light. Wave equation in one, two, and three dimensions; reflection, refraction, interference, diffraction, polarization, phase and group velocities. Normal modes, wave guides, and cavities. Prerequisites: Physics 331 and

Mathematics 303. This course is offered in alternate years. Next offered 1988-89.

Second semester. An introductory, but mathematically rigorous, study of the formulation of quantum mechanics, with applications primarily to atomic systems. Prerequisites: Physics 112 and Mathematics 303; with the instructor’s consent,

Physics 111 plus either Chemistry 102 or Chemistry 103 may be accepted in lieu of Physics 112.

First semester. Macroscopic thermodynamics; classical and quantum statistical mechanics; entropy; temperature; chemical potential; canonical and grand canonical distributions; kinetic theory. Areas of application will include: paramagnetism; phase equilibrium; heat capacities of gases and solids; thermal radiation; ideal fermion and boson gases; conduction electrons in metals; liquid helium; transport phenomena. Prerequisite: Physics 336.

First semester, second half. An introduction to the physics of solids. Classical and quantum theory of electrons in metals. Crystal structure and x-ray diffraction. Current topics. Prerequisite: Physics 336. This course is graded on a Credit/No Entry basis.

Second semester. During the semester, each student will perform semi-independently a group of experiments chosen (after consultation with the instructor) from the fields of atomic, nuclear, and elementary particle physics, condensed matter physics, optics, and acoustics. Prerequisites: Physics 112 and 333.

First and second semesters. An introduction to microcomputers and their uses in the laboratory. Students will be introduced to machine-language programming and interfacing. Prerequisites: Physics 111 and consent of the instructor.

Either semester. For students prepared to work individually. This course is graded on a Credit/No Entry basis. Prerequisite: consent of the instructor.

Either semester. Identical to Physics 451, but graded on a letter basis only. Prerequisite: consent of the instructor.

Second semester, both halves. Two short courses of one-half semester duration. Each course will consider a topic suggested in advance by students. Suggestions for topics should be given to the coordinator before November 15. The format of each course will be appropriate to the topic under discussion and may include lectures by staff members or students, reports, or discussion. Students and others not formally enrolled are very welcome to participate informally. Recent topics include Symmetry, Foundations of Quantum Mechanics, General Relativity, Fluid Mechanics, and Cosmology. The level of presentation will be appropriate to senior (and possibly junior) majors and to those in certain related fields. Consult the coordinator for further details. This course is graded on a Credit/No Entry basis.

First and second semesters. Research and independent study, only for candidates for graduation with honors. Prerequisite: admission to the Honors Program.

Note: The former major in Psychobiology has been transferred to the new Neuroscience/Biopsychology Program.

To present psychology as a scientific field of study, and to recognize its broad applications to humanistic concerns, the department’s curriculum has several objectives: (1) to prepare students for graduate study in academic psychology (for college teaching or research in such areas as development, sensation and perception, cognition, learning, social, and physiological psychology); (2) to prepare students for graduate study in various areas of applied-professional psychology (for clinical and counseling psychology, educational and vocational guidance, and other helping professions) for which graduate degrees in psychology or other fields are appropriate; (3) to prepare students for graduate study in various areas of applied-experimental psychology (for social, industrial, educational, and child psychology); (4) to meet the needs of students concentrating in such fields as education, religion, sociology, and anthropology, where psychology can contribute in significant ways; and (5) to provide students with an introduction to psychology as an important way of thinking about individual and collective human behavior.

Major Work, Since psychology relates to many human activities, no single program of study can serve all students majoring in it. The department therefore provides choices in the major, around a required core of basic courses. Students should be aware that psychology is increasingly diversified, emphasizing both quantitative-biological bases and human-applied concerns. Students interested in specific applications of sub-disciplines within psychology should consult early with their advisors, to plan the most appropriate sequence of courses.

Majors in psychology ought to take courses in mathematics and sciences if they plan on graduate training. In addition to the requirements in Biology and Statistics, they should also seriously consider taking Psychology 225 (Research Methods), and carrying out independent research during their junior and senior years.

Students interested in applied areas like clinical and counseling psychology ought to lay a broad foundation in the basic areas of psychology, including statistics and research methods. They should then include courses in social and developmental psychology, cognition, perception, and learning; and specific courses such as Theories of Personality and Psychotherapy, Abnormal Psychology, and the Community Psychology Practicum. Majors who intend to pursue advanced clinical and counseling training are encouraged to get field experience, through course work, Winter Term projects, or summer jobs.

In order to prepare for research opportunities within the department, students should take early the foundation courses in experimental methods, mathematics, and science. Similarly, an initial Winter Term spent in field work can help a student to decide about a career, and to develop a foundation for later, more extensive field experience.

Human Biology (Biology 101), 4 hours Genetics (Biology 109), 3 hours Evolution/Ecology (Biology 110), 2 hours Introduction to Organismal Biology (Biology 112), 4 hours

Human Biopsychology (Psychology 204). These courses are identical to those previously entitled Physiological Psychology (Psychology 202) and Human Brain Processes and Behavior (Psychology 204)

Developmental Psychology Laboratory (Psychology 217) Laboratory in Memory and Cognition (Psychology 220) Animal Behavior Laboratory (Psychology 323)

Research Methods (Psychology 225), or Analysis of Variance Designs (Psychology 335), or Correlational Procedures and Psychometrics (Psychology 336)

The minimum number of hours in psychology required for the major is 30. (Required courses offered by other departments are not counted toward this minimum number.) A total of 22 hours must be earned in courses numbered 200 through 490, with at least 15 of these 22 hours completed at Oberlin. Any variation in meeting major requirements, as described above, must be approved in writing by the Psychology faculty committee. Similarly, course credit to be earned away from Oberlin must be approved by the Department faculty committee in advance, before it can satisfy major requirements. It is the student’s responsibility to make sure proper transfer of credit forms are completed and placed on file in the Registrar’s office.

Psychology 100 is prerequisite to all psychology courses numbered 200 or higher, except 205, 218, 300, 304, 306, 316, and 318.

Suggested Course Sequences. Students should take, as early as possible, Psychology 100 and their preparation in biology and statistics. Psychology 100 and the biology requirement should be completed in the first years, statistics by the end of the second year.

Honors Program. During the second semester of the junior year a student may apply to participate in Honors research. Decisions on admission are made by the end of that semester or, in some cases, during the first week of the fall semester of the senior year. Admission to the program will be based on the student’s proposal and on prior preparation. For all Psychology majors intending to do empirical honors research (Psychology 608), enrollment in Psychology 225 and in either 335 or 336 is required. In their senior year, those students who are admitted to the program must devote not fewer than 2 credit hours per semester to their research project, write an acceptable Honors thesis, and pass an oral examination based principally upon their thesis research.

Majors admitted to the Honors Program may complete either an empirical research project with a maximum of 9 credit hours in Psychology 608, or a theoretical or bibliographical thesis with a maximum of 6 credit hours in Psychology 612. Second-semester juniors are encouraged to discuss possible Honors participation with an appropriate member of the staff.

All students admitted to the program will be evaluated at the end of the first semester. At that time students who have made significant progress toward completion will be allowed to continue with honors research through the Spring semester.

Winter Term 1988. The Department of Psychology strongly encourages majors and prospective majors to take advantage of Winter Term in order to gain direct field experience in clinical, educational, or research settings. Such experience complements academic study at Oberlin from the perspective of applied and research activities. Early and careful planning usually improves the quality of Winter Term projects. Because so many school, clinic, and research opportunities are available, department faculty can usually give only general advice about field settings.

Students are urged to decide early in the fall semester which experience and location they wish. Then they will have sufficient time to find specific facilities, and to inquire directly about possible Winter Term assignments. Some students visit facilities during Fall Break in order to collect detailed information.

Once aware of the type and location of desirable facilities, students should talk to faculty who might be appropriate sponsors. In most cases a sponsor will ask that a daily diary or log be kept during the Winter Term. Additional requirements would depend on the placement. Students planning to enter graduate training in the behavioral sciences are encouraged to obtain experience in both research and applied settings during their undergraduate careers.

Students who elect to remain on campus during Winter Term should engage in substantial independent research activities under the sponsorship of appropriate department faculty. Often it is possible to join faculty and senior honors students who are engaged in research projects. In addition, students interested in computer applications may design projects involving computer simulation, computer-assisted instruction, or computer-based experiments.

The following list of faculty interests should be a guide in approaching possible sponsors.

Mr. Friedman: developmental psychology; cognitive development; time concepts in children and adults. Mr. Henderson: genetic and early experience effects on behavior; evolution of behavior; research design. Mr. Laycock: educational and developmental psychology; gifted children; aides in schools and institutions. Mr. Mayer: social cognition; prejudice; helping behavior; resistance. Ms. Miller: gender and communication; sex role portrayals in the mass media; conversation analysis; interviewing; communication competence and shyness. Ms. Schiano: individual differences in spatial problem-solving; visual illusions and related perceptual distortions; visuo-spatial learning and memory. Mr. Smith: neuroendocrinology; neuroanatomy; neurophysiology of anxiety and depression. Ms. Sutton-Simon: women and mental health; sex role stereotypes; psychotherapy and cognitive processes in psychotherapy. Mr. Thompson: clinical psychology; psychotherapy; psychodynamic and humanistic theories; psychological disorders.

First and second semesters. The prerequisite course for most advanced courses in the department. A survey of contemporary research and theory in the study of behavior. Topics include social psychology, social perception, behavioral measurement and individual differences, biological bases of behavior, motivation, classical and instrumental conditioning, sensory processes, perception, memory, thinking, language, cognitive and personality development, psychopathology and psychotherapy. Enrollment limit 175.

First semester. A study of female and male stereotypes, with emphasis on ways in which these are embedded and perpetuated in language, everyday conversation, and the mass media. Concepts of femininity and masculinity will be examined with reference to paradigms from communication, linguistics, psychology, and sociology. Special attention will be devoted to consequences of holding stereotypes (e.g. differences in the social perspectives, aspirations, and opportunities of women and men) and to issues that surround these consequences. This is a discussion course that will emphasize oral as well as written skills. Enrollment limited to 10 freshmen and 5 sophomores. Cross-listed as Women’s Studies 106.

First semester. The course considers scientific principles derived from basic research that are applicable to everyday human behavior as well as clinical knowledge on specific aspects of human adjustment. In addition to an academic treatment of the topics, students are required to participate in a number of experiential or applied exercises. Those exercises are designed to acquaint you with methods used to study and/or modify human behavior as well as to provide information pertinent to your own adjustment. Enrollment limit 35.

670-116-01 TTh-11:00-12:15 Mr. Friedman and Mr. Richards Core Courses for the Major

First semester. Identical to Neuroscience/Biopsychology 202. An examination of the empirical data relating to the physiological and neural correlates of behavior in animals and man. Emphasis is placed on physiological and biochemical bases of motor and sensory functioning, learning, memory, motivation and emotion. It is suggested that Neuroscience/Biopsychology majors take this course prior to Neuroscience/Biopsychology 319, 320. Prerequisites: Psychology 100 or one introductory course in Biology or permission of the instructor.

203. Laboratory Methods in Behavioral Neuroscience 1 hour First semester. Identical to Neuroscience/Biopsychology 203. This laboratory is designed to give students experience with methods commonly used in the investigation of physiological and neural correlates of behavior. Techniques such as electrophysiological recording from human and animal subjects, induction of chemical and electrolytic brain lesions, and effects of electrical stimulation of the brain will be covered.

Prerequisite: completion of or concurrent enrollment in Psychology 202 or 204. Enrollment limit 12. Psychology and Biopsychology majors given first priority.

First and second semesters. Identical to Neuroscience/Biopsychology 204. An introduction to the study of physiological processes, and their relationship to human perception, motivation and emotion, and abnormal behavior. The course will be offered at a level and with a content especially useful to students who have an interest in clinical, social, and developmental aspects of human behavior. Prerequisites: Psychology 100 and one introductory course in Biology or permission of the instructor.

First and second semesters. A study of cognitive and motivational factors that influence interpersonal interaction, and of relational experiences that shape self-concept and social functioning. The course will emphasize processes of relationships definition, including negotiations for affection and control, individual differences in relationship management, and dynamics of relational change. Although there is no prerequisite for this course, Psychology 100 or previous experience with empirical research is strongly recommended. Enrollment limit: 40.

First semester. A survey of topics dealing with the scientific approach to the issue of the nature of mental representation and of the cognitive processes that act on those representations. Focus on models of higher-order visuo-spatial cognition. Topics may include psychophysics, the visual system, perception of size and distance, perceptual organization, pattern recognition, visual search, visual imagery and spatial cognition. Prerequisite: Psychology 100. Mathematics 112 or 113 (Statistics) recommended. Enrollment limited to 40 students. 670-206-01 TTh-11:00-12:15 Ms. Schiano

First semester. To be taken in conjunction with Psychology 206. Laboratory experience with a sampling of the topics covered in lectures. Students will engage in experiments, collect data, and learn to report research in the style of the American Psychological Association. Each section limited to 10 students. Prerequisite or corequisite: Psychology 206.

First semester. Examines current research in the field of personality. Topics covered will include androgyny, creativity, empathy, self-efficacy, and self-consciousness. Students will learn how to critically evaluate personality concepts based on research and theoretical considerations. Prerequisite:

First and second semesters. An examination of the assumptions, constructs, and processes of personality as these

are expressed in the major theoretical writings. We will consider dispositional psychodynamic, phenomenological, behavioral, and cognitive models of human functioning. Evolution of theories and their contribution to contemporary models of personality will also be considered. Prerequisite: Psychology 100. Enrollment limit: 3t).

670-212-01 TTh-11:00-12:15 Ms. Sutton-Simon

213. Personality/Social Psychology Laboratory 2 hours

Second semester. To be taken in conjunction with or subsequent to Psychology 210, 214, or 218. Projects designed to parallel closely the process of professional research in personality, social, and clinical psychology. Students will conduct their own research projects in groups, thus gaining experience in the activities common to all psychological research: hypothesis generation; research design; data collection, analysis, and interpretation; and report writing. The lab group will also construct, administer, refine, and empirically evaluate a personality measure. Structured exercises using real psychological data will develop skill in the use of computerized statistical analysis. Prerequisite: Psychology 210, 214, or 218; and without exception, Mathematics 112 or 113. Enrollment limit: 10.

670-213-01 TTh-1:30-2:45 Mr. Mayer and Mr. Porterfield

214. Abnormal Psychology 4 hours

First and second semesters. Surveys the field of adult psychopathology. The first few weeks of the course will provide background information on research methodology, assessment, and classification in psychopathology. Thereafter, characteristics of the major categories of psychological disorder (anxiety, depression, schizophrenia, etc.) and theories and research related to these disorders will be examined. A scientific perspective will be emphasized throughout the course, although a variety of philosophical, ethical, and legal controversies will be considered as well. Prerequisite:

Psychology 100. Enrollment each semester limited to 30. 670-214-01 MTWF-1L00 Mr. Porterfield

216. Developmental Psychology 3 hours

First and second semesters. Research, issues, and theories of human development from birth through adulthood. Psychological topic areas, such as cognition, personality and social behavior, will be related to the different age periods. The final part of the course will focus on the following topics: stage theories of development, childhood psychopathology, social class and cultural differences and ethological approaches to development. Prerequisite: Psychology 100.

670-216-01 MWF-1:30 Mr. Friedman

217. Developmental Psychology Laboratory 1 or 3 hours First and second semesters. To be taken in conjunction with or subsequent to Psychology 216. Experimental and naturalistic methods used to study children from infancy through adolescence. Content areas include infant perception, attachment behavior, intelligence, cognitive development, moral development, and social interaction. Students will collect data, use computer routines to describe related data sets, and prepare laboratory reports. Mathematics 112 or 113 (Statistics) is required. Each section is limited to 7 students. The one-hour section requires the submission of 4 of the 11 written assignments and participation in each laboratory unit. Prerequisite or corequisite: Psychology 216.

218. Social Psychology 3 hours

Second semester. Surveys major theories and research traditions in social psychology. Topics covered will include interpersonal attraction, stereotyping, prejudice, discrimination, and helping behavior. Assignments are designed to encourage students to apply the ideas of social psychology to their own and others’ behavior. Research methodologies in social psychology also will be covered. Enrollment limit: 45.

670-218-01 MWF-10:00 Mr. Mayer

219. Memory and Cognition 3 hours

Second semester. A survey of topics dealing with the scientific approach to the issues of the acquisition, storage and use of knowledge. Focus on models of higher-order cognitive functioning. Topics may include short- and long-term storage, attention, the relation between encoding and retrieval, concept formation, semantic processing and problem solving. Prerequisite: Psychology 100. Mathematics 112 or 113 (Statistics) recommended. Enrollment limited to 40 students. 670-219-01 TTh-11:00-12:15 Ms. Schiano

220. Laboratory in Memory and Cognition 1 hour

Second semester. Laboratory experience with a sampling of the topics covered in lectures. To be taken in conjunction with Psychology 219. Students will engage in experiments, collect data, and learn to report research in the style of the American Psychological Association. Each section limited to 10 students. Prerequisite or corequisite: Psychology 219.

670-220-01 Tu-1:30-4:15 Ms. Schiano

670-220-02 Th-1:30-4:15 Ms. Schiano

225. Research Methods 2 hours

First semester, first half. Methods of research in behavioral and life sciences are reviewed, including both experimental and correlational designs. The course will include a review of basic statistical methods. Prerequisites: Psychology 100; Mathematics 112 or 113.

670-225-01 TTh-11:00-12:15 M._

Intermediate and Advanced Courses

300. Psychology of Gender 3 hours

Second semester. A survey of research and theory regarding gender differences in psychological and social functioning and their origins. Topics will include differences in cognitive abilities, personality, values, and social behavior, with special emphasis on their development in sex-role socialization. Consequences of sex roles for the aspirations and mental health of women and men will also be discussed. Cross-listed as Women’s Studies 300. Limit: 30. Psychology 100 strongly recommended.

670-300-01 TTh-1:30-2:45 Ms. Beinstein Miller

304. Exceptional Children 3 hours

First semester. Children with mental, physical, and emotional handicaps; and gifted children. Basic characteristics, typical development, appropriate social provisions, and pressing issues.

Participation in small groups to study specific topics. Some extra class meetings may be held.

Second semester. A study of speech and language development through the first six years of life with emphasis given to relationships between language, speech, and thought. Factors that interrupt or hinder language acquisition will be discussed. Language development activities will be observed during visits to local Head Start and private nursery school centers. Preliminary course work in Linguistics and Psychology is recommended. Next offered 1988-89.

First semester. An examination of the theories, assumptions, and clinical procedures associated with the major systems of individual adult psychotherapy (psychoanalysis, existential analysis, client-centered therapy, Gestalt therapy, cognitive therapy, and behavioral therapy). The scientific evaluation of therapeutic effectiveness, the role of universal factors in psychotherapy, and a variety of theoretical, empirical, ethical, and philosophical controversies will also be considered. Prerequisite: Psychology 212. Psychology 214 is strongly recommended. Enrollment limit: 25.

First semester. Physical, intellectual, emotional, and social influences upon personality, with attention to school learning. Normal patterns and individual variations. Supervised field study of a normal school-age child or adolescent.

Second semester. Human growth and development. Individual differences. Contemporary views about learning, especially in the schools. Assessment of progress. Patterns of adaptation to difficulties, and appropriate guidance.

Second semester. Identical to Neuroscience/Biopsychology 322 and Biology 322. An evolutionary explanation of animal behavior is stressed. However, physiological and environmental factors related to behavior are also considered. The course examines sociobiological theory and its implications for understanding sexual, parental, aggressive, and altruistic behaviors in animals and man. In addition, the course examines topics such as biological clocks, migration and navigation, hormones and behavior and animal communication Prerequisites: Psychology 100 and one course in Biology. Class limit 50. Biology, Neuroscience, Biopsychology, and Psychology majors given first choice. Additional priority given to sophomores and juniors.

Second semester. Identical to Neuroscience/Biopsychology and Biology 323. To be taken in conjunction with or subsequent to Neuroscience/Biopsychology 322 (Psychology 322, Biology

322). Several classes of behavior will be studied such as communication, aggression, sexual and parental behavior, and territorial species. Both laboratory experiments and field observations will be included. Some experiments will extend beyond a single laboratory meeting and will require students’ participation at times other than the scheduled laboratory meetings. Prerequisite: one course in Biology or Psycholog}' 100. Each section limited to 10. Biology, Neuroscience, Biopsychology, and Psychology majors given first choice. Additional priority given to sophomores and juniors.

First semester, second half. A review of experimental designs based on the analysis of variance including factorial designs, within-subject designs and analytical comparisons among means. Prerequisite: Psychology 225.

336. Correlational Procedures and Psychometrics 2 hours Second semester, first half. Intermediate correlation methods used in research and test construction, including multiple and partial regression and correlation, and an introduction to factor analysis. SPSS-X will be used extensively in this course. Prerequisite: Psychology 225. Next offered 1988-89.

First semester. Areas of recent growth in psychobiology and neurobiology are examined. Lectures, discussion and student presentations will be used. Prerequisite: Psychology 202 or 204. Psychology 319 and Psychology 320 are recommended. The course should be particularly useful for neuroscience and biopsychology majors. Identical to Neuroscience/Biopsychology

Second semester. Review of classical literature and recent developments: definition, importance, identification, education. Current provisions and critical issues. Specific topics may vary with student interest. Course limited to twelve students, with instructor’s consent. Recommended prerequisite: Psychology 304.

First semester. Covers in depth selected research topics in social-personality psychology, and provides students with experience in evaluating research and developing testable hypotheses. Topics covered will include liking and loving, rape myth acceptance, integrations of clinical and social psychology, industrial/organizational behavior, and psychology and law. Prerequisite: Psychology 210 or 218. Enrollment limit: 10. 670-410-01 Tu-1:30-4:15 Mr. Mayer

Second semester. The focus will be upon selected aspects of the process and outcome literature and research in psychotherapy. Each student will pursue an in-depth consideration of some part of that literature. Prerequisites: Psychology 214 and 314, or their equivalents. Enrollment limit: 10. Preference given to Psychology majors and then to seniors.

Second semester. Adults’ understanding of the world is the product of a long and intricate process, beginning in infancy and encompassing such diverse domains as space, number, time, causality and the social environment. In this course we will consider the growth of knowledge in a number of different content areas and discuss theories of cognitive development. There will be three special features of this course: 1) two of our meetings will be with distinguished cognitive developmental theorists, 2) part of our work will involve observing children in the laboratory, and 3) students will be expected to bring to each meeting relevant issues or research findings for the class to discuss. Prerequisite: Psychology 216. Recommended: Psychology 219.

First semester. Discussion of current research and theory in the cognitive sciences. Instructors, students, and guest speakers will present their current research or interests for group discussion. This course is intended for students with interests in cognition, perception, cognitive development, linguistics, philosophy of mind, and artificial intelligence who have completed course work in one or more of these areas. Limit: 15.

First and second semesters. Advanced majors may serve as teaching assistants in a lower level course by invitation of the faculty member involved. Prerequisite: consent of the instructor. Credit/No Entry.

First and second semesters. This course will provide a field placement in and supervision from a community agency concerned with some facet of mental health. Students will be expected to develop either an ongoing relationship with an individual or a continuing role within the placement agency. Weekly class meetings will be held to discuss issues related to working as a therapeutic agent in the community. Students will also receive training in beginning counseling skills.

Participation is required for two semesters, preferably at the same agency. Class limit 12. Prerequisite: Psychology major or consent of the instructor. Credit/No Entry.

First and second semesters. Students may serve as research assistants in faculty or Senior Honors research projects by invitation of the faculty sponsor involved. Prerequisite: consent of the instructor. Credit/No Entry.

A variety of opportunities for students to pursue independent work are available at all levels in the curriculum. Both laboratory and non-laboratory research courses are available at junior, senior and Honors levels. Registration for any of the

Independent Work courses requires prior approval of the proposed work by the staff member who will supervise it.

First and second semesters. Designed for the student who wishes to pursue independent work on a topic not usually covered by formal offerings. Normally, a bibliographic or theoretical research paper will be part of the course requirement. Prerequisite: consent of the supervisor.

First and second semesters. Students may select an empirical research problem for individual investigation. Prerequisites: Psychology 100, Mathematics 112 or 113, and consent of supervisor.

First and second semesters. Senior Honors Research. Not more than 9 hours may be taken in Psychology 608. Students are encouraged to engage in empirical research during their junior year and to have prior preparation in the area of their intended research. Prerequisites: Psychology 335 or 336 (or corequisite); laboratory experience in Psychology; consent of supervisor.

First and second semesters. Senior Honors Research. Not more than six hours may be taken in Psychology 612. Prerequisite: Major status in Psychology and consent of supervisor.

The Department of Religion offers three introductory courses dealing with traditions and topics in the'scholarly study of religion. These courses - 101, 102, and 104 - have the same purpose but draw on different traditions and topics. Under ordinary circumstances no more than one of the three introductory courses may be counted in the 27 hours required for the major.

Students who contemplate graduate study in Religion or professional study in seminary or Rabbinical school after graduation are advised to consult as early in their undergraduate careers as possible with the Chairman or other members of the Department.

Major Work. The Religion major is designed to serve as a focus of a liberal arts education for the general student and as a pre-professional foundation for those pursuing the study of Religion beyond the baccalaureate degree. Some courses in the Religion Department are cross-listed with other programs of study in the College - e.g., Judaic and Near Eastern Studies, East Asian Studies, Archeological Studies, and Women’s

Studies. While offering a broad focus in the humanities and in the study of religion, the major also affords an opportunity for concentrated study in particular religious traditions and specific areas of religious thought and practice.

Election of courses should include at least one listed course from five of the following six categories, and at least one seminar:

Majors may arrange a different distribution of these requirements by consultation with the chairman and permission of the Department.

Honors Program. In the second semester of the junior year qualified students may be admitted to the Honors Program in Religion. Students who wish to pursue work in the Program should consult the chairman or any member of the Department by the fall of their junior year. A statement on the Honors Program will be found in the departmental Course Supplement Handbook, available in the Department Office, Rice 315.

Minor Work. Majors in other departments or programs (or IM’s) may minor in Religion by taking at least five courses totaling 15 hours. One of these courses shall be a seminar. Arrangements are to be made with the Chairman of the Religion Department and the major advisor.

Winter Term 1988. The following faculty are willing to sponsor Winter Term projects as indicated. Mr. Michalson: modern religious thought; feminist theology. Mr. Meilaender: studies in the Book of Concord. Mr. White: archeology and history of the Biblical world. Ms. Richman: South Asian religion. Mr. Zinn: Christian mysticism, monasticism and worship, "popular religion" in Christianity; readings in Christian thought.

Other Courses. In addition to the courses described below, the following courses are taught by the Department of Religion on a less frequent basis (see Chairman for further information): 103 Introduction to Religion: Religion and the Ancient Near East

244 Human Nature and its Possibilities 321 Seminar: The Confucian Tradition and Its Critics 331 Seminar: Demons and Deities: Tales from Traditional India

First and second semesters. A study of the nature and structure of religion as represented by selected aspects of religious traditions from various parts of the world. Examples may be drawn from traditions rooted in cultures as diverse as India, China and Palestine and based upon religious phenomena ranging from the Qur’an of Islam to the meditation practices of Buddhism. Limit: 40.

First and second semesters. A study of the nature and function of religion as represented by selected aspects of the religious traditions of the Ancient Near East and the Western world. Special consideration will be given to the rise of Hebrew, Christian and Islamic traditions in the context of earlier cultures and the Graeco-Roman world. Attention is given to the nature and function of myth in traditional and modern societies, religious ideas of nature and history, the interactions of religious traditions, and the role of religious ritual. Limit: 35. Sem 1 690-102-01 MWF-2:30-3:20 Mr. Zinn

104. Introduction to Religion: Tribal Traditions and Religions of the "Oppressed" 3 hours

First semester. A study of the nature and structure of religion as represented by little-studied but influential religious traditions. Particular attention will be paid to religion in tribal societies. Examples will be drawn from Africa, South America, Melanesia, and native American tradition. In addition, we will examine religious movements growing out of some form of social or political oppression, such as the black Muslims and the Native American ghost dance. Focus will be on the nature and function of myths, the relationship between ritual and identity, the role of the religious specialist, and the relationship between the religious and the political sphere. Limit: 40. 690-104-01 TTh-11:00-12:15 Ms. Richman

117. Colloquium: Victorian Religious Sensibility 3 hours Writing Intensive Course

First semester. An interdisciplinary study of the major religious movements and controversies in nineteenth-century Britain with special focus on their effects on social change, education and the arts. Among topics to be discussed: the impact of the Evangelical challenge to the established church; "high" and "low" Anglicanism; the Oxford Movement; Catholic emancipation; Darwin and the Bishops; Newman as educational reformer. The impact of religious change on church architecture will be assessed with particular emphasis on the role of Pugin and Butterfield in the Gothic revival and on the planning and building of the Roman Catholic Westminster Cathedral in London. The role of painting in church decoration and the impact of religious controversy on individual artists such as Holman Hunt, Stephens and Millais will also be assessed. Enrollment limit: 10 freshmen and 5 sophomores. No prerequisite. Cross-listed as English 117. This course serves as the equivalent of 108 for the purpose of prerequisites for intermediate and advanced English courses. Students who have taken 108, 111, or 112 may also enroll in this colloquium. Next offered 1988-89.

150. Colloquium: The Self, Ancient and Modern: The Confessions of Augustine and Rousseau 3 hours

First semester. Near the close of the 4th century A.D., St. Augustine wrote his Confessions. With Augustine’s precedent clearly in mind, Jean-Jacques Rousseau wrote his Confessions in the second half of the 18th century. Rousseau’s writings were read on the street corners of Paris in the early days of the French Revolution. In this course we explore their influential and contrasting views of the human person and human communities - focusing on human freedom, failure, and fulfillment. The course emphasizes group discussion and frequent short papers. Course limit: 10 freshmen and 5 sophomores.

Second semester. An analysis of the life and teaching of Mohandas Gandhi and his place in the history of Indian religion. Particular emphasis will be placed on the ways in which Gandhi’s religious ideas are rooted in, but transformations of, earlier Indian religious thought. Gandhi’s autobiography, letters, newspaper columns, and collected religious essays will be the primary texts. The practical consequences of Gandhi’s ideas will also be critically explored. In addition, we will look at how psychologists, political scientists, and novelists have analyzed Gandhi’s religious principles. Limit: 10 freshmen and 5 sophomores.

First semester. The religion of ancient Israel is studied historically against the background of the religious, cultural, and political history of the Ancient Near East. Emphasis is placed upon the unique character of Hebrew religion from the time of the patriarchs to the period of the Exile as seen in the development of worship, literature, and theology. Attention will also be given to the geography and archeology of the Ancient Near East, the rise and fall of the Israelite state, and the nature and development of the Hebrew Bible. Next offered 1988-89.

First semester. A critical study of the development of Judaism from the Exile to the aftermath of the Second Revolt.

Emphasis will be placed on the interplay of political, social, and intellectual factors shaping the varied religious traditions of the period. Special attention will be given to the Jewish literature of the period as an expression of its culture and religion both in the homeland and in the Diaspora. Writings to be considered include: so-called Apocrypha and Pseudepigrapha, the Dead Sea Scrolls, Philo and Josephus, and selected developments in early Christian and early Rabbinic literature. By examining the areas of worship and theology the course will trace the diverse character of religious expression in the period culminating in the emergence of normative Judaism. This course is identical to JNES 209.

First semester. A critical and historical study of the life of Jesus as presented in the early Christian tradition. The course begins with issues in reconstructing the life of Jesus from the Gospels and moves to a consideration of the various images of Jesus as seen in aspects of worship, theology, creeds, and Christian literature outside the New Testament. Some attention will also be given to the rise of modern historical-critical scholarship and its implications for perceiving the life and teachings of Jesus. Limit: 50.

Second semester. An examination of the origin and development of Christianity from the earliest days of the "Jesus Movement" to the middle of the second century. Attention will be given to the social, political, and religious backgrounds to Christianity in contemporary Judaism and the Graeco-Roman environment. The primary source for historical analysis will be writings of the New Testament and other early Christian literature. Emphasis will be given to reconstructing the religious beliefs and practices of the early Christian movement focusing on the nature of early Christian communities, moral and organizational problems, and the development of theology and doctrine. Limit: 50.

Second semester. This course applies the distinction between "popular" (non-literate; folk) religious beliefs and practices and "elite" (literate; clerical) understandings of religion to the study of Christianity. The course considers varieties of popular piety throughout the history of Christianity and will examine some theoretical models for the distinction between popular and elite/official religions. Topics include: saints, their shrines and relics; pilgrimage centers; visionary experiences in the medieval and modern periods; healing shrines; heresy and popular religion; late-medieval and early modern village religion; the relation of religion and magic; witchcraft and religion; the "Enlightenment" and popular religion; changing definitions of "superstition"; American revivalism, contemporary evangelicals and popular religion. Limit: 50. 690-213-01 MWF-1:30 Mr.Zinn

Second semester. A consideration of selected examples of the search for spiritual utopias and the realization of specific ideals of community in the Christian tradition, with attention to the Biblical, theological, and historical bases for such movements. Hutterites, Amish, More’s Utopia, nineteenth century American perfectionism and socialist groups such as the Oneida community and Brook Farm, Catholic monasticism, the Taize community, and other contemporary communitarian movements will be included. Attention will be given to group organization, male and female roles, commitment mechanisms and similar topics. The class format will combine lecture, presentations and discussion. Next offered 1988-89.

First semester. An interpretive study of the Christian tradition from the time of the early Church through the fourteenth century. Theological issues and the relationship of Christianity to society are considered along with such subjects as symbolism and the arts, monasticism, mysticism, liturgy, popular religious devotion, and the roles of reform, dissent, and heresy. Eastern Orthodoxy, medieval Judaism, and Islam are mentioned as they relate to the Western tradition.

Second semester. An interpretive study of the Christian tradition from the fifteenth to twentieth centuries, with emphasis on analysis of the formative ideas of sixteenth-century reformers, Protestant and Catholic, and the development of these ideas as Christianity faced far-reaching changes in the social, intellectual, and historical climate in Europe and America. Distinctive theologies, responses to the Enlightenment and the industrial revolution, social action, pietism, and the emergence of liberal Christianity are among subjects considered. Next offered 1988-89.

Second semester. A study of the development of American Christianity in the modern period with particular emphasis on the nineteenth century origins of various issues and conflicts in the twentieth century. Attention will be given to the transformations of various forms of European Christianity as they took root in American soil. Among topics covered are: denominationalism; religion and science; slavery and the churches; religion and social issues; the new historical understanding of Christianity and its impact; the role of ethnic churches; the rise of American Catholicism; liberal Christianity and the response of fundamentalism; ecumenism.

First semester. An intensive analysis of various thinkers who find traditional religious belief to be an alienating or dehumanizing force. The course will examine representative thinkers from four major categories: Hegelian philosophers, represented by Feuerbach and Marx; existentialists, such as Nietzsche, Camus, and Sartre; Freudian thinkers, such as Norman 0. Brown and Ernest Becker; and radical theologians, such as Mary Daly, Rosemary Radford Reuther, and Richard Rubenstein. Of special interest will be the ideal of fulfilled human existence which these thinkers contrast with alienation. Not open to freshmen. Limit: 60.

A study of selected problems concerning the meaning and truth of religious claims, including: the nature of religious and theological discourse; the existence and nature of God; the problem of evil; the analysis of religious experience; and the immortality of the soul. The last third of the course will be devoted to the special topic of Religious Faith and Rationality. The course is identical to Philosophy 224. Prerequisite: three hours in philosophy.

First semester. An analysis of developments in religious philosophy and theology from the Enlightenment to the midnineteenth century. Of special interest will be the efforts to fashion an acceptable religious outlook in the context of the new scientific world view. Major topics will include deism, religious skepticism, rationalist religious philosophies, romanticism, German idealism, and religious existentialism. Thinkers to be studied include Hume, Kant, Hegel, Schleiermacher and Kierkegaard. Limit: 50.

Second semester. An analysis of developments in religious philosophy and theology from the mid-nineteenth century to the 1950s. The existentialist critique of Western culture by Kierkegaard, Dostoevsky and Nietzsche will be explored, along with efforts by twentieth century religious thinkers to deal with the post-World War I cultural situation. Thinkers to be studied include Barth, Tillich, Rosenzweig, James, Buber and Whitehead. Limit: 50.

Second semester. A study of contemporary trends and developments in Western religious thought. Major emphasis will be placed on efforts to overcome the conflict between traditional images of God and an increasingly secularistic culture. The emergence of radical theologies and other challenges to the meaningfulness of "God language" will be explored. Among the topics to be considered will be death of God theologies, process theology, demythologization and hermeneutical theology, the theology of story, liberation and feminist theologies, and Wittgensteinian fideism. Limit: 35. Taught in alternate years. Next offered 1988-89.

231. Origins and Development of Indian Religion 3 hours First semester. A selective study of Hinduism and Buddhism in India, examining both religious texts and the cultural context out of which they developed. We will examine Hindu ritual hymns, renunciation texts, devotional poems, and classical mythology as well as Buddhist biography, doctrinal verses, and monastic rules. Societal aspects of Indian religion to be explored include "caste," notions of righteous kingship, and religious law.

Second semester. A study of the effect of colonial rule and modernization on Indian religion. We will examine theological tracts and debates, mythological and ritual texts, oral traditions, and contemporary novels about religion. Among the topics to be considered will be social mobility and the orthodox tradition, the religious roots of the Gandhian independence movement, partition and the creation of Pakistan, changing rituals within the joint-family, and religion in the present-day political sphere.

First semester. An historical survey of the three major religious and philosophical traditions of China: Confucianism, Taoism, and Buddhism. Special attention will be given to how each tradition conceives of the Chinese ideal of Tao and how each interprets it in the context of philosophical thought, religious practice, and social and moral imperative. Interaction and mutual borrowing among the three will be examined to show how each was challenged or inspired by the others and matured under their influence. Limit: 50.

Second semester. An historical survey of the development of Shinto and Buddhism in Japan and of the roles they play in Japanese culture and society. Among the topics to be discussed are Shinto-Buddhist syncretism, the emergence of native Japanese forms of Buddhism (i.e., Pure Land, Zen, and Nichiren Buddhism), and the use of Shinto as a nationalistic ideology. Limit: 50.

First semester. An examination of Buddhism in China and Japan using the Zen school as a focal point. Zen’s origins will be traced back to the principles of Mahayana Buddhism and the encounter between Buddhism and the indigenous religious traditions of China. Specific topics to be considered include meditation, enlightenment, the role of Zen in the arts, and life in a Zen monastery. Limit: 50. Next offered 1989-90.

First semester. An introduction to Christian and Jewish ethics through study of selected moral problems. Among the problems considered are: pacifism/just war; death and dying; abortion; and sexuality and marriage. Limit: 35.

Second semester. An exploration of basic problems in Christian ethics. Emphasis will be placed upon claims about human nature, the place of grace and law in the Christian life, ethics of duty and of character, and the relation between ethics and politics. Limit: 30.

Second semester. A study of Christian attitudes toward government and political community. Emphasis will be placed upon theological beliefs underlying different viewpoints. Major figures (e.g., Augustine, Aquinas, Luther, Calvin) will be used as representatives of different emphases. Next offered 1988-89.

Second semester. The love of friendship will be used as the focus for an examination of the validity of special preference in the moral life. Some of the classical western literature on friendship will be examined along with arguments in favor of a more universally other-regarding love. Limit: 30.

Second semester. An introduction to selected problems in medical ethics focusing on the intertwining of religious, moral, and legal issues in these problems. Limit: 40. Next offered 1988-

First semester. The purpose of this course is to help students acquire a systematic understanding of Judaism as a religious culture, from the formation of Rabbinic Judaism to the eve of

modernity. Major theological motifs, ritual forms and models of community will be discussed. Students will explore varying conceptions of God and Personhood; interpretations of the three critical "sacred moments" of Creation, Revelation and Redemption; the festival cycle and the Sabbath; rites of passage; traditional women’s spirituality; and Jewish-Gentile relations. Emphasis will be placed on the way in which cultural traditions are preserved and expanded in different social strata and historical settings. The readings for the course will consist largely of secondary sources from the fields of comparative religion and the history of Judaism. These will be supplemented by close readings of pertinent primary texts from Rabbinic, philosophical and mystical traditions. This course is identical to JNES 250.

257. Modern Jewish Thought: The Existentialists 3 hours Second semester. The purpose of this course is to help students acquire a critical understanding of selected 20th century Jewish thinkers and their response to the crisis of Jewish modernity; the breakdown of traditional Jewish culture and its system of meaning; the encounter with, and assimilation of, Western culture; the impact of the traumas of World War I and the Holocaust. The focus will be on writers whose modes of thinking have often been called "existentialist": Franz Rosenzweig, Martin Buber, A.J. Heschel and the radical theologian, Richard Rubenstein. The literary creations of Elie Wiesel and S.Y. Agnon will be explored as well. Some of the central problems to be studied include: God and the individual’s relation to God; the relation to Tradition and its authority; the nature of community and the role of individual autonomy; the nature and possibility of religious experience. This course is identical to JNES 257.

Second semester. A lecture and discussion course surveying recent feminist criticisms of Western religious beliefs, attitudes, and practices. Of central concern will be the role played by gender-specific means of conceiving of and symbolizing the transcendent (e.g., "God the Father"). Alternative feminist religious and spiritual visions will be surveyed and assessed, with particular emphasis on the problem of "authority" in recent feminist theology and the problem of "experience" arising in all appeals to "women’s experience" when pursuing constructive theological work. Students should have previous work in Religion or Women’s Studies. Limit: 25. This course is identical to WoSt 260.

First semester. A critical introduction to the Midrashic process. The course seeks to open to the student the process of text-reading and interpretation that lie at the heart of Judaism as a religious tradition. The course will focus on several key moments in the Biblical narrative and various attempts, within both classical and modern Judaism, to come to terms with these events. Possible topics include: Creation and the Garden of Eden; Cain and Abel; the Binding of Isaac; the Burning Bush; and the Revelation at Sinai. The course intends to illumine the ways in which cultural traditions are preserved, expanded, altered and dramatized in varying historical settings. More theoretical issues will be treated as well, including: the process and problematics of interpretation, Religion as Story, and the relationship between "history" and "memory." This course is identical to JNES 261. Limit: 25. Next offered 1989-90.

First semester. Study of central themes in the rise and development of Islam in its classical period. Emphasizing religious, political, and intellectual institutions, the course will treat eight topics: background of Islam in the arabian peninsula and in regions dominated by the Byzantine and Sassanian Empires; prophecy and revelation; the problem of succession; statehood and empire (the Umayyads and the Abbasids); jurisprudence and theology; mysticism; philosophy and the sciences; literature and the arts. Readings will include selected primary sources in translation. This course is identical to JNES

271. Islam in the Medieval and Modern Periods 3 hours Second semester. A survey of the major religious, political, and intellectual developments in Islam from the end of the Abbasid Caliphate (1258) to the present. Among the topics covered are: Islam in Spain; the Ottoman Empire; the Safavid dynasty as the first significant Shi’ite state in Islam; Islam in India; origins and development of Islamic fundamentalism; Islamic reform movements; secularization and modernization in 20th century Islam; neofundamentalism and contemporary militant manifestations of Islam. This course is identical to JNES 271. 690-271-01 MWF-10:00-10:50 Mr.Ziai

Second semester. Beginning with the Basra-Kufa origins of asceticism and Khurasani pantheistic mysticism (Hindu and Buddhist influences), the course will survey major themes of the mystic quest: mystical desire, hope, love, fear, awe, contentment, intuition and knowledge, annihilation. These themes will be traced through speculative, didactic, and visionary Sufi works. Sufi concepts of the self, selflessness, time and space, unity and diversity will be discussed with the aim of examining the Sufi mystical quest both as an individual inward journey and a collective group effort.

First semester. An advanced study of a significant topic in the history of Christianity. Attention will be given to topics that reflect important new areas of research, show distinctive methodological approaches, and/or extend over several historical periods. Topic for 1987-88: The Experiences of Religious Women: 1100-1700. Consent of instructor required. Limit: 12.

Second semester. This seminar is concerned with aspects of Christian worship, devotion, ritual, and life often called ‘popular religion,’ including such phenomena as saints’ lives and miracles, pilgrimages, the ‘holy person,’ sacred shrines and objects, and fairs, festivals and processions. The place of such in Christianity will be studied, along with current theories for interpreting such religious activity. Limit: 15. Consent of the instructor required. Next offered 1988-89.

First semester. An examination of Taoism from its origins in ancient China down to the present. The seminar will consist of readings and discussions on the Taoist classics, practices, pantheon, and sectarian traditions. The role of meditation, alchemy, scripture, and ritual will be explored in the light of such Taoist concepts as naturalness and immortality. Consent of instructor is required. Limit: 15. Next offered 1988-89.

First semester. The theme of this seminar is the development of Mahayana Buddhism, especially in East Asia. Mahayana, meaning "Great Vehicle," is the branch of Buddhism which championed universal salvation, or enlightenment for all living beings, and it evolved a variety of religious paths leading to enlightenment. Topics to be discussed include the bodhisattva ideal, the perfection of wisdom, and devotional paths to enlightenment. Readings will consist of Buddhist sutras, philosophical texts, and other primary and secondary sources. Consent of instructor is required. Limit: 15. Next offered 1989-

329. Seminar: Approaches to the Study of Religion 3 hours Second semester. An opportunity to explore the writings of selected scholars (Weber, Freud, Geertz, and Turner) and methods (anthropological, sociological, and psychological) which apply to the study of religion. Issues to be considered include the origins of new religious movements, the function of mythology, the role of ritual, and ethical dilemmas involved in doing field work on religion. Consent of instructor is required. Limit: 15.

First semester. Mysticism in the West (Christian, Islamic, Jewish), considering the lives and writings of selected mystics and various modern interpretations of the phenomenon of mysticism. Consent of instructor is required. Taught in alternate years. Limit: 12. Next offered 1989-90.

First semester. An advanced study of selected aspects of Early Christian thought as found in the New Testament and the

Apostolic Fathers. Topic for the year: The Social World of Paul. Consent of instructor is required. Limit: 12. Next offered

First semester. An advanced study of selected topics in the culture and religion of the Graeco-Roman world from the Hellenistic Period to the later Roman Empire. Issues will include functions of religion within society, varieties of belief and practice, and cultural, intellectual, and religious syncretism. Consent of instructor is required. Limit: 12.

338. Seminar: Theology of Ancient Israel 3 hours First semester. An advanced study of the theologies of various traditions in pre-Exilic Israel and in Postbiblical Judaism. Consent of instructor is required. Limit: 15.

339. Seminar: Selected Thinkers in Religious Ethics 3 hours First semester. Detailed study of the ethical thought of a selected person or persons in the Western religious tradition. Limit: 15. Consent of instructor required. Next offered 1989-90.

First semester. Detailed study of a selected moral problem, examined from the perspective of religious ethics. Limit: 15. Next offered 1988-89.

First semester. A critical study of a major figure in modern religious thought. Main emphasis is on careful reading of primary sources, on the long-term historical influence of the thinker under consideration, and on various contemporary interpretive approaches to the thinker. Topic for 1987-88:

Kant, with an emphasis on his theory of moral evil. Consent of the instructor is required. Class limit: 12.

Second semester. A critical analysis of a significant problem in modern religious thought, examined through the writings of selected philosophers and theologians. Consent of the instructor. Limit: 12. Next offered 1988-89.

345. Seminar: Selected Topics in Early Judaism 3 hours First semester. A critical, advanced study of topics in the formative periods of Jewish religion, ranging from the period of post-exilic reconstruction, the Hellenistic and Roman periods, and the Rabbinic period down to the codification of the Talmud. Methods and approach to the study of early Judaism may include, depending upon the topic and historical period, historical, archeological, textual, sociological, and theological issues. Consent of the instructor is required. Limit: 12. This course is identical to JNES 345. Next offered 1989-90.

An investigation of the meaning of Hasidism as a religious and social movement within Judaism. Within the context of a historical overview of the movement’s leading schools and figures, emphasis will be placed upon the nature of religious personality, the contemplative life, mystical experience, and daily devotion as presented in Hasidic teaching. Students will also consider such issues as charisma and religious authority, the relation between elite and popular religion, and story and music as expressions of religious and cultural meaning. Limit: 15. Consent of instructor required. This course is identical to JNES 351. Next offered 1989-90.

Second semester. Topic for 1987-88: Medieval Islamic Political Institutions. An in-depth study of the dominant medieval religious, sectarian, and religio-political institutions wuch as Khilafa, imama, saltana, Sunnism, and Shi’ism. Through study of these topics the seminar will explore ideas about God and transcendence, and political and theological formulations of the faith. Critical evaluation of the ideals and realities of the Islamic concept of state and government will be central. Major theological categories (free will and destiny, creation, divine justice) will also be analyzed from the perspective of the institutions studied. Consent of instructor required. Limit: 15. 690-370-01 Th-7:00-9:00p.m. Mr.Zicii

Courses in the department are designed to acquaint students with the language, literature, and culture of two of the Romance Languages. A major program in French or Spanish provides background for those who wish (a) to enter primary or secondary teaching; (b) to do post-graduate work in French,

Spanish, Comparative Literature, or Linguistics preparatory to teaching; (c) to enter business or diplomatic careers where foreign language proficiency and a deepened understanding of French, Spanish, or Latin-American culture are essential; (d) to concentrate on the study of a foreign language, literature, or culture in the context of a general liberal arts education.

The flexibility of the major program allows the prospective major to design his/her course of study with emphasis on either language or literature. Departmental advisors are available for consultation in organizing the major program. Lectures, discussions, and written work in advanced courses are normally in French or Spanish.

Students interested in a combined major should consult with the appropriate department chairperson.

Courses 101, 102 are not counted toward the major. Students beginning French at Oberlin may include French 203 or 205-206 in their major with the approval of the department chairperson. French 304-305 is counted toward the major.

Requirements for Majors, (a) Emphasis on literature: two century courses (French 330-337), three literature courses at the 400 level; (b) emphasis on language: French 321, two century courses (French 330-337), and either French 443 or 445. Students interested in French culture studies should consult their departmental advisor for appropriate courses.

Beginning with the Class of 1989, the French major will consist of thirty hours of work, without distinction between the "literature" and "language" emphases, including at least two century courses (French 330-337), and at least nine hours at the 400 level.

Minor Work. The minor consists of at least 17 hours of work, including French 321, at least one century course (French 330-337), and one advanced language or advanced literature course at the 400 level. French 101 and 102 are not counted toward the minor. Students beginning French at Oberlin may include French 203 or 205-206 in their minor with the approval of the department chairperson.

Related Disciplines. Students who major in French often complete a major in a related field. The Department welcomes and encourages this exchange between disciplines. French majors have also majored in Art History, Government, History, Philosophy, or another foreign language. A knowledge of Latin is highly desirable for all majors and minors. Certain courses in Art, Classics, History, Linguistics, and Humanities provide an excellent background for the study of French literature.

Special Restrictions. French 350 may be repeated several times for credit, but may count only once toward the major or the minor. In courses that are given in translation, majors and minors must complete the reading in the original language and write their term papers in French if they wish these courses to be counted toward the major or the minor.

The Department will accept up to fifteen hours of approved transfer credit toward the major of thirty hours. Nine hours of the major credit must be taken in residence at the advanced level, i.e., French 330 or above, with at least one 400-level literature or language course. Up to 8 hours of approved transfer credit may be applied to the minor. For the minor, at least 6 credits must be taken in residence at the advanced level.

Honors Program. The French major may be invited by the Department to take part in the Honors Program. The program is flexible and is designed, in consultation with a faculty sponsor, to meet the needs and interests of the student. Students interested in doing Honors should consult with the department chairperson.

La Maison Frangaise. An important element in the department’s program is la Maison Frangaise. The Director is assisted by two French exchange students. There are rooming accommodations for forty men and women.

French Studies Abroad (Semester II, 1988). A study abroad semester in France for beginning and intermediate French language students. Twenty students will participate in four months of intensive language study in Tours, France. See French 960, 961, 962, 963, 964. Participating students will either depart for France during the first week of January or enroll in a Winter Term intensive preparation on campus before departure.

Language Laboratory. A language laboratory located in 135 King is designed for both class and individual use at all levels of language learning. Laboratory practice is encouraged for all students who wish to improve their speaking and oral comprehension in French.

Winter Term. The Department sponsors a number of group and individual projects each year. There is always a group project based at French House. In the past, projects have been designed to study French cuisine, to review the language at the beginning and/or intermediate level - both individually and in groups, to do selected readings in French literature, to survey French art in relationship to literature, and so on. From time to time, the Department sponsors an intensive beginning language project in French which enables students successfully completing the project to enter French 102 second semester. For information on any of these Winter Term projects, please consult with the department. (See also Winter Term in General Information section.)

Admission with Advanced Standing. Students qualifying under this program will be assigned advanced standing on the basis of results in the qualifying examinations, and credit awarded will normally be equivalent to French 304-305 or French 311. Students receiving credit for French 311 should complete French 330, 332, 333, 335, 336, or 337 before taking a literature course at the 400 level.

Prerequisites, Placing of Students. It is the department’s policy to advance students as fast as achievement warrants. Students who have taken the CEEB Achievement Exam in French should enroll in courses according to their CEEB score:

800-675 French 311,312,317,321 675-625 French 304, 305 625-520 French 203 Students with previous study of French who have not taken the CEEB exam should take the Placement Test administered during orientation to determine their appropriate level.

French 304-305 or the equivalent (a high grade on the Placement Test or 3 or more years of high school French and a high grade on the Placement Test) is the prerequisite for other courses in the 300 series unless otherwise noted. One literature course beyond the 311-312 level is the prerequisite for literature courses in the 400 series.

Suggested Course Sequence. Language Track: 101,102, 203 (or 205-206), 304-305, 311 or 312, 321, century and advanced courses. Literature track: 101, 102, 203 (or 205-206), 304-305, 311 or 312, century and advanced courses. Special note: After consultation with the Department, students who do quite well in French 102 may elect to go directly to French 304-305.

First (101) and second (102) semesters. An intensive course which aims to develop the essential skills of expression and comprehension in spoken and written French. Beyond the five class hours per week, during which new grammatical structures and vocabulary are introduced, and skills in reading and composition are developed, students may be asked to spend one or two hours weekly in small groups involved in rigorous oral/aural practice. Regular work in the language laboratory is expected. All classes are conducted in French. Although credit is given for a single semester of French 101 or 102, students entering 102 without having previously taken 101 are advised that they will be measured against students who have just finished one semester of preparation. After consultation with the Department, students who do quite well in French 102 may elect to go directly to French 304-305. Enrollment limit: 30 per section. Drill groups to be arranged. No previous study of French is expected for French 101. French 101 or its equivalent is the prerequisite for French 102. Students with previous study of French must present a CEEB score or take the departmental Placement Test. Students with CEEB, AP or Placement Test scores appropriate for more advanced work may not take this course.

713-101-01 MTWThF-9:00-9:50 Mr. Rossi 713-101-02 MTWThF-10:00-10:50 Mr. de Jesus 713-101-03 MTWThF-1:30-2:20 Ms. Skrupskelis Second semester

713-102-01 MTWThF-10:00-10:50 Mr.de Jesus 713-102-02 MTWThF-1:30-2:20 Ms. Skrupskelis

First semester. Continued development of reading, writing, speaking skills. Literary and cultural texts are read; there is extensive practice in composition. Review of pronunciation and essentials of grammar. Students may be asked to spend one or two hours in small group practice beyond the five weekly class hours. Prerequisite: Appropriate CEEB score (520-625), Placement Test score, French 102 or the equivalent. Enrollment limit: 30.

713-203-01 MTWThF-9:00-9:50 Mr. Szykowski 713-203-02 MTWThF-10:00-10:50 Ms.Zinser

First and second semesters. This course is devoted to conversation and discussion practice. Topics are drawn from readings of contemporary literature and cultural material: two or three novels, poems, newspapers, magazine articles, documents. Emphasis is placed upon careful reading and discussion of the texts to develop critical skills, literary appreciation, and comprehension of the historical, social and political context. Students will also be required to register for a small group meeting once a week on Monday or Wednesday, in addition to the Tuesday-Thursday class meeting. Prerequisite:

Appropriate CEEB score (625-675), Placement Test score, French 203 or the equivalent. Each class section is limited to 20; each small group is limited to 10.

First and second semesters. A review of important grammatical concepts, a study of the fine points and enrichment of vocabulary and idioms. Main emphasis will be on developing, improving and gaining competence in writing skills through weekly compositions, oral in-class compositions, exercises, "dictees," grammatical analysis and studies of selected texts. Prerequisite: Appropriate CEEB score (625-675), Placement Test score, French 203 or the equivalent. Each section is limited to 30.

First semester. Comment lire? Methods of literary interpretation based on textual analysis. This course focuses on poetry and tragedy. Poetry texts are taken principally from the nineteenth and twentieth centuries. Racine’s Phedre and a modern tragedy will also be read. Prerequisite: French 304-305 or the equivalent. 713-311-01 MWF-1:30-2:20 Mr. de Jesus

Second semester. Comment lire? Using the novel and comic theater, this course introduces students to the reading of French literature. Attention is paid to the way readers create meaning and the role the text plays in understanding and interpretation. Writing forms an important component in this course. Novels read: Flaubert’s Madame Bovary and Gide’s Les Caves du Vatican. Comedies: Moliere’s Les Precieuses ridicules, Tartuffe, Le Malade imaginaire and Ionesco’s Les Chaises. Prerequisite: French 304-305 or the equivalent.

Second semester. Building on solid competence in French grammar, this course develops the speaking skills of the advanced student through study of the characteristic patterns of spoken French (especially intonation and phraseology), vocabulary building, levels of speech through work with idioms and precision in word choice, and relevant distinctions between written and spoken French. In addition to the two hours in class, students will be required to do outside reading both to provide material for presentation and discussion and to explain the "art" of speaking French. Students will also be required to engage in a minimum number of individualized activities designed to provide the necessary practice in listening comprehension and speaking: laboratory work, small group discussion, films, etc. Prerequisites: French 304 and 305 or the equivalent. Credit/No Entry grading. Enrollment limit: 12.

First and second semesters. A review in depth of grammatical concepts to achieve a better understanding of written French. Emphasis on: (a) sentence, paragraph and transitional structures; (b) vocabulary building; (c) extrapolation of essential ideas; (d) essay and fiction structure. A fourth hour option which consists of additional written exercises and compositions is available for students needing remedial work. Prerequisites: Appropriate CEEB score (675-800), Placement Test score, French 304-305, or the equivalent. Enrollment limited to 20.

First semester. An introduction to medieval French literature from its earliest manifestations to the end of the fifteenth century. Categories of literature studied include the epic {La Chanson de Roland and Le Pelerinage de Charlemagne), the courtly novel (the early French Tristan et Iseut, a novel of Chretien de Troyes, and Aucassin et Nicolette), poetry of the troubadours and trouveres and later lyric poetry through Villon, allegorical love poetry {Le Roman de la rose), religious and comic theater {Le Jeu dAdam and La Farce de Maistre Pathelin), and the fabliaux. Each work is placed in its context of history and literary tradition. Particular focus is brought to characteristic modes of thought, expression and composition, revealed in the works. Most of the works are read in modern French translation, with some work on original texts in Old and Middle French. Prerequisites: see note preceding departmental courses. Given in alternate years.

Second semester. The course will study: a) the development of the humanistic ideal from Rabelais to Montaigne; b) poetic innovations from Marot to the Pleiade; c) the influence of the Reformation on the language and literature of the period. In particular, emphasis is placed on Rabelais’ use of language and his eclectic comic vision, Montaigne’s quest for self-knowledge and rhetoric of self-portraiture, DuBellay’s disenchantment with Renaissance ideals in Les Regrets, and Ronsard’s vision of love in Les Amours. Prerequisites: see note preceding departmental courses. Given in alternate years.

An introduction to the literature and culture of the Classical Age: (a) the development of dramatic techniques in Corneille, Racine, Moliere; (b) the principal prosaists and poets; (c) currents of thought, such as Jansenism, the libertins; (d) the relationships between the arts and a court society. Prerequisites: see note preceding departmental courses. Given in alternate years. Next offered 1988-89.

An examination of the major writers in their social, literary, and intellectual setting with special emphasis on: (a) the development of the liberal thought as illustrated in the writings of Montesquieu, Voltaire, Diderot, Rousseau; (b) changes in literary forms and sensibility; (c) the writer’s perception of his role in society. Prerequisites: see note preceding departmental courses. Given in alternate years. Next offered 1988-89.

336. The Nineteenth Century: Romanticism, its Development and Transformations 3 hours

First semester. An introduction to the major literary movements in their political, social, intellectual and artistic contexts. Study of the development and evolution of the main literary genres (novel, theater, poetry) and of the expression of new aesthetic preoccupations. Reading and discussion of representative works of selected writers (fiction: Stendhal, Balzac, Flaubert, Zola; poetry: Hugo, Lamartine, Musset, Vigny, Baudelaire, Verlaine, Rimbaud, Mallarme theater: Hugo, Musset, Vaudeville). Prerequisites: see note preceding departmental courses. Given in alternate years.

Reading and discussion of some of the principal works of fiction and theater from Proust: Combray and Colette: La Maison de Claudine to Genet: Les Bonnes and Butor: Passage de Milan. Weekly one-page appreciative essays, reading all material and participation in class discussions; regular attendance will be required. Authors to be read are: Proust, Colette, Gide, Giraudoux, Ionesco, Beckett, Sartre, Camus, Mauriac, Anouilh, Butor, Genet. Prerequisites: see note preceding departmental courses. Given in alternate years. Next offered 1988-89.

written, in recent years, on the French, by French and non-French writers in a great variety of disciplines. These books, meant for the general public, have been very well received in France; indeed, some have gone from "best-seller" to "classic" status in a very short period. Extensive readings (some in English), four short papers, each on an important aspect of the literature. Prerequisites: French 304 and 305. Next offered 1989-

studies. Through dramatization of literary texts (short plays, poems, sketches) students will familiarize themselves with literary, theatrical and cultural traditions, as well as improve their pronunciation of French, gain and develop confidence in speaking French, and learn French kinesics (ways to move around, gestures, ways to express emotions, etc.). Students will be expected to attend class regularly, reserve time for rehearsals, and participate in the various activities entailed by public performance and play production (sound, sets, costumes, lighting, publicity, etc.). Final selection of pieces to be performed will depend on the composition of the class. Prerequisite: one year of college-level French or the equivalent. Interested students should contact the instructor. Grading: Credit/No entry. Next offered 1988-89.

This course examines rhetoric and style in pastoral, picaresque, classical narrative, and moral and philosophical prose from 1620 to 1715, with attention being paid to the representation of class ideology and self-expression. We analyze the dialectical movement of the unsymmetrical, unruly prose of early seventeenth-century French narrative (d’Urfes LAstree and Sorel’s Histoire comique de Francion), to the economical clarity of Mme de Lafayette’s La Princesse de Cleves, and to the rhetoric of the ordered, persuasive prose of Descartes’ Discours de la Methode and Pascal’s Les Provinciales. This course concludes with the narrative of the portrait in La Bruyere’s Les Caracteres and Saint-Simon’s Memoires. Prerequisites: See note preceding departmental courses. Given every third year. Next offered 1988-89.

The development of the neo-classical theater in France. Tragedy and Comedy from the Age of Reason to the Enlightenment. Among playwrights to be studied: Corneille, Racine, Moliere,

Le Sage, Marivaux, Beaumarchais. Prerequisites: See note preceding departmental courses. Given every third year. Next offered 1989-90.

Emphasis will be placed on the evolving narrative forms and also on the portrayal of the individual in society. Prerequisites: see note preceding departmental courses. Given every third year only.

Second semester. A survey of the major novels from the Romantics to the Naturalists. Authors to be studied will be:

Sand, Stendhal, Balzac, Flaubert, Zola and others. The approach of the course will be one that considers the novel as a genre, its history and its development in the context of the nineteenth century, from the French Revolution to the eve of World War I. Critical approaches will be developed as particular novelistic techniques are studied. Given every third year only. Prerequisites: see note preceding departmental courses. 713-413-01 MWF-9:00-9:50 Mr. Rossi

Beginning with a brief survey of the early Romantics, Lamartine, Musset, de Vigny, we will pass to Victor Hugo, the first of the giants of the century. Then Charles Baudelaire (Les Fleurs du mal and Les Petits poemes en prose) and the phenomenon of "art for art’s sake." Symbolism and allied questions of influence and innovation will be considered in the work of Stephane Mallarme the third giant of the period, as well as his "Disciple," Paul Valery. Selected essays on literature, writing, art, by Hugo, Baudelaire, Mallarme and Valery will also be read and discussed. Prerequisites: see note preceding departmental courses. Given every third year. Next offered 1989-90.

A survey of the contemporary French novel from multiple points of view: historical, sociological, philosophical, aesthetic. An attentive reading of the beacons and bases of French fiction in its full scope and variety. Gide, Malraux, Green, Camus, Sartre,

Mauriac, Proust, and/or others. Prerequisites: see note preceding departmental courses. Given every third year. Next offered 1989-90.

Second semester. Poetic theory and practice from Valery to the present. Emphasis on the orphic tradition and on the origins and development of the Surrealist movement. Poets studied will include: Valery, Apollinaire, Aragon, Char, Eluard, Claudel, St.John Perse, and others. Prerequisites: see note preceding departmental courses. Given every third year.

First semester. The development of the 20th century theater. Directors and playwrights: Claudel, Cocteau, Giraudoux,

Anouilh, Camus, Sartre, and others. Prerequisites: see note preceding departmental courses. Given every third year. 713-424-01 TTh-11:00-12:15 Mr. Rossi

First semester. The course will consider problems of language and syntax in the translation of selected texts from French to English. The aim of the course is to establish a readable English text that best expresses the original. The course is essentially a practicum, and will address theoretical aspects of translation as they arise. Prerequisite: French 321, the equivalent, or permission of the instructor. Given every two years.

Study of the evolution of the French language from its earliest recognizable literary forms to the present. Short texts from various periods will be analyzed from phonological, morphological, syntactical, and lexical points of view. There will be some consideration of dialects, of deliberate attempts at ‘reforming’ the language, and generally of historical factors contributing to change in the language. Prerequisite: French 321 or permission of the instructor. Given in alternate years. Next offered 1988-89.

Second semester. A comparative study of the major Romance languages (French, Italian, Spanish, Portuguese) with particular focus on the development and character of the French language. Texts in the various languages will be used as a basis for comparing phonology, morphology, syntax, and lexicon. No previous knowledge of languages other than French is required, although some acquaintance with Latin and/or another Romance language is helpful. Prerequisite: French 321 or permission of instructor. Given in alternate years.

467. French Culture: An Anthropological Approach 3 hours First semester. This course is designed for students fluent in French but puzzled by the communicational habits of the French. The emphasis of the course is not on the description and study of French institutions, but rather on the understanding of French culture, i.e. of the highly redundant features and presuppositions of a somewhat integrated communicational system. Communication among members of any group depends upon a large body of learned, implicit, shared assumptions.

When these assumptions are not shared, there is a breakdown of communications, misunderstanding and hurt. Culture competence can, however, be acquired through the practice of non-judgmental, cultural analysis. The aim of this course is to familiarize students with this type of analysis-through lectures, selected readings in cultural anthropology, and interpretive literature about the French, discussion and practice and to explore certain aspects of French culture through the analysis of primary "texts" (personal experience, interviews, films, publicity, humor, etc.). The class will be conducted in French.

Second semester, second half. A careful reading from a contemporary vantage point of the major plays in the Racinian corpus for the purpose of defining the nature of Racinian tragedy and exploring the use of language and prosody that implements it. Particular attention to the "Prefaces" will serve as a focus for an evaluation of the craft and viewpoint of tragedy. Andromaque, Brittanicus, Bazajet, Iphigenie, Phedre, Athalie, and the comedy, Les Plaideurs, will serve as catalyst, a springboard for the appreciation of the tragedies.

Second semester, first half. An attentive reading of the major comedies of Moliere in order to evaluate the nature and function of the comic vision in the classical age and to gauge its pertinence to contemporary times. Outside readings in addition to Les Precieuses ridicules, L’Ecole des femmes and La Critique, L’lmpromptu de Versailles, Le Tartuffe, Le Misanthrope, Amphytrion, Georges Dandin, Le Bourgeois gentilhomme, Les Femmes savantes, Les Fourheries de Scapin, Le Malade imaginaire.

First semester. In this course we will try to define the conditions and limits that attempt to make autobiography a genre. We will explore the movement of autobiographical writing from life to mind to text, which is mirrored in the recent development of literary theory. Emphasis will be placed on the motives for writing one’s autobiography, the relationship between the public and private self, and the reader’s and the selPs relationship to the text. Some attention will be given to the influence of psychoanalysis. Students should be ready to confront difficult literary works and theoretical texts, and to seriously reflect on the textual nature and definition of their own self. Authors read: Montaigne, Descartes, Rousseau, Stendhal, Leiris, Sartre, de Beauvoir, Sarraute and Barthes.

This course will study a limited number of French literary masterpieces by both women and men in which the nature and the condition of women form a dominant theme. Through an examination of the fictional forms, an attempt will be made to perceive imaginative works as statements of values relative to women or as reflections of the social conditions that shape women’s self-image and destiny. The order of presentation will be chronological and will highlight key moments of French

literary history. Each work will be studied against the background of the author’s philosophical stance as well as the social and feminist trends of the period. Among the authors to be studied: Rabelais, Mme de Lafayette, Mme de Sevigne,

Laclos, Balzac, Zola, Claudel, Simone de Beauvoir. The works will be studied in English translation; lectures and discussion will be in English. (Students taking the course as part of a French major must complete all reading and written work in French.) Cross-listed as Women’s Studies 451. Given every three years. Next offered 1989-90.

First semester, first half. A study of Jean-Paul Sartre’s representative plays, essays, novels, and short stories. Readings will include The Flies, The Condemned of Altona, Anti-Semite and Jew, What is Literature, and The Age of Reason or The Wall. Students desiring credit toward the French major or minor must complete the readings and papers for this course in French.

Second semester. Four months of intensive French language and culture studies in Tours, France for beginning and intermediate students. Participating students will receive eight hours of academic credit in French language and three hours of credit in civilization. The program is complemented with cultural excursions throughout the Loire Valley. Cost of the program is comparable to the cost of one Oberlin semester plus one-way air fare. Students in this program are expected to participate in an intensive preparatory Winter Term project January 1988 or depart the first week of January. Additional information may be obtained from the Department Chairperson or from the 1988 Director, Mr. Szykowski.

Second semester. This course is designed for the first-year students participating in the French Studies Abroad program during the second semester. It will enable these students to perfect their reading skills, focussing on comprehension, speed, vocabulary building, and literary appreciation. Works read: Prevert: Paroles, Saint-Exupery: Le Petit Prince, Ionesco: La Cantatrice Chauve, La Legon, Gide: La Porte etroite, Camus: L’Etranger, and others.

Second semester. Four months of intensive language study in Tours, France. Classes will consist of intensive work in all areas of language learning: listening, speaking, reading and writing. 713-962-01

963. History and Civilization of the Loire Valley 3 credits Second semester. Using the culturally rich Loire Valley as a resource, the course will treat the history of the Loire Valley and its importance in French history. Required reading and lectures will be supplemented by excursions to those sites which have played a major role in the cultural history of the area as well as France.

Second semester. Reading and interpretation of brief literary texts selected especially from among those that reflect the writer’s response to his human and physical milieu, Paris and the French countryside. Course will be taught by the Director. 713-964-01

Major Work. A major in Spanish consists of at least 30 hours of courses above the 200 level and may include advanced work in composition, grammar and stylistics, equivalent to Spanish 302 and Spanish 304. It may include also up to 9 hours of transfer credit per semester for study in literature, culture and civilization for a total of 18 hours counted toward the major, including summer work. No credit for language courses at the 3rd semester (203) level or below taken at Oberlin, abroad or at other institutions will count toward the major.

Students majoring in Spanish should take courses in both Peninsular and Latin American literature. Those primarily interested in language and literature should consider a minor in French or Latin. Students may also propose a double major with Latin American Studies or other related fields such as Urban Studies, Sociology-Anthropology, Comparative Literature, Art, History and Government. Studies in Hebrew and Arabic present a Spanish major with a rare opportunity for research in the Medieval area, while combining Italian and Spanish is both useful and important for studies in the Renaissance and Golden Age. Recommended fields of study for majors considering graduate school are Latin and French.

While no specific courses are required, the major should present a balanced distribution of work taken in Peninsular and Latin American areas; the major should also be based on the study of genres, literary movements and main historical periods covered in various surveys (305, 306, 307, 308, 309, 310, 311) of the curriculum. Any two 300-level courses normally serve as a prerequisite for admission to those at the 400 level. At least 12 hours must be taken in advanced work (400 level).

Minor Work. A minor in Spanish consists of 18 hours of courses above the 200 level, including two advanced level courses. Six hours of transfer credit are accepted toward the minor from an outside institution. Students wishing to obtain a high school or elementary teaching certificate should consult the department chairperson for required or recommended courses in other departments.

Initial Placement. Students who begin Spanish at Oberlin will take 101 (5 hours). Those with some previous study, experience with the language or a strong background in French, Italian or Portuguese but who are not eligible for Intermediate Spanish (203), will normally take 103 (3-4 hours), a course covering more basic grammar than 101 as well as additional reading.

Upon completion of 103 students may continue with 102 or move ahead to intermediate or advanced levels.

Beyond 101 and 103 the particular entry point within the sequence of language courses depends upon a student’s background in Spanish and upon the results of a placement test, administered at the beginning of each semester for those beginning 101 or 103,102, 203 and 304. The placement test is required of every student with a prior knowledge of Spanish who wishes to enroll.

Admission with Advanced Standing. Admission to advanced standing in Spanish will be granted to students who have qualified under the program and on the basis of results achieved in examinations for advanced standing administered by the College Board.

Honors Program. The Honors Program in Spanish is a two-semester sequence of six hours of independent study, in consultation with a faculty sponsor, culminating in either an Honors thesis or a special project. Qualified students are invited to participate in the program during their junior year.

Admission is determined on the basis of faculty recommendations and grade-point averages (when available). Further information on the Honors program, such as a sheet of guidelines for the research and writing of an Honors thesis, may be obtained from members of the Spanish section or from the departmental office. See also the general statement on Honors in the General Information section of this catalog.

La Casa Hispana. Since 1962, the department has sponsored la Casa hispana. The purpose of the house is to provide an environment where students speak Spanish and benefit from activities related to the culture of the Hispanic world. The director is a native speaker and is assisted by a graduate assistant, who is also a native speaker. There are rooming accommodations for thirty-three men and women; other interested students may also take their meals in the Casa.

Winter Term in Mexico. The Spanish Department sponsors a group project of intensive language study in Guadalajara,

Mexico during January. Students live with Mexican families, participate in informal conversation sessions as well as four hours of daily language instruction. Excursions in the environs of Guadalajara and optional classes in Mexican cooking, pottery, and guitar are also a part of the Winter Term project. The cost of the project is supported by the individual student participants. Successful participants may skip a level in the language learning sequence upon their return to Oberlin. A special project on Mexican art is also offered.

Study Abroad. The following programs may be of particular interest. Before planning to participate in these programs, students on financial aid should consu'- 'he Director of Financial Aid.

CEUCA. The GLCA Latin American Program Center in Bogota, Colombia is located at CEUCA, which offers courses in Spanish language, Latin American history, archeology, political and social reform, art history, weaving and ceramics. The Program operates during the summer, fall and spring semesters. For more information consult with Spanish section members.

Programa de Estudios Hispanicos en Cordoba (PRESHCO). An interdisciplinary course of study at the University of Cordoba (Spain) sponsored by a Consortium made up of the following institutions: Brown University, Oberlin College, Smith College, Trinity College, Wellesley College, and the College of Wooster. Participants from Oberlin College receive 15 hours per semester of academic credit toward graduation. Up to 9 hours each semester may be counted toward the Spanish major. Prof.

Associated Colleges of the Midwest will be PRESHCO Resident Director for 1987-88.

PRESHCO courses for the first and second semesters: 715-951-01 Advanced Grammar, Composition

*This course will provide an opportunity to visit certain sites which have served as locales for some of the literary works studied.

Transfer of Credit. As stated in the above guidelines for course work in Spanish, up to 9 hours each semester from CEUCA or PRESHCO may be counted toward the major. Nominally, all academic courses offered in the curriculum of CEUCA and PRESHCO may be accepted as major credit, with the exception of courses in grammar review and conversation. Since acceptance of transfer credit toward the major affects the distribution of an individual student’s program of study, students who plan to study abroad are required to consult with their advisor to insure that guidelines re distribution among genres, geographical and disciplinary areas are properly met. Ultimately the decision re the transfer of course credit toward the Spanish major rests with the advisor, in consultation with the Spanish section.

First semester. Taught in Spanish with an emphasis on conversation, oral drill, elements of grammar. Social courtesies, popular sayings, selected readings are incorporated into language learning. The class covers basic grammar through intensive oral and written practice, emphasizing verb tenses and composition. Some sessions concentrate on conversational skills based on dialogues, language laboratory work and small group discussions. Students who have completed one or more years of high school Spanish but are not eligible for Intermediate Spanish must register for the 3 hour Elementary Spanish course listed below (103). Enrollment limit: 30.

Second semester. Continues 101, covering basic grammar. Readings include short stories, newspaper and magazine articles. Students are expected to have completed 101 or its equivalent before taking 102. Enrollment limit 30.

First semester. This course, also taught in Spanish, is reserved for students with some previous knowledge of the language but who are not yet eligible for intermediate work. A different text book and laboratory materials which introduce all basic grammatical concepts enable a beginning student to progress at a faster pace than 101. The emphasis is on conversation, oral drill, written practice; a cultural context is maintained throughout the course. To help in preparing the oral component of the daily homework assignments, three extra hours of drill will be arranged. Work for the fourth hour of credit will consist of extra written assignments. Upon successful completion of 103, students may enroll in either 102, 202,203 or 304 second semester. Enrollment limit: 25.

First and second semesters. This course, like Spanish 103, adopts an intensive format which integrates grammar, oral practice and conversation in exercises and readings which evolve within a cultural context. Students will meet once a week in a conversation class which emphasizes vocabulary building and discussion of readings. Drill sessions, led by student apprentice teachers, may be scheduled in the late afternoon or early evening. Enrollment limit: 20 per section in MWF classes and 10 in each conversation section.

First and second semesters. It is strongly recommended that students complete 4-5 hours of intermediate Spanish before taking this course. A review in depth of the most important grammatical concepts intended to assist the student in analysis of style, content and syntax. This course strives to develop sensitivity to literary Spanish and to gain competence in writing, thus preparing the student for intermediate and advanced Spanish literature courses. Selected readings of both Spanish and Latin American literary pieces. Enrollment limit: 20.

302. Translation Workshop: Modern Hispanic Poetry 3 hours Through translation into English the course traces the development of poetic expression in the work of poets preeminent in Spain and Latin America - Machado, Jimenez, Lorca and Neruda, also major post-war poets, male and female. The first part of the semester involves exercises and assignments on the art of translation and of individual poems in Spanish - use of imagery, verse form, rhyme scheme and general poetic design; in the second, students concentrate on their own translation project. While the course is conducted in English, a well-grounded knowledge of Spanish is required, equivalent to 4 semesters of college work (304). Since the poems studied include work by women poets, the course relates to Women’s Studies and may be taken for major credit. Cross-listed as Creative Writing 302. Next offered 1988-89.

First semester. This course is designed to introduce students to Latin American literature through the analysis of selected readings in poetry, essay, novel and short story. The time span covered includes the pre-Colombian era (poetry), conquest and colonial periods through the 19th and 20th centuries. Students read selections from an anthology during the first half of the semester and some complete works during the second, including the novel of the Mexican revolution, Los de abajo, by Mariano Azuela and Octavio Paz’s book of essays El laberinto de la soledad. Emphasis is placed upon careful reading and discussion of the texts to develop critical skills and literary appreciation. All class discussion and writing in Spanish. Given in alternate years. 715-305-01 MWF-2:30-3:20 Ms. Cara-Walker

First semester. An introduction to Spanish culture and civilization from prehistoric times to the present. Special attention will be given to the main characteristics of Spanish culture with emphasis on historical context. Lectures on the art of Velazquez, El Greco, Goya, and on Spanish architecture from the Romanesque to the Neo-classical. Readings of selected literary masterpieces. Slides will be used throughout the course. 715-306-01 MWF-l:30-2:20 Mr. Arrojo

Second semester. The general aim of the course is to give an overview of Spain’s wealth of short stories, from early narratives, when fiction was struggling to find its modern form, to contemporary pieces, often boldly experimental in technique. Discussion will center on the different story-telling strategies used—the choice of topic, situation, character, beginnings and endings, point of view and narrative modes. Readings will sample a variety of prose narratives by such authors as El Infante don Juan Manuel, Cervantes, Clarin, Pardo Bazan, Baroja, Cela and Ayala. All discussion and writing in Spanish. Given in alternate years.

This course traces the development of the modern short story from the Romantic period through Realism and Modernism, ending with the flowering of fantastic, philosophical and lyrical stories of the last few decades. Among the authors studied are Quiroga and Onetti (Uruguay), Rulfo (Mexico), Borges (Argentina), Cortazar (Argentina), Bombal (Chile), Garcia Marquez (Colombia), Reinaldo Arenas (Cuba). All writing and discussion in Spanish. Given in alternate years. Next offered

First semester. Spanish literature from the Middle Ages to the 18th century will be studied through complete works and

extensive selections. Emphasis will be placed on the development of the various literary genres and their elaboration. Traditional Spanish literary themes and characters will be studied from their beginnings to the Golden Age. Given every year.

Second semester. A study of Spanish literature from the 18th century to the 20th. Emphasis will be given to the Romantic movement in drama, poetry, and prose. Selections from 19th century novels will be read. The Generation of 1898 and representative 20th century poets and dramatists will be studied. Given every year.

Second semester. A study of Latin American folklore, conducted in English. Historical, geographical, ethnic, and economic factors will be considered in examining folklore expressions in their cultural context. Folk music, dance, drama, foodways, carnival, storytelling, santeria, art, and dress will be among the genres analyzed in an effort to understand the indigenous, European and African influences on Latin American folklore. Examples will be drawn from a range of countries, including the Caribbean. A knowledge of Spanish is desirable but not required. Cross-listed as Anthropology 253. Given in alternate years.

This course will focus on one author, on a theme, or a problem which highlights masters and movements in Latin American literature. Next offered 1988-89.

420. The Novels of Galdos and Clarin: Two Masterpieces of 19th-Century Spain 3 or 4 hours

A study of the two great novels of the 1880 s, Clarin’s La Regenta (1884) in 2 volumes, and Galdos’ Fortunatay Jacinta (1886-87) in 4 volumes. These works are viewed primarily as creations of the imagining mind, with attention paid to various aspects of narrative art - point of view, plot, characterization, imagery, setting and structure. Also considered are the social, historical and psychological realities present in this fiction; prevalent among these are women’s concerns, the how and why of woman’s place in society, the roles of women and men in courtship, marriage and family life. The course relates to Women’s Studies and may be taken for major credit. Slides will be used throughout. All discussion and writing in Spanish. Work for the fourth hour of credit will consist of an extra written assignment. Next offered 1989-90.

421. Picaresque Novel 3 hours The picaresque tradition in the Spanish Golden Age; a study of the anti-hero and his relationship to Spanish society and literature in the sixteenth and seventeenth centuries. Next offered

A study in depth of selected novels, essays and poems that illustrate the intellectual, philosophical and political thought of this important generation of writers, among whom are

Unamuno, Azorin, Baroja, Valle-Inclan, Ganivet, and Ortega y Gasset. There will be some discussion on "modernismo," viewing both literary movements in terms of their aspirations toward an aesthetic renovation. Next offered 1988-89.

First semester. A selection of the plays of Lope de Vega, Tirso de Molina and Calderon will be studied. Special emphasis will be given to the creation and development of the Spanish national theater and its relationship to seventeenth century aesthetics, politics and religion. Taught in Spanish.

The course studies works of major post-civil war novelists, among others Cela, Martin Santos, Goytisolo and Delibes, with emphasis on the social aspects of their narrative. Next offered

This course is concerned with a detailed reading of Don Quijote. The lectures will emphasize the relationship between literary theory and practices, and the influence of the social order on the art of writing. Next offered 1988-89.

428. El Libro de Buen Amor and La Celestina 3 hours Second semester. El libro de Buen Amor belongs to the first half of the fourteenth century, La Celestina to the last decade of the fifteenth century. Each book is representative of a decisive period of Spanish literature and culture. El Libro de Buen Amor is distinctive of the period of the fusion of Christian and Islamic civilizations and of the period of freedom to practice non-Christian religions in Spain. El Libro de Buen Amor was written during the epoch of the least dependence of the Latin and European tradition. It represents the first national style of Spain, known as mudejar. La Celestina represents the period of the inquisition and the religious and political unification of Spain. The religious and social conditions of the past were abandoned for new patterns of life and thought. These two works and periods will be compared and contrasted.

Second semester. This course studies the contemporary novel and short story in Latin America through an analysis of the themes and stylistic innovations which have led critics to define this literature as the New Narrative. The authors and works include Rulfo’s Pedro P ramo (Mexico), Fuentes’ La Muerte de Artemio Cruz, (Mexico), short texts by Borges (Argentina), Carpentier (Cuba), Cortazar (Argentina), and Garcia Marquez’ Cien anos de soledad (Colombia). All discussion and writing in Spanish.

Discussion and analysis of plays by the most important dramatists of this century. In Spain: Benavente, Lorca, Casona, Buero Vallejo, Alfonso Sastre and avant-garde playwrights such as Arrabal. In Latin America: Egon Wolff, Solorzano, Usigli and Carballido. The dramas of Benavente, Lorca and Casona present fine character studies of women in the traditional environment of rural Spain. Next offered 1988-89.

The artistry of verbal expression and the relationship between folklore and literature in the Hispanic tradition will be critically examined. Discussions will center around topics such as communal creation and single authorship, oral and written transmission, folk forms and literary genres, social function and aesthetic evaluation. Texts include folk and literary examples (narratives, drama, poetry, song lyrics, proverbs, riddles, verbal contests and speech play, etc.) chosen from both Spain and the New World, as well as from areas of Hispanic influence in the U.S. All discussion and writing in Spanish. Next offered 1988-89.

First and second semesters. The Latin American Studies Bibliographer will work closely with faculty members from the Latin American Studies Committee and with library staff in assessing and assembling current library courses related to various areas of Latin American Studies: government, literature, music, sociology, anthropology, art, archeology, economics, folklore, etc. Publication of such a compilation will be distributed to members of the faculty and students engaged in Latin American Studies. Project to be undertaken on a credit/no entry basis. This course is identical to Latin American Studies 499. Consent of instructor required.

Beginning in 1987-88, the Sociology-Anthropology Department will be split into two individual and separate departments: the Department of Sociology and the Department of Anthropology. Each department will maintain its own major. The joint major will be offered only as an Individual Major which will allow present majors to complete their work.

The Department of Sociology-Anthropology is a joint department comprised of two major social science disciplines. Distinct origins, lines of development, and interests characterize the two disciplines, although both share a basic concern: the understanding of human cultures and societies. Students with a general interest in these disciplines can gain an appreciation, within the department, of human biological and cultural evolution, contemporary non-Western cultures and societies, modern industrial society, urbanization, familial, political, legal, religious, and economic institutions, social stratification, ethnic and racial relations, and cultural and social change. Anthropology and Sociology, while maintaining much in common, assume characteristic approaches to these subject areas. In recognition both of the distinctiveness of each discipline and of their shared interests, students in this department may major in Sociology, Anthropology, or jointly in Sociology-Anthropology.

Off-Campus Programs for Credit. Summer field work, in projects sponsored by Oberlin College or by other colleges and universities, in archeology, ethnology, linguistics, and urban studies, is also encouraged. A maximum of six credit hours of such work may be applied toward a major, but only upon prior approval of the department. Students interested in archeological and ethnological projects should contact Ms. Grimm, and those interested in linguistic field work should contact Mr. Casson. Other programs of interest to students in Sociology-Anthropology include the European Term in Comparative Urban Studies and the Latin America Program at Bogota, both sponsored by the Great Lakes Colleges Association.

Gallaudet Exchange Program. The department sponsors an exchange program with Gallaudet University, the nation’s only liberal arts college for the deaf, located in Washington, D.C. The program offers a unique learning experience for students interested in communication disorders, deaf education, and in humanizing intergroup experiences. The program is open to both majors and non-majors. Sophomores and juniors with good academic standing are eligible to apply. The exchange is for one semester and students receive transfer credit toward their degree at Oberlin College. Students interested in this program should contact Mr. Casson.

Transfer of Credit. Students who transfer credits in regular sociology and anthropology courses taken at other institutions may, with the approval of the department, apply a maximum of six credit hours of such courses toward the major. The transfer of credits may be subject to the Transfer of Credit fee.

Private Reading. Students who have completed available courses in a subject may schedule a reading course in that subject during their junior or senior years. In some instances, reading courses in subjects not offered in the department may also be arranged. No more than one reading course may be scheduled in any semester, nor more than two during an undergraduate program.

Honors Program. The department invites a number of qualified majors to participate in the Honors program. Usually candidates for Honors devote from three to five hours to independent work in each of their last two or three semesters. An examination, both written and oral, is given at the end of the senior year, in place of regular departmental course exams, in the student’s main fields of interest. Interested students are invited to discuss the program with their advisors or the chairman of the department.

Minoring in Related Disciplines. Students with majors in the department may elect a program that involves extensive work in a related department. Such interdisciplinary projects involve a minimum of 15 hours and at least four courses (including at least two at an intermediate or advanced level) in the related department. An appropriate program of courses in the related department will be planned in consultation with an advisor from the minor field as well as with the major advisor. Explicit arrangements for such interdisciplinary programs have been worked out by the Department of Sociology-Anthropology with several related departments. Interested majors should speak to the chairman and review the related department’s requirements for a minor.

1. a. A minimum of 24 hours in the department, including an introductory sociology course

At least 18 of the 24 hours required for the major must be from courses above the 100 level.

2. Courses in many other disciplines add strength to a major in Sociology. The particular pattern of courses chosen will vary, depending on the plans and interests of the student. The pattern should be worked out in close consultation with the major advisor.

First semester. This colloquium will address questions concerning the growth of large organizations in modern society, the place of individuals within such organizations, and the limitations organizational variables impose on freedom of action and decision making. The tensions created by organizational emphases on order, control, and efficiency and individual aspirations for privacy, freedom, and responsibility, will be the organizing feature of the seminar.

By examining five institutional contexts: professionals working in organizations, the military, mental hospitals, and the public schools, the major ethical, sociological, economic, and legal sources of strain between organizational goals and individual responsibilities will be highlighted. Specific attention will be paid to organizational strains conducive to illegal or unethical behavior on the part of individuals.

Finally, strains created by individual rights to privacy, duties of loyalty, religious freedom, demands of institutional loyalty, organizational disciplinary procedures, and issues pertaining to refusal to cooperate with organizational procedures will be examined. Enrollment limit: 15. Places reserved for 5 sophomores and 10 freshmen.

Processes of social change in Latin America, the various U.S. responses, and the effects of U.S. interventions or subsequent events in Latin America are the subject of this colloquium. Social changes we will consider include industrialization, changes in government and popular participation, urbanization and the rise and fall of movements for radical change. U.S. responses have been not only military, but also economic and political. Four historical modes have been chosen for particular attention: the Mexican revolution and its aftermath; the Sandino rebellion, U.S. marine intervention and the rise of the first Somoza; the Brazilian coup of 1964; and the current crisis in Central America. Enrollment limit: 10 freshmen and 5 sophomores. Prerequisite: consent of instructors. Identical to History 113. Next offered 1989-90.

Second semester. This course will examine a set of contemporary social debates, including crime, abortion, affirmative action, victims’ rights, the social regulation of alcohol and drugs, family violence, gun control, and corporate and political corruption. Traditional sociological theories will be applied to these issues and the major figures in contemporary sociological thought will be juxtaposed against legal theories of social control and social integration. Enrollment limit: 40.

124. Sociological Imagination and Social Adaptations 3 hours Writing Certification Course

First semester. An introduction to sociological and scientific study of social behavior, involving interactions among persons in groups, social structures, cultural patterns, and the dynamics of social change. Theoretical and empirical analyses will be made of patterns of adaptation people make and the major social issues they face in areas such as: freedom and conformity; social inequalities along class, gender and ethnic and racial lines; changing family forms; bureaucracy; work; and deviant behavior. Materials will be drawn from several societies, with special attention to the United States and Great Britain. Enrollment limit: 45.

Second semester. This introduction to the study of society focuses on two central social issues - social inequality and community solidarity. Using these themes, we will consider social class, sex, race, family, work, bureaucracy, the cities, the state, and social policy. Our concern will be comparative and historical, looking at changes over time in these subjects in the United States, Europe and Latin America. In the process we will explore how sociologists study and interpret social phenomena. Enrollment Limit: 45.

First semester. Since there is no one theory or paradigm that guides all sociologists, sociology is many things to many people. One characteristic that most sociologists do have in common, however, is that they begin their thinking and their research with a unit of analysis - some social entity around which theory and research can be organized, e.g., individuals or classes. In this introductory course we will examine several of the theories and concepts that sociologists use. In the process we will move from one level of analysis to another. Thus, we will begin with individuals and move our way through groups, social organizations, social classes and nation states. Along the way we will discuss such topics as sexual and racial inequality, deviance, social class, and social change. Enrollment limit 40. 737-127-01 MWF-T.30 Mr. White

First semester. This course will focus on the design and execution of social scientific research. We will begin with a discussion of the different research techniques that are available to social science researchers, and the general logic that underlies each kind of research. Then, different research techniques will be examined in more detail. Along the way students will be introduced to the notion that theory guides research and that research techniques depend upon the questions that researchers want answered. Among the topics that will be discussed are: field research, experimental design, survey research, analyzing qualitative data, and analyzing quantitative data. Students will be introduced to computer assisted data management techniques, and various techniques of analyzing quantitative data, e.g., chi-square and bivariate correlation. During the course each student will conduct an independent research project. Prerequisite: one introductory course in Sociology or Anthropology or consent of instructor. Correlated course: Mathematics 112 or 113.

First semester. This interdisciplinary course focuses on effects of four social political and economic systems - family structure, religion, education, and labor - on the lives of women from "developing" countries. We will analyze contributing theories of development and feminism using case studies from different cultures in an attempt to clarify the political, economic, and religious connections between "First World" and "Third World" nations. No prerequisites. Enrollment limit: 30. Cross-listed with Women’s Studies 215.

Mexico, Cuba, Nicaragua and contemporary Central America, are the case studies for this investigation of different outcomes of revolutionary social transformations. Historical processes, international contexts, especially relations with the United States, and contemporary situations in these countries will be compared. Social class, race, urban systems, state structures and ideologies will be some of the social factors which we will consider. Different theoretical interpretations of revolution will be contrasted and applied to the cases. Prerequisite: one course in the department or consent of instructor. This is a core course in Latin American Studies. Next offered 1989-90.

Second semester. The study of the family’s structure and functions will emphasize processes related to mate selection, family organization, and family dissolution. Significant attention will be given to the legal requirements imposed on family life and the legal obligations of family members. Issues of sex roles, alternative family forms, historical, and family life cycle variations are also considered. Prerequisite: one introductory course in Sociology or Anthropology or consent of instructor.

First semester. Cities and urban social structure in the U.S., Europe and Latin America are compared and analyzed. Issues considered include city growth and gentrification, the urban crises and international political economy, neighborhoods and community, urban planning, and grassroots urban social movements. Theoretical interpretations explored are Marxist, functionalist, and ecological. A central focus is the relationship between social structure and location in urban space, i.e., how are different racial and ethnic groups, social classes, and sexes distributed among neighborhoods across metropolitan areas, and what does this suggest about inequality, integration and social control in urban areas. Prerequisite: one introductory Sociology course or consent of instructor. This is a core course in Urban Studies.

Second semester. This course will examine how work and careers are being affected by the steady growth of bureaucracies and the rapid development of technology. Bureaucracies will be studied as forms of social organization, as work environments, and as instruments of power and control. The changing nature of work will be explored, as will work-related sources of satisfactions and self-realization, on the one hand, and stresses and alienation, on the other. Special attention will be given to alternative patterns of organizational controls and work life, in cooperatives, democratic collectives, worker owned and managed plants, and through democracy in the work place. Prerequisite: one introductory course in Sociology or consent of instructor. Next offered 1988-89.

First semester. Attention is given to the development of legal norms and related institutions. Institutional analysis will be directed primarily toward courts, judges, prosecutors, lawyers and legal training, prisons and prison functionaries.

273. Criminology, Delinquency, and Legal Policy 3 hours This course will deal with sociological and legal inquiry into the origins and forms of juvenile delinquency, the etiology and forms of crime in adult populations, and the social and legal policy issues associated with crime and delinquency. Legal and social scientific resources will be examined. Offered in alternate years with 271. Prerequisite: one introductory course in Sociology or consent of instructor. Next offered 1988-89.

First semester. Contemporary social processes and structures are the focus of this survey of social theory. Interpretations of phenomena such as changes in industrial America, grassroots movements, and alterations in class structure and behavior will be utilized to compare theories and research approaches. To understand these phenomena, we will consider the individual’s experience of society, group dynamics and social movements, social inequality, communal sentiments, the emergence of new groups, and the bases of social control. Theoreticians will include Marx, Durkheim, Weber, Mead, Marcuse, Goffman and Gouldner. Prerequisite: one introductory course in Sociology.

Second semester. The nature and characteristics of social movements - organized networks of persons with similar interests and discontents endeavoring to produce or resist change in persons and social structures - will be examined theoretically and in historical and comparative perspectives. Particular attention will be given to social, economic, and political conditions under which social movements tend to arise and to develop ideologies and strategies which may lead to failures or partial or complete successes. The transformation and decline, as well as the institutionalization of social movements will also be studied. Special attention will be given to religious, labor, feminist, civil rights, and nationalistic movements. Prerequisite: one introductory course in Sociology or Anthropology, or consent of instructor. Next offered 1988-89.

Second semester. The role of gender, ethnicity, class and occupation in affecting the structure of inequality in the United States will be examined in this course. The system of social stratification producing inequality will be examined from a variety of theoretical perspectives (including functionalist and conflict). We will also read empirical analyses assessing the amount of inequality, its causes and the prospects for its disappearance. While most of the course will involve stratification in the U.S., we will examine inequality and stratification in other societies, e.g., Great Britain. Prerequisite: 211 or consent of instructor.

Second semester. Students will be introduced to advanced topics in research design and data analysis. An emphasis will be placed on quantitative research and issues like validity and reliability, the creation of raw data files, and the use of computerized statistical packages. While concentrating on quantitative techniques of data analysis, emphasis will also be placed on the importance of theory in guiding research and the misapplication of quantitative techniques. During the course each student will conduct an independent research project. Prerequisites: 211 or consent of instructor.

Second semester. The course focuses on processes of social change in Latin America. Industrialization, urbanization, class structure, the role of the state and the relationship to the world-system are examined for the entire region and in selected countries. Some problems of concern are the situation of women, religion, informal labor markets, regional imbalances and planning in capitalist and mixed economies. Conflicting theoretical interpretations of modernization and dependent development will be related to these problems, to the historical context, and to governmental policies. The relationship between the United States and Latin America will be considered. Case studies are Brazil, Chile, Mexico and Peru. Prerequisites: two courses in the department or consent of the instructor. This is a core course in Latin American Studies and Third World Studies.

First semester. An introduction to the study of social change in advanced industrial, Third World, and other types of countries. Analyses of causes and consequences of major social changes will be undertaken in terms of these special topics: population, ethnicity, urbanization, poverty, education, gender, family, and political development. The main social science theories of social change will be reviewed, with particular attention to theoretical interpretations involving modernization, dependency and underdevelopment, and the world system. Comparative and historical approaches will be utilized in the

study of trends, policies, and programs of change in different countries. Prerequisite: one introductory course in Sociology or Anthropology, or consent of instructor.

First and second semesters. Junior or senior majors in the department may receive up to three hours of credit for applied field work in sociology. The work should be carried out in connection with a systematic course of reading and the writing of a paper on the topic of the project. The purpose of the paper is to tie the field experience to relevant sociological principles. (Activities of recent students that might illustrate appropriate field work include tutoring of preschool children; participation in bilingual programs, community centers, and settlement houses; work with migrant communities - e.g., American Indian or Mexican-American; planning activities for a retirement center; assistance in a legal aid office.) The program should be worked out in advance with a departmental faculty sponsor. 737-391-01 Hours to be arranged Staff

Upper-level seminars are open to juniors, seniors and graduate students who have completed four courses in the department. In some instances this requirement will be reduced for nonmajors otherwise qualified. Please note also specific course prerequisites for some seminars. NOTE: Enrollment limit: 10 per seminar.

First semester. This seminar focuses on theories, ideologies, and issues of political economy that are the bases for social policies and welfare services presumably designed to provide some measure of security and equality for citizens. Areas of special interest are: poverty and inequality, population growth and planning, health and medical care, education, housing, rural development, urban policies, and problems of social work and welfare services. We will study industrial and Third World countries whether they are predominantly socialist or capitalist. Each student will study particular social policies and programs in two countries. Next offered 1988-89.

Second semester. We will examine theories which attempt to explain the political outcomes taking place in modern societies. For example, we will examine pluralist, Marxist, and Weberian notions of the state and the relationship between the state and political actors. Areas of special interest include the relationship between the state and ruling elites, the processes by which states limit and enhance the potential for social change, participation in social movements, and the efficacy of peaceful versus violent attempts at changing political institutions.

410. Seminar in Social Movements and Social Change3 hours First semester. Throughout history social movements have been crucial social forces for bringing about fundamental changes in societies, and they remain so in the contemporary world. The general purpose of the seminar is to develop a coherent understanding of why this is so. In studying the nature of social movements, why they arise, and their consequences for restructuring societies and reshaping the lives of participants, the seminar will assess relevant Marxist and non-Marxist social theories and undertake historical analyses of reform, revolutionary, and redemptive movements. Special attention will be given to the so-called Great Revolutions - e.g., English Revolution of the 17th century and the Bolshevik Revolution - and to the multifaceted revolts in industrial and Third World countries in the 1960s and 70s, such as the Civil Rights, student, and feminist movements and the Iranian Revolution.

First and second semesters. Qualified seniors who wish to assist in the teaching of specific courses may, upon consent of the instructor, achieve one or two credits for their work in such courses. Assistance with laboratory sessions, data analysis, and the research concerns of students in the class compose the major activities of the teaching internships.

441. Joint Seminar on Compensation of Victims 3 hours Second semester. Critical analysis of alternative means for compensation of victims. Examples include remedies in antitrust proceedings, compensation of victims from product safety and liability suits, remedies in regulatory disputes, and compensatory awards due to accident or injury. Focus on social, economic and legal issues associated with these proceedings. Criminal and civil penalities and their impact on the performance of American industry; consideration of alternative approaches by reference to their treatment in other countries. Open to junior and senior economics and sociology majors with the consent of instructor. This course is identical to Economics 517.

Second semester. Advanced topics in the theory and practice of urban life and institutions. This year the seminar will focus on the policy and planning implications of urban restructuring in the United States and Latin America. We will consider past urban changes and the way the current situation differs from earlier restructuring of central cities and residential areas and which social groups are most affected. We will also study what is being done and alternatives to it. This is a core course in Urban Studies.

Second semester. Seminar presentations dealing with major theoretical and research issues in the sociology of law will precede presentations of inquiries into the interplay between law and medicine, law and individual rights, law and the family, anti-trust, enforcement and corrections. Next offered 1988-89.

First and second semesters. Research on master’s thesis. 737-521-01 Conference hours arranged Staff

Anthropology is a broad discipline with four traditionally recognized subfields: cultural anthropology, linguistic anthropology, prehistoric archeology, and physical anthropology. Course offerings listed below provide comprehensive coverage of these four subfields and majors are strongly encouraged to pursue work beyond the introductory level (101,102,103) in each of these, subfields as part of their undergraduate preparation.

At least 15 of the 24 hours required for the major must be from courses above the 100 level.

in Anthropology. The particular pattern of courses chosen will vary, depending on the plans and interests of the student. The pattern should be worked out in close consultation with the major advisor.

First and second semesters. An introduction to the nature of cultural anthropology through an examination of basic concepts, methods, and theories that anthropologists employ in order to understand the unity and diversity of human thought and action cross-culturally. Kinship and the family, politics and conflict, and religion and belief are some of the topics to be considered in a range of ethnographic contexts. Enrollment limit: 40.

First semester. This course introduces students to the subfield of Anthropology that deals with human biological variation.

The major topics to be covered include the nature of the evolutionary process, the place of humans among the Primates, the fossil record of human evolution, biological variation in living populations, the politics of human differences, and anthropology’s response to creation science. Evaluation format: two quizzes and a final exam during the regular final examination period. No prerequisites. Enrollment limit: 35. 733-102-01 MWF-11:00 Ms. Grimm

103. Introduction to Archeology 2 hours Second semester. This course introduces students to the subfield of Anthropology that is concerned with past human cultures. A basic objective is to acquaint students with both the methods and techniques that archeologists employ in the study and reconstruction of prehistoric societies as well as current theoretical issues. Examples will be drawn from a variety of archeological situations ranging from simple hunting and gathering societies to complex chiefdoms and states. Matters of contemporary debate in the area of archeology and the public will also be considered. These include "pseudo-archeology,"

cultural resource management, and the question of native American rights over ancestral remains. The course format involves lectures, films, and periodic discussions of assigned exercises and readings. Evaluation format: midterm and final exam (during the regular examination period), and three graded exercises. No prerequisites. Enrollment limit: 35. 733-103-01 MWF-10:00 Ms. Grimm

This is a first course in anthropological linguistics. Concern is with the nature and structure of language and verbal behavior. Sound patterns, meaning, and grammar (phonology, semantics, and syntax) are considered, as are animal communication and non-verbal communication, the origin of language, child language acquisition, language diversity and change, linguistic typologies and universals, writing and reading, schools of linguistics and theories of language. Complementary to Humanities 103, Introduction to the Study of Language. Next offered 1988-89.

228. Archeology and Culture History of the Maya 3 hours Writing Certification Course

First semester. This is a general course in archeology intended for all students interested in Middle America (Mexico, Guatemala, and lower Central America). The Classic period (A.D. 0-900) Maya provide the substantive focus of the course although comparisons will be made to other Middle American civilizations that influenced or were influenced by the Maya. Attention will be given to all aspects of Maya society and culture including art, architecture and religion, as well as social, economic, and political organization. Current theories concerning issues in the evolution of complex societies (chiefdoms and states) will be considered as well. Prerequisite: Anthropology 103 preferred. Enrollment limit: 30.

Study of the relationship between language and culture and of the use of language in socio-cultural context. Attention is focused on ethnosemantic studies of folk classification systems (cognition, taxonomy, meaning, universals) and sociolinguistic studies of variation in linguistic usage in different social and cultural circumstances (speech acts, speech events, code switching, social meaning). A brief survey of linguistics and the nature of language is presented in the first two weeks of the course. Prerequisite: one introductory course (100 level) in Anthropology or consent of instructor. Next offered 1988-89.

First semester. An interdisciplinary course taking a folkloristic and ethnographic approach to the way various cultures perceive, represent, and order the lives of women and men through symbols. Three cultures will be used as a focus: an African society, American Jews, and a Native American society. Enrollment limit: 35. Prerequisite: A course in English, folklore, or cultural anthropology; religion, psychology or other courses providing skills in interpreting symbols may also prepare students adequately. Identical to English 447 and Women’s Studies 447. Next offered 1988-89.

Second semester. A study of Latin American folklore, conducted in English. Historical, geographical, ethnic, and economic factors will be considered in examining folklore expressions in their cultural context. Folkmusic, dance, drama, foodways, carnival, storytelling, santeria, art, and dress will be among the genres analyzed in an effort to understand the indigenous, European and African influences on Latin American folklore. Examples will be drawn from a range of countries. A knowledge of Spanish is desirable but not required. Identical to Spanish 312.

Second semester. An anthropological examination of the range and diversity of traditional institutions and belief systems including religion and cosmology, politics and laws, kinship and sex roles, and economics in a number of African societies. Aspects of expressive culture such as art and folklore will also be considered. Attention will be given initially to the historical, linguistic, and geographical setting with special attention given to ecological and environmental constraints in the Sub-Saharan region. Prerequisite: one previous course in Anthropology. Next offered 1988-89.

An anthropological survey of the peoples and cultures of the contemporary Middle East, including kinship and social organization, honor and women, politics and law, religion and world view, and cultural change. Attention will be given to pastoral nomadic societies, agricultural communities, and urban centers. The history, geography, and languages of the region will also be briefly considered at the beginning of the course. Prerequisite: one introductory course (100 level) in Anthropology or consent of instructor. Next offered 1988-89.

Second semester. This is a course in paleoanthropology that charts the evolution of the human lineage over the past 4 million years through a close examination of the biological and cultural (archeological) evidence. This will take place within the analytical framework of evolutionary ecology. The course begins with a review of current evolutionary theory and controversies then turns to a consideration of our place within the Primate order. The multi-disciplinary bases for current theories of human origins will be explored. These include studies of primate behavior and ecology, hunter-gatherer ethnography, and the archeological record of the Pleistocene. Periodic laboratory sessions will be held during regular class time which will allow students to work with human and primate skeletal material, artifacts, and casts of human fossils. Prerequisite-. Anthropology 102 or a reasonable equivalent (e.g., Biology). Enrollment limit: 30.

First semester. This course examines the archeological record of the major civilizations of the Americas. The cultures to be studied include, within Mexico, the Preclassic period Olmec chiefdoms of the Gulf Coast, the Classic period central highland state of Teotihuacan and lowland Maya of Yucatan and Guatemala, and the Postclassic period Toltecs and Aztecs of central Mexico. Mississippian chiefdoms of the late prehistoric period in the southeastern U.S., and the Peruvian Inca complete the sample. A central objective of the course will be to examine the evolution of complex societies and to identify some of the processes responsible for these advanced cultural achievements. Prerequisite: Anthropology 103 preferred. Enrollment limit: 35. Next offered 1988-89.

Second semester. Culture represents a system of significance requiring the anthropologist to interpret the various vehicles or symbols embodying these meanings. This course will explore ethnographic representations of meaningful personal and social experience - rites of status elevation and reversal, taboo, dietary habits, funerary custom, personal narratives, myths, and the like in order to understand how the interpretive anthropologist makes sense out of the diverse ways people across many cultures, including American culture, construct and represent their experience. As an investigation of systems of meaning, this course will address concerns not only of anthropology majors but also of literature, art, and humanities students. Prerequisite: Anthropology 101.

First semester. A critical examination, of major issues in the study of culture through a discussion of such theoretical topics as cultural evolution, cultural ecology, functionalism, conflict symbolism, and interpretive anthropology in light of the work of seminal anthropologists from the American, British, and French traditions. The role of ethnography, the relationships between theories and the place of their proponents in the history of anthropology are also considered. Prerequisites: Anthropology 101 and one additional course in the department, or consent of the instructor.

364. Jewish Society and Culture in the Middle East 3 hours Second semester. Since Abraham the Middle East has been home to numerous and diverse Jewish communities. From North Africa to Central Asia, Jews have influenced and been influenced by the non-Jewish societies in which they lived. Sometimes symbiotic, sometimes antagonistic, this relationship created a fascinating social, cultural and religious syncretism. In this course we will examine several Jewish communities in the Middle East both historically and synchronically, using the tools of the social scientist to help us understand this central component of world Jewry. Prerequisite: Consent of instructor. Enrollment limit: 15. Cross-listed with JNES 309.

First and second semesters. Junior or senior majors in the department may receive up to three hours of credit for applied field work in anthropology. The work should be carried out in connection with a systematic course of reading and the writing of a paper on the topic of the project. The purpose of the paper is to tie the field experience to relevant anthropological principles. The program should be worked out in advance with a departmental faculty sponsor.

Upper-level seminars are open to juniors, seniors and graduate students who have completed four courses in the department.

In some instances this requirement will be reduced for nonmajors otherwise qualified. Please note also specific course prerequisites for some seminars. NOTE: Enrollment limit, 10 per seminar.

452. Seminar in Language and Culture: Metaphor 3 hours The focus of the seminar will be anthropological and linguistic research on metaphor. Following introductory coverage of semantic and pragmatic metaphor, detailed consideration will be given to metaphor systems in everyday language, in proverbs, and in speech play. Students will be expected to do original research and write a paper analyzing their research materials. Prerequisite: consent of instructor. Next offered 1988-89.

453. Seminar in Anthropological Theory: Witchcraft 3 hours Second semester. This seminar addresses a fundamental issue in anthropological theory - the relationship between power and symbols - and does so through an examination of witchcraft. Attention will be directed to the nature of witchcraft beliefs, activities associated with witches, witchcraft confessions, counteractions to witchcraft, the symbolism embedded in the complex of beliefs, and the kinds of social structures and power relations producing such cosmologies. Ethnographic materials will include not only traditional anthropological accounts, especially on sub-Saharan Africa, but also historical materials from the West, including medieval Europe and 17th century New England. Prerequisite: Anthropology 353 or consent of instructor.

Ethnographic and Archeological Perspectives 3 hours Writing Certification Course First semester. This course presents students with the opportunity to explore the relationship between material objects and human behavior, within a specific cultural context, with a view toward the discovery of general principles of human behavior. A portion of the course will be devoted to an examination of museums and material culture that will focus on the history of material culture studies in anthropology and such issues as the manner in which museums manipulate material culture to reflect prevailing ideologies. The method and theory of modern material culture studies will then be investigated through the use of case studies that explore human behavior in relation to diverse materials ranging from grafitti to cemetery monuments. Students will design research projects which further explore this relationship, selecting material culture data base of their own choice (e.g., contemporary or historical American, ethnographic or archaeological). Prerequisites: Anthropology 101, 102, or 103 preferred. Enrollment limit: 10.

The Theater and Dance Program offers courses for majors and non-majors and sponsors a wide range of activities designed to explore the theory and practice of the art of Theater and Dance. Within the context of these courses the goals of the Theater and Dance Program are:

b. To encourage opportunities for inter-disciplinary studies among curricular areas such as English, art, music, philosophy, psychology, etc.

c. To provide majors with sufficient background and preparation for continued study in Theater or Dance.

interested in broadening the scope of their education or who are majoring in a related field and wish to use theater and/or dance as a resource. Students wishing to pursue more intensive involvement in the arts are encouraged to enroll in intermediate and advanced level courses in technique along with courses in production, history, and the aesthetics of theater and dance. Students also have the opportunity to work closely with a number of artists-in-residence each year. Choreographers, guest directors, playwrights and specialists offer workshops lasting from a few days to one month. Over the last few years, guest artists in theater have included: Norman Ayrton, Patrick Tucker, Edward Payson Call, actors from the Royal Shakespeare Company, The Acting Company, Mabou Mines, Cecily Berry, and Kay Carney. Dance residencies have included Merce Cunningham and Co., Steve Paxton, Kei Takei, Dan Wagoner, Phoebe Neville, Daniel Nagrin, Trisha Brown, Zero Moving Company, Nina Wiener and Dancers, Charles Moulton Dance Company, David Gordon Pick-up Company, Douglass Dunn, Tom Brown, Nancy Stark-Smith, Anita Feldman, and Nina Martin.

In 1987-88, Film Studies courses, taught by Professor Goulding,have been added to the Theater and Dance curriculum. They are listed between the theater courses and the dance courses in this catalog.

The Theater curriculum offers courses each year in acting, directing, history, criticism, design, and production. In addition to class meetings, many courses have a laboratory component which involves students in the process of creating a theater production. Each year, the Program produces two or three mainstage productions. Workshop productions and student directing projects are also regularly scheduled each year. These smaller scale productions are intended to provide a bridge between the classroom experience and the fully mounted campus productions.

The Program also sponsors theater residencies from time to time. These residencies supplement the curriculum by giving students the opportunity to participate in workshops. In the past, these workshops have included work with specialists in stage combat, voice and movement, stage makeup, and film and video acting.

In addition to productions that are sponsored by the Theater and Dance Program, students have the opportunity to participate in productions sponsored by other departments and by campus student theater organizations.

Theater Major. The student planning to major in theater must secure the approval for a plan of study (forms are available from the Program office) from a member of the faculty in the theater division. The faculty member thereby agrees to act as the student’s academic advisor. The major in Theater requires 39 hours in the Theater and Dance Program and 6 credit hours in dramatic literature from other departments. In addition to completing the Introduction to Theater, potential majors and minors are urged to complete the requirements in production and theater history in the first two years of study.

Listed below are the core requirements for a theater major. A student may select electives to provide an emphasis in acting/directing, criticism, history, or production/design. All majors are required to enroll in 4 credit hours of Theater 188 or 288 over the course of their 4 years at Oberlin. The appropriate plan of study should be coordinated with the student’s advisor before the end of the sophomore year. The courses required for the Theater major are as follows:

Honors in Theater. The honors program in theater is designed to offer opportunities for extensive research and independent study to students of proven ability. Honors projects are a two semester undertaking; and thus the proposed topic must be sufficiently ambitious to merit this sort of systematic and comprehensive exploration. Honors projects need not be limited to topics in theater history, criticism, or theory per se, but all honors projects - even those in the areas of acting, directing, and design must culminate in a thesis of no fewer than fifty double-spaced typewritten pages. Normally, after submitting the thesis, the student will be required to defend it orally before a panel consisting of the advisor and any additional evaluators selected by the student and the honors committee. Students who successfully complete honors projects normally receive nine credit hours toward graduation.

Oberlin Theater Institute. The Oberlin Theater Institute offers an intensive six-week summer program in acting. Classes meet Monday through Friday and are taught by the Institute directors, visiting scholars, and the Institute’s professional acting company (which performs in two productions the fifth and sixth weeks of the Institute). The members of this company - American and British actors - are chosen for their professional teaching and performance expertise.

The school provides a core curriculum of acting, script analysis, voice, and movement. Short-term courses in such specializations as Shakespearean acting, scene study, movement styles, mask work, Alexander technique, and stage combat is also offered as well as periodic lecture-demonstrations from visiting artists and scholars. The school stresses mastery of the entire spectrum of performance skills and knowledge rather than specialization in one area of learning, and all students take all courses. In addition, students attend selected rehearsals of the Institute productions and weekly public forums with the Institute directors, actors, and designers.

Students are selected on the basis of a review of two letters of recommendation, their transcripts, and personal interviews with the Institute directors. Students can receive six semester hours of credit for participation in the Institute.

GLCA Arts Program in New York. A semester of work, ordinarily in the junior year, in the areas of technique, performance, production, and related studies. In the past, the GLCA Program has placed students with various theater companies, major dance studios, dance presenting organizations, dance critics, and stage designers. Students who successfully complete the GLCA Program earn credits upon payment of the Transfer of Credit fee. All arrangements for transferring credit must be made with a member of the theater or dance faculty and approval for an Academic Leave of Absence must be granted by the Associate Dean for Student Academic Affairs before a student begins the GLCA Program.

National Theater Institute at the Eugene O’Neill Theater Center. This one semester program at the Eugene O’Neill Theater Center in Connecticut is designed to acquaint the serious student of the theater with the demands and expectations of the theater profession. The program combines the liberal arts philosophy of studies in a wide range of disciplines with exposure to professional production standards. The goal of the National Theater Institute is to expose the student to the working realities of professional theater.

Towards that end, the National Theater Institute’s program has two components. For the major part of the semester, students participate in classes in acting, directing, design, movement/improvisation and playwriting, as well as adjunct courses and special workshops led by guest artists. The remainder of each semester is devoted to workshops focusing on one or more specific theatrical exercises. In the past such projects have included the production of a student-written play, videotaping of scenes from Long Day’s Journey Into Night in their original setting at the Monte Cristo Cottage (O’Neill’s summer home) and workshop productions by students working with major playwrights and musicians on new works. Recent National Theater Institute faculty and guest artists include Michael Bennett, Peter Brook, Morris Carnovsky, Joe Chaikin, Geraldine Fitzgerald, Claude Kipnis, Estelle Parsons, Mel Shapiro, and Patricia Zipprodt. Oberlin students wishing to attend N.T.I. must first be nominated by the Theater faculty. Final admission decisions are made by the N.T.I. staff.

Major and Non-Major Off-Campus Study. Before credit is awarded for off-campus study, students must obtain tentative prior approval from a member of the Theater and Dance faculty and the Associate Dean for Student Academic Affairs. After the study is completed, the student must supply evidence of satisfactory participation. A maximum of 19 hours of off-campus study may be applied to the majors in Theater and Dance.

Grading. Courses in the Theater and Dance Program are normally offered for letter grades. However specific courses may be Credit/No Entry as per the Registrar’s deadlines each semester.

choreographers with their academic experience of the other fine and liberal arts.

Dance at Oberlin is also characterized by its commitment to experimentation and to the creation of original work. Each year at Oberlin, there are many dance performances involving students, faculty, and visiting artists. Both student and faculty choreography is shown throughout the year in formal concerts, and in a regular series of studio showings, events, and workshops. Other students who wish to involve themselves in a collaboration with dancers (as composers, sculptors, etc.) may enroll in a dance production project or participate in bimonthly studio concerts. (In this regard, the Art Department and the Conservatory of Music as well as the Theater and Dance Program serve as valuable resources for dancers.) The dance residencies at Oberlin focus on participation. The dance companies that visit each year include in their residencies, classes and lecture - demonstrations as well as performances. Many of today’s most highly regarded post-modern dancers appeared at Oberlin in the early stages of their careers. The Program has thus always provided a double service to the art of dance: it has produced both intelligent dancers and sensitive audience members.

Dance Major and Minor. A student planning to major or minor in dance must secure the approval of a program of study from a member of the faculty in the dance division. The faculty member thereby agrees to act as the student’s academic advisor. The major in dance requires 39 credit hours in the Theater and Dance Program and 6 hours outside the department in the areas of music and anatomy and kinesiology. The minor requires 20 credit hours. It is recommended that the student complete the requirements in history and production early in their major. The appropriate plan of study should be coordinated with the student’s advisor before the end of the sophomore year.

G. Electives from other Theater and Dance courses such as - acting, makeup, arts management,

Grading. Courses in the Theater and Dance Program are normally offered for letter grades. However specific courses may be Credit/No Entiy as per the Registrar’s deadlines each semester.

Winter Term 1988. Winter Term provides an opportunity for students to engage in projects sponsored by the faculty in acting, directing, design and theater research. Normally several on-campus Winter Term theater productions are in rehearsals during the month. Guest artists are brought in from time to time to work with students in areas such as fencing, voice, and acting. In addition, students use the time to become active in various alumni and off-campus theater internships.

The following faculty are willing to sponsor Winter Term projects as indicated. Ms. Annitage: acting; directing; performance theory. Mr. Byrnes: lighting; sound; arts management. Ms. Chesek: costume design; design research; costume production. Mr. Copeland: history and criticism in dance and theater; playwriting; performance. Mr. DePaul: acting; directing; performance theory. Mr. Flaharty: costume design; makeup; design research. Mr. Goulding: off-campus interns in radio, TV, cable, magazine and newspapers; social effects of mass media; racial and minority stereotyping in the mass media; contemporary Yugoslavia. Mr. Grube: scene design; painting; graphics. Mr. Karaba: technical production; drafting. Ms. Rosasco: dance; choreography; performance.

First semester. This course is designed as an introduction to the lively art of theater, providing insight into what the theater is, what drama is, and how they work, with the hope that the student will become a more discriminating theatergoer. This theater experience in all its complexity will be investigated and examined, in topics ranging from dramatic literature, theater history, genre and style to the elements of production and the collaborative nature of the art form. This course includes examination of dramatic texts and study of production through guest lectures, films, tapes, and live theater events. Open to freshmen and sophomores only. Enrollment limited to 50. 753-102-01 MWF-11:00-11:50 Mr. Flaharty

First and second semesters. This course introduces the student to the theory and practice of an American realistic acting technique. Students will study Stanislavski’s An Actor Prepares, script analysis and the function of speech activity in the theater, while they develop the practical foundation of technical mastery through scene work and exercises in concentration, relaxation, expressivity, sense and emotional recall, verbal and non-verbal gestures, the physicalization of character, and interaction with a partner or group. Practical work will culminate in the acting of mid-term and final performance scenes. (Interview times for the fall semester course will be scheduled at the end of orientation and the beginning of enrollment week; interviews for the spring course will be scheduled for late fall.) Enrollment limited to 16 in each section. Preference will be given to declared dance majors. Consent of the instructor.

753-107-01 MWF-1:00-2:20 Ms. Armitage 753-107-02 TTh-l:00-2:50 Mr. DePaul Second semester

First semester, first half. Introduction to the basic principles used in constructing scenery for the theater. Lecture material will cover production planning, stage rigging, elements of the physical plant, and construction techniques used in fabricating basic scenic units. Production lab hours, averaging 25 to 40 hours, will be distributed between options of a construction or run crew and will be arranged as the schedule dictates over the module or the semester. Enrollment limited to 30.

First semester, second half. Introduction to the use of costumes to support theater, dance and opera productions. Lectures will cover the processes, materials, and techniques of costume construction. Production lab hours will average 30 to 40 hours. Enrollment limited to 15.

Second semester, first half. Introduction to the use of lighting to support theater, dance and opera productions. Lectures will

cover the theory and mechanisms of contemporary stage lighting practice. Projects, papers or production crews provide practical application of lecture material. Crew hours (averaging from 40 to 60 hours) may be completed in either the first or second half of the semester. Enrollment limited to 36. 753-117-01 TTh-11:00-12:15 Mr. Byrnes

Second semester, second half. Introduction to the use of sound to support performances in theater and dance. Lectures will be supplemented by a two hour lab meeting weekly. Times arranged depending on student schedules. There are no running crew hours required. Enrollment limited to 18 753-118-01 TTh-11:00-12:15 Mr. Byrnes Lab hours to be arranged

First (120) and second (121) semesters. A year-long lecture course tracing the evolution of the Western theater from Dionysian ritual in ancient Greece through contemporary performance practice in Europe and America. Theater architecture, works of dramatic literature, and theoretical treatises on performance will be studied in relation to the social and intellectual history of each major era. Although the course proceeds chronologically through a time span of 2500 years, three historical periods receive special attention: the 5th century B.C. in Greece, the 17th century in England and France, and the 20th century in Europe and America. Major themes of this course include the differences between theater and ritual, the changing nature of the relationship between performer and spectator, the relationship of spoken language to the other elements of theatrical performance, and the differing political functions of the theater in various societies. Prerequisites: For 121: 120 and consent of the instructor. Enrollment limited to 35.

Second semester. This course is designed to introduce the art and craft of basic stage makeup. By means of lecture-demonstrations, projects and practical experience, the course will explore several areas of stage makeup practice, including character analysis and makeup design; basic techniques of makeup application and modeling with paint; simple three-dimensional makeup; and some limited practice with facial hair and special makeup techniques. Enrollment limited to 12. Next offered 1988-89.

First semester. An introduction to the managerial and economic aspects of the arts in America, with a particular focus on the areas of theater, dance, opera, music, and museums. Issues of financing, labor, administration and public policy will be discussed in relation to the arts in America. Case studies of existing arts organizations will be used in lectures and discussions. An extensive reading list will supplement class lectures. A research paper and work on productions will be required. Recommended for first and second year students. Limited to 20.

First and second semesters. A comprehensive study of the principles of stage management. The class’ emphasis is primarily hands-on experience augmented with a weekly seminar meeting. Topics in the seminar meetings will cover organization, discipline and communication between actors, the director, and the production staff which will in turn reinforce and clarify techniques that can be implemented in rehearsal and performance. Students will serve as stage manager or assistant stage manager for a faculty-directed production. May be repeated for credit. May be repeated for credit. Consent of both directors and instructor. Consent cards can be picked up from instructor.

First and second semesters. Preparation and public performances of a production directed by a member of the Theater faculty. Titles of productions are available from the Program secretary in Warner Center. May be repeated for credit. Credit/No Entry. Consent of the instructor.

First and second semesters. Labs may be arranged in scenery, lighting, costumes, sound, makeup and arts management. Students are required to meet with staff members to plan their schedule. Each semester labs involve work on theater, opera or dance productions. May be repeated for credit. Credit/No Entry. It is recommended that students complete the appropriate production course modules before enrolling in 188 labs. (See Theater 115, 116, 117, 118.) Consent of the instructor.

First and second semesters. Acting 200 is an extension of the work done in Acting 107. Its emphasis is on the refining of the student’s understanding of performance theory and their technical skills, as well as developing a common vocabulary and an ensemble approach to acting process. Structured improvisational work and additional strategies for refining the physical and emotional expression of character are applied to a sequence of exercises and scene work. Enrollment limited to

12. Prerequisite: Acting 107 and consent of the instructor; admission to this course is by audition only.

First semester. This course is an introduction to designing for the theater. Lectures and readings will cover the elements of design as they are used by the theatrical designers, i.e., Scenery, Costumes and Lighting, to communicate or express creative ideas. Project work will provide a chance to experiment with the building blocks of design, which have the potential to evoke instinctive responses or reactions from an audience member. Text Analysis and Concept will also be covered, from a visual perspective. Drawing, Rendering, Model Making, and Drafting projects over the course of the semester will allow for the development of technique. Intended as a preliminary course to further studies in Scene, Costume or Lighting Design.

Demands high student initiative and sustained individual work. Suggested preliminary courses: Theater 102 and some work in Production Modules 115,116, 117,118 to aid in an understanding of the medium. Enrollment limited to 12. Consent of the instructor.

Second semester. A seminar examining the cultural and political forces of the late 19th and early 20th century which helped create an "advisory" relationship between "avant-garde" artists and middle-class society. The course will focus on those modernist movements which affected painting, literature, and theater, and which sought to radically re-define the nature of the artist’s "mission." Major issues to be explored include the relationship of the avant-garde to radical politics as well as to popular culture and the mass communications media. Primary reading will be drawn from the works of Baudelaire, Mallarme, Ortega y Gasset, Lionel Trilling, Susan Sontag, T.S. Eliot, Robbe-Grillet, and Clement Greenberg. (Some prior acquaintance with 19th and 20th century painting is highly desirable, but not absolutely necessary.) Enrollment limited to 20.

First and second semesters. Intended for intermediate or advanced level work by individuals and small groups not easily covered in the private reading option. Projects must be approved by the sponsoring faculty member before registration. Demands high student initiative and sustained individual work. May be repeated for credit. Consent of the instructor. 753-225-01 Hours to be arranged Mr. DePaul

753-225-02 Hours to be arranged Ms. Armitage 753-225-03 Hours to be arranged Mr. Flaharty 753-225-04 Hours to be arranged Mr. Karaba 753-225-05 Hours to be arranged Mr. Grube 753-225-06 Hours to be arranged Mr. Byrnes 753-225-07 Hours to be arranged Mr. Copeland 753-225-08 Hours to be arranged Mr. Goulding 753-225-09 Hours to be arranged Ms. Chesek

Second semester. This course in the art of designing costumes for the theater focus primarily on the process of creating the visual world of a play in both aesthetic and practical terms. Ranging from basic art concepts through text and character analysis, research and design development to finished designs, the course will emphasize the conception of ideas that help project the style and meaning of a production. Readings from various sources, discussions, design exercises, projects, and lectures will comprise the material for this course which demands high student initiative. Prerequisite: Theater 222 and consent of the instructor. Limited to 8.

Second semester. This course will deal with the step-by-step process, both aesthetic and technical, involved in creating the visual elements of a stage production. In addition to readings from texts, the student will be exposed to developmental design and drawing, along with a final design project from an assigned play. Work on a production is required. Prerequisite: Theater 222 and consent of the instructor. Limited to 10. Not offered

Second semester. A continuation of the study of technique and craft in realizing the scenery for a production, begun in the Scenery Module (115). Course and reading material will cover scenery construction, stage rigging, drafting, welding and production planning. Lab work involves 6 hours per week of work on current productions. Prequisite: Theater 222 and consent of the instructor. Enrollment limited to 12.

269. Voice Production and Speech for the Stage 2 hours First semester. This course is a study of basic principles of voice production, breathing, relaxation, coordination and centering of the voice for actors. During the semester the students will explore the mechanics of the vocal instrument and discover the use of phonetics and ear training, and the principles of good speech for the American stage. Enrollment limited to 16. Consent of the instructor.

First and second semesters. Intermediate and advanced level work in preparation and public performances of a production directed by a member of the theater faculty. Titles of productions are available from the Program secretary in Warner Center. May be repeated for credit. Consent of the instructor. Credit/No Entry.

753-281-01 Hours to be arranged Mr. DePaul 753-281-02 Hours to be arranged Staff 753-281-03 Hours to be arranged Mr. Copeland

288. Design and Production Labs 1 to 3 hours First and second semesters. Intermediate or advanced labs may be arranged in scenery, lighting, costumes, sound, makeup, and arts management. Students are required to meet with staff members to plan their schedule. Each semester labs involve work on theater, opera or dance productions. May be repeated for credit. Prerequisites: Theater 188 and consent of the instructor. Credit/No Entry.

First semester. This year the 300 course will focus on acting Shakespeare. Examining the stylistic demands of text, language, meaning, characterizations and period, this study of Shakespeare from the actor’s point of view is based on concentrated process-oriented exercises and intensive work with monologues and scenes. The course will actively investigate the translation of the written text into specific actable choices. Throughout the semester the class will rigorously examine matters of style, scansion, problem solving in verse, and the development of a strong sense of world of the play through period research, music, art, fashion, movement and social customs and manners. Enrollment limited to 12. Prerequisites: Theater 107 and 200 and consent of the instructor. Admission to this course is by audition only. 753-300-01 TTh-10:00-11:50 Mr. DePaul

Second semester. Closely supervised work in theater criticism. Frequent writing assignments will focus on the problems of describing, interpreting, and evaluating live performances. Consent of the instructor.

Second semester. This course is an introduction to the art of directing for the theater. During the semester, we will investigate, through readings and practical experimentation, the theoretical bases of directorial style; and each student will begin to develop and master an individual technique by semester’s end. In class, we will stage short sequences from plays of different historical periods in order to examine issues of analysis, interpretation, staging, and historical style; and we will, throughout the course, discuss the social responsibilities and difficulties which attend the director’s work. Requirements include a final staged presentation and a production journal. Enrollment limited to 8. Consent of the instructor.

Second semester. In recent years, many of the underlying assumptions of modernism have been challenged. These include the belief in abstraction and minimalism, purity of medium, the value of difficulty, and the presumably irreconcilable rift between high culture and popular culture.

This has been most evident in the world of architecture, where the emergence of a clearly-defined post-modern movement has emphasized historical allusion, playfulness, stylistic eclecticism, and a new sensitivity to context. This interdisciplinary course will explore the post-modern impulse in performance, examining the similarities as well as the differences between the way the terms "modern" and "post-modern" are employed by critics of architecture and the way these same terms are employed by critics of theater, dance, and film. Specific topics to be considered include the emergence of non-Iiterary theater, theatrical collaborations inspired by the work of John Cage and Merce Cunningham, theatrical texts that derive their primary inspiration from earlier texts, and the emergence of various forms of neo-realism. Artists whose work will figure prominently in this course include the choreographer Twyla Tharp, the playwrights Peter Handke and Franz Xaver Kroetz, The Wooster Group (a theatrical collective), and the filmmakers Rainer Werner Fassbinder and Hans Jurgen Syberberg. Prerequisites: Western Theater History, Modern Drama or consent of the instructor. Enrollment limited to 15. 753-325-01 W-1:30-4:30 Mr. Copeland

First and second semesters. Open by consent to students selected to design mainstage productions (scenery, costumes, and lighting) in the current year. In addition to regular ongoing conferences with the design advisors and directors, students will meet weekly as a group with the design staff. May be repeated. Consent of the instructor.

First and second semesters. Intensive work on a selected topic culminating in a research thesis to be decided upon in consultation with an advisor. Prerequisite: Admission to the Honors Program.

First and second semesters. An opportunity for a small number of students of proven talent and ability to work on advanced projects in film and video production and radio programming. Admission will depend on the quality of the student’s past work, a carefully prepared project proposal, and the availablility of equipment, studio, and editing space. Consent of the instructor. Credit/No Entry only.

First semester. Representative films from the periods of German expressionism, Soviet expressive realism, Italian neorealism, and new wave French cinema are studied along with a selective analysis of such significant contemporary film makers as Bergman, Godard, Truffaut, Fellini, and other others. Enrollment limited to 70.

Second semester. A selective analysis of major film directors and "classic" Hollywood genres from the silent era to the present. Special units will be devoted to the western, film comedy, film noir, and social problem films. Enrollment limited to 60.

Second semester, first half. A selective socio-cultural analysis of significant American films and television presentations dealing with nuclear war. Analysis of the films will be fitted against the changing contours of nuclear policy and strategy and in relation to significant international "crises" and historical turning points. Enrollment limited to 40. Next offered 1988-89.

Second semester, second half. An analysis of the evolution of black images and stereotypes in American film and television from Birth of a Nation to the present. Enrollment limited to 40.

Second semester, first half. An intensive thematic and aesthetic analysis of Bergman’s major films from The Devil’s Wanton to Fanny and Alexander. In subsequent years the focus of the course will shift to other major European film directors. Enrollment limited to 40.

First semester. Major film theorists and "schools" of thought will be covered (formalist, realist, semiological) with special attention devoted to basic concepts which cut across different theoretical and aesthetic approaches; perception, representation, signification, narrative structure, identification, figuration and interpretation. Intensive reading and participation in discussion is expected. Prerequisite: 241, 242 or consent. Enrollment limited to 20. Next offered 1988-89.

First priority for spaces in all dance courses will be given to declared dance majors and minors.

First (101) and second (102) semesters. Introduction to the basic physical/intellectual principles of modern dance technique with an emphasis on the development of the body as an instrument of expression. This course will include in-class film showings and discussions. Attendance at three performances over the course of the semester and a written assignment will be required. May be repeated for credit. Preregistration limited to 20. (Additional space is reserved for first and second year students.) Preference will be given to declared theater majors. 755-101-01 TTh-1:00-2:50 Staff

First semester. Introduction to classical ballet. Readings, viewings and a written assignment will be required. May be

repeated for credit. Prerequisite: Modern Dance I. Preregistration limited to 20. (Additional space is reserved for first and second year students.)

First (115) and second (116) semesters. A continuation of dance technique for those who have successfully completed Modern Dance I. Readings, viewings, and a written assignment will be required. Prerequisite: Modern Dance I (101, 102) and consent of the instructor. Students must audition at first class meeting to gain consent. May be repeated for credit.

Second semester. A course using anatomical information and techniques of body alignment as a means to re-educate the body and to develop an individual movement vocabulary. Source material, including readings and exercises, from works by Mabel Elsworth Todd, Barbara Clark and Mary Fulkerson. Enrollment limited to 15. Not offered 1987-88.

First semester. This course will trace the historical evolution of Western theatrical dance from its origins in the courts of aristocratic Europe through present-day America. Along the way, a number of theoretical questions will receive special consideration: the definition of dance, the differences between social and theatrical dance, the varied ways in which movement conveys meaning, the relationship of dance to the other arts, and the manner in which genres of dance ("ballet," "modern," "post-modern") are defined. The course will combine slide-illustrated lectures, discussion, and frequent screenings of films and videotapes. Enrollment limited to 20.

First (201) and second (202) semesters. A continuation of dance technique for those who have successfully completed Modern Dance II or the equivalent. Readings, viewings, and a written assignment will be required. Prerequisites: Modern Dance II and consent of the instructor. 201 is a prerequisite to

202. May be repeated for credit. Enrollment limited to 25. 755-201-01 MWF-1:00-2:20 Staff

Second semester. A continuation and extended investigation of ballet. Readings, viewings, and a written assignment will be required. May be repeated for credit. Prerequisite: Ballet I and consent of the instructor. Students must audition at first class meeting to gain consent. Enrollment limited to 25.

First semester. An introduction to the dance making process. The course will focus on methods of generating material and shaping phrases for solo and duet forms. Studies will include the use of improvisation, rhythm, dynamics, shape, gesture, level, dimension, direction and texture. Readings, viewings, discussions, performance and a paper will be required. Prerequisite: Modern Dance I or Ballet I. Enrollment limited to 10.

Second semester. A continuation of Choreography I with an emphasis on traditional and experiential methods of organizing material for groups. The relationship between content and structure will be explored through the use of sound, props, images, words, tasks, chance and movement designs for a variety of spaces. Readings, viewings, discussions, performance and a paper will be required. Prerequisite: Choreography I or consent of instructor. Enrollment limited to 10.

First (301) and second (302) semesters. Open by audition during the first week of classes each semester. Production of one formal spring concert as well as other workshops and events. Students will rehearse and perform faculty choreographed works. May be repeated for credit. Prerequisite: consent of instructor.

First and second semesters. Choreographing, directing, performing, and producing dance programs. Also open to musicians, poets, technical crew members, and others by permission of the instructor. May be repeated for credit. Prerequisite: consent of the instructor.

First and second semesters. The project may be a performance of work(s) choreographed by the student or a major role in a faculty production. Prerequisite: consent of the instructor. 755-321-01 Hours to be arranged Ms. Rosasco, Staff

First and second semesters. Advanced study of topics to be arranged with the instructor. Open to majors.

Third World Studies is concerned with those areas and peoples of the world that are less politically powerful, economically developed and/or whose cultural survival is threatened. The approach is multi-disciplinary, encompassing inquiry into the histories, cultures, societies, economies and political formations of the third world. Work sponsored by the Third World Studies Committee is oriented toward inquiry about the third world in general. For this reason, the major is designed so that students do not concentrate exclusively on one particular region of the world. Those wishing to do so are advised to work under the appropriate regional curricular committee or program.

Major Work. Students interested in majoring in Third World Studies should consult with a member of the Third World

Studies Committee as soon as possible. Together the student and advisor will work out a proposed program of study which meets at least the following requirements:

following world areas: Asia, Latin America, the Middle East/North Africa, Sub-Saharan Africa;

sciences, or b) three humanities and two social sciences. (Humanities include: Art, Ethnomusicology, Folklore, Literature, Religion. Social sciences include: Anthropology, Economics, Government, History, Sociology);

All courses that are to count toward the major must be approved by the Committee. A list of sample courses that have counted in the past can be obtained from any member of the Committee.

Honors. Students interested in honors work in Third World Studies are encouraged to pursue it within the honors program of the department in which they may be double-majoring. If Third World Studies is their only major, the Committee will consider formulating a program of honors work for qualified students in accordance with the procedures outlined by the Independent Majors Committee and in consultation with it. Proposals to the Third World Studies Committee should be made no later than the start of the second semester of the junior year.

Students may pursue an urban studies major by submitting a course of study to the Individual Majors Committee. The guidelines listed below which were prepared by the Urban Studies Committee are used by the Individual Majors Committee when passing on a student petition.

Major. This major is an interdisciplinary course of study which emphasizes the analysis of urban life and problems. While primarily focused in the social sciences, it is not restricted to the social sciences. The curriculum has been designed to permit students to pursue individual goals and interests. Some students without definite career or graduate study plans, but a strong interest in urban problems, may select Urban Studies as a major. Other students may select this major in preparation for graduate study and careers in such fields as urban planning, design, administration, journalism, and policy analysis. Faculty advising is crucial to the success of this major. Therefore students are urged to plan their major with two advisors chosen from different disciplines, one of whom must be a member of the Urban Studies Committee.

Honors Program. Students conduct independent, original research under the supervision of their major advisors. They are also expected to pass a comprehensive written examination over their major domain(s) of study and an oral examination over their research and its relationship to their major domain(s) of study. Students who qualify for honors and wish to do honors work should consult their major advisors no later than the beginning of the second semester of their junior year.

Suggested Course Sequence. An Urban Studies major must complete 30 hours of work in Urban Studies and related courses, including 2 of the 3 core courses, one advanced seminar, one advanced private reading in a core area, and one methods of analysis course. At least 22 hours of the major must be completed at Oberlin. Several courses required for the major have prerequisites. Prospective majors are urged to complete these prerequisites as early as possible. Up to 8 hours of credit in courses prerequisite to required courses may be counted toward the major.

Guidelines. Students pursuing the individual major in urban studies are advised to include the following courses in their curriculum:

Government 206: Cities in the American Political System Soc 241: Urban Sociology

2. Methods of Analysis. (At least one methods course; for example, this course might be selected from among the following courses.)

Economics 205: Introduction to Econometrics Government 200: Quantitative Research Methods Sociology 211: Research Design and Data Analysis Sociology 311: Advanced Topics in Research Methods

3. Urban Seminars and Private Readings. (Any one of the following seminars and one advanced private reading in a core area.)

4. Urban Related Courses. (These courses are suggestive of the types of courses a student might choose in planning his or her individual major in urban studies. By no means is this list meant to indicate all the learning opportunities available to Oberlin students wishing to major in urban studies.)

Art 56: Sculpture and the Environment Art 104: Introduction to Architecture Black Studies 181: Education in the Black Community Black Studies 245/English 465: Modern Black-American Literature: 1920-1960 Black Studies 315: History of Black Nationalism 1800-1970 East Asian Studies 132/History 160: Modern Japan Environmental Studies 100: Introduction to Environmental Studies

Environmental Studies 142/History 142: American Environmental History Government 204: Federal Courts, Bureaucracies, and the Environment

Government 301: Seminar in American Constitutional Law: The First Amendment History 115: The American City, 1870-1970 History 251: Social History of American Architecture History 254, 255: Emergence of Modern America History 258: The Industrial Revolution in America Psychology 218: Social Psychology Psychology 502: Practicum in Community Psychology Soc 244: Bureacracy and Work Anthro 258: Anthropology of the Middle East Soc 271: Sociology of Law and Legal Institutions Soc 276: Racial and Cultural Minorities Soc 316: Development and Social Change in Latin America

Oberlin students may participate in the following approved off-campus urban studies programs as part of their Individual Major in Urban Studies. Depending on the project, The Philadelphia Center may be acceptable.

The program offers each semester (fall and spring) fifteen hours credit subject to the Transfer of Credit fee. Students are not permitted to participate in the program for more than one semester. Students will be granted leaves of absence and Oberlin will collect appropriate fees and tuition for transfer to the cooperating institution. Oberlin will not enter into any agreement regarding room and board for the students. Participating students will be advised in advance about making appropriate living arrangements either through the university or on their own. Students who enroll in the program and subsequently withdraw must let Oberlin and the university know in sufficient time to avoid unnecessary financial expense. Students on Financial Aid should consult the Director of Financial Aid before planning to participate in this program.

A. Internship in public, quasi public, or private agency or office as appropriate to the individual student’s interest and educational development. This will include some form of private tutorial arrangement and paper or report. Normally this component of the program will carry six hours of credit. A seminar in conjunction with the Urban Studies internship may be included in the above.

B. An interdisciplinary seminar in Urban Studies where available as a separate course may be elected for credit.

C. Additional courses in Urban Studies or in subjects of relevance to the specific urban interests of the individual student (e.g., courses in advanced Urban Economics, Urban Geography, Urban Transportation Policies, Social Welfare and Urban Conditions, Urban Legislation). Typically such courses should not be identical to or repetitive of those available at Oberlin.

1. The program is open to juniors and seniors who (a) are declared majors in Urban Studies, or (b) are students in related fields who may benefit from the program.

2. It is expected that all applicants will have had two of the core courses in Urban Studies prior to participation in the off-campus program.

3. Each candidate is expected to consult with his/her Oberlin academic advisor and receive approval for a specific program of study in the off-campus semester. (Changes in program after arrival at Boston University must be cleared with appropriate advisors there and with academic advisors at Oberlin.)

4. Students must apply to the Urban Studies Committee for participation in the Boston Studies Semester. The Urban Studies Committee may have to allocate enrollment in this off-campus program. Those desiring to participate first semester will be given priority.

Oberlin has made arrangements with Columbia University so that students wishing to study architecture, urban planning, and historic preservation during their junior year may apply to a specialized program at Columbia University, Graduate School of Architecture and Planning, "The Shape of Two Cities: New York/Paris," a pre-professional program for undergraduate students. Two options are available: Architecture (classes in structures, design , and architectural history) or Urban Planning/Historic Preservation. The first semester is spent at Columbia University, and the second in Paris, both under supervision of Columbia professors of architecture. The Columbia Program is the core of the Pre-Architecture Individual Major, and 16-17 of the 30 hours of credit earned from successful completion of the program may be counted toward this major. For information and applications, see the Pre-Architecture advisor in the Art Department, Ms. Pat Mathews. For persons who have declared individual majors in Urban Studies, approval in advance must be obtained from the Urban Studies Committee and the Individual Majors Committee. Students on Financial Aid should consult the Director of Financial Aid before planning to participate in this program.

1. The Program is open to juniors who (a) are declared individual majors in Urban Studies, or (b) have taken two of the core courses in Urban Studies, or (c) have had basic training equivalent to two core courses in the Urban Studies field.

2. Each candidate is expected to consult with an Urban Studies Committee advisor about the Program and must receive approval from the advisor and the Urban Studies Committee. Application forms can be obtained from Committee Members.

A GLCA program administered by Antioch College. The program involves comparative urban study and field investigation in several European countries, such as England, the Netherlands, and Yugoslavia. Usually 35-45 undergraduates are selected from the GLCA colleges for the term. The term is offered only in the first semester of each year. The program offers twenty quarter hours of credit which is equivalent to 13.3 semester hours at Oberlin. Students on Financial Aid should consult the Director of Financial Aid.

1. The European Term is open to juniors and seniors who (a) are declared individual majors in Urban Studies, or (b) have taken two of the core courses in Urban Studies, or (c) have had basic training equivalent to two core courses in the Urban Studies field.

2. Each candidate is expected to consult with the Oberlin advisor for the European term. Application forms are available at the advisor’s office. Preliminary evaluation of candidates is made by the Oberlin Urban Studies Committee. Final selection is made by Antioch College.

Government: Mr. Kahn History: Mr. Blodgett, Mr. Kornblith Sociology-Anthropology: Mr. Norris Library: Ms. Gould

Women’s Studies is a multi-disciplinary program exploring topics concerning women and gender roles and gender differences in the humanities, social sciences, and natural sciences. Course work emphasizes the contributions made by women to society and culture, literature and the arts, and history; and examines the experiences of the two sexes as a result of the cultural, social, psychological, and biological factors which govern their lives. Study of these topics often involves investigation of materials previously neglected by scholars and new approaches to materials customarily treated in other ways. Women’s Studies course work may also entail revisions in the content, methods and assumptions of particular disciplines called for in light of recent feminist scholarship.

Major Work. Students may pursue a major in Women’s Studies by submitting a major proposal to the Women’s Studies Program Committee. Students declaring a Women’s Studies major as their only major should submit a proposal no later than the second semester of their sophomore year. Students declaring a Women’s Studies major as their second major should submit a proposal no later than the second semester of their junior year. Major proposal forms, along with a checklist of steps to be followed in preparing the major proposal, are available from the Women’s Studies Program Coordinator.

The major consists of a minimum of thirty hours of course work, with 12 hours maximum at the introductory level; no more than 1/3 of the course work may be transferred, and at least 12 hours of major work should be done subsequent to submission of the major proposal. No more than 15 of the total number of hours included in a Women’s Studies major may be counted toward any other major. In addition, the following requirements and recommendations will normally apply:

1. Women’s Studies 100 (Introduction to Women’s Studies, 4 credits) by the end of the sophomore year.

2. Women’s Studies 400 (Senior Seminar in Women’s Studies, 4 credits) during the senior year.

3. 2 credits for a practicum in Women’s Studies, to be fulfilled by either Women’s Studies 301 (Practicum Women’s Studies, 2 credits) or an equivalent course.

4. The remaining 20 hours of course work in Women’s Studies may be chosen according to one of the following two models:

a. Disciplinary Specialization: 14 credits (at least 6 of which must be in cross-listed courses categorized as Women’s Studies Core Disciplinary courses in 2 related departments, and 6 hours of electives.

b. Thematic Orientation: 20 credits (at least 6 of which must be in cross-listed courses categorized as Women’s Studies Core Disciplinary courses), to be selected with relevance to a theme or problem as proposed by the student and approved by the Women’s Studies Program.

5. At least one course in methodology must be taken in conjunction with the 20 hours of disciplinary specialization or thematic works. Examples of such courses are: Art -Approaches to Art History; English - Feminist Literary

Criticism; Government - Quantitative Research Methods; History - Researching Women’s History; Psychology -Research Design and Analysis; Sociology-Anthropology -Research Design and Field Methods. Students should consult with their advisors to determine the most appropriate course to fulfill this requirement. If no course specifically designated as a methodology course is available in the area of specialization, students may petition to substitute a course or private reading which is a comparable introduction to methodology.

6. All Women’s Studies majors must take at least one course affording a cross-cultural perspective. This could be done by taking any Women’s Studies core or related course dealing with women outside Western culture or with minority or Third World peoples.

1. The following courses are recommended for entry-level work in Women’s Studies within various departments; Art 102 (WS 102)--Women in Greece and Rome; English 108 (WS 108)--Introduction to Narrative Fiction, when subtitled either "Images of Women in Literature" or "Gender and Fiction"; History 260 or 261 (WS 270 and 271)-Turning Points in Women’s History (1790-1920 and the 20th Century); Philosophy 212 (WS 212)--Nature and Status of Women; Religion 260 (WS 260)--Religion and the Experience of Women.

2. It is recommended that students proposing a major in Women’s Studies include in their planning a second major or (without official second major status) a thorough grounding in the theories and methods of at least one discipline.

Minor Work. Students wishing to minor in Women’s Studies are advised to consult with a faculty member teaching Women’s Studies courses and to declare their minor before the end of their junior year. Proposals for minors will be reviewed and approved by the Women’s Studies Program Committee. Students may obtain a minor in Women’s Studies by accumulating 16 credits in Women’s Studies according to the following guidelines:

Women’s Studies 100 - 4 credits Women’s Studies Core Disciplinary or Core Program courses - at least 6 credits

At least 6 of the credits in the core and disciplinary courses must be above the introductory level. In addition to Women’s Studies 100, at least 6 credits must be earned outside a single division. It is recommended that students include field work relevant to Women’s Studies, for example, the Exco course in the Battered Women’s Shelter or a Women’s Studies-related Winter Term project. The proposal form for a minor is available from the Office of the Coordinator of Academic Advising, King 135.

Course Work. "Core" courses focus primarily on women or gender. They are subdivided into two categories: "Core Program" courses, which are offered only within the Women’s Studies Program and not cross-listed; and "Core Disciplinary" courses, which are cross-listed between Women’s Studies and at least one other department or program. "Related" courses are those in which a portion focus on women’s or gender-

related issues, and in which a project related to Women's Studies can be pursued.

Variations in Women’s Studies course offerings occur from year to year; students should consult the current catalog, as well as the registration supplement.

Honors. Students may conduct independent, original research under the supervision of their advisors, one of whom shall be a member of the Women’s Studies Program Committee.

Students are expected to prepare a substantive project or research paper and pass an oral examination on their research and its relationship to their major domain(s) of study. Students who qualify for honors and wish to undertake an honors project should consult with major advisors no later than the beginning of the second semester of their junior year.

Winter Term 1988. When faculty members who teach Women’s Studies Core courses are on duty for Winter Term, they are normally candidates for sponsorship of Women’s Studies-related Winter Term projects in their area of interest. Other faculty and staff members who have in the past been willing to sponsor projects in their field (as indicated) are: Ms. Anderson-Miller, Psychological Services: The Psychology of Women. Ms. Comer, Reference Librarian: library projects and annotated bibliographies on Women’s Studies topics; Women’s Studies speakers. Mr. DiCenzo, History and East Asian Studies:

Women in Japanese History' and/or Literature (traditional and modern). Mr. Ginsburg, JNES/Religion: Women and Judaism, New Women’s Rituals in Judaism. Mr. Kahn, Government: Privacy; Right of Abortion Choice; Equal Protection; Pornography and the First Amendment. Ms. Swan, Associate Dean and Anthropology: Gender Roles; Native Americans; Mythology. Mr. Van Nortwick, Classics: varied topics.

Second semester. An introduction to the content of Women’s Studies and to the skills needed to apply Women’s Studies approaches to subsequent course work within various academic disciplines. The first unit in the course examines autobiographies and oral histories of a small, diverse group of American women in order to consider the interplay of sex, race, and class in the formation of gender identity. The second unit involves visiting lecturers from within the College to present a multi-disciplinary survey of the nature of Women’s Studies as it is currently taking shape in a number of traditional academic fields. The final unit, drawing upon the perspectives of history, literature, and psychology, explores interdisciplinary applications of Women’s Studies, centering around an overarching theme for the course: the role of vocation in shaping women’s identities. The class is taught by a combination of lecture and discussion. No prerequisite. Enrollment limited to 50 (25 in each section). 10 places will be reserved for first year students and 10 places for second year students. 30 places will be reserved for upperclass students; priority given to majors.

480-100-01 MWF-2.-30, M-8:00 p.m. Ms. Lasser 480-100-02 M\VF-2:30, M-8:00p.m. Ms. Mohanty

First and second semesters. The Women’s Studies Library Intern(s) will work closely with the Women’s Studies Reference Librarian on various projects relating to women.

The internship includes a wide range of projects which may include, but are not limited to, the following: compiling information about, publicizing, and promoting use of Women’s Studies library resources to students, faculty, and staff, primarily through the publication Current Scholarship in Women’s Studies and articles in other campus publications; creation of library displays and handouts on campus speakers or issues of concern to women; assessing the present Women’s Studies library collections - monographs, periodicals, reference sources, and pamphlet material - and recommending ways to improve and strengthen the collection; soliciting new materials for and maintaining the Women’s Studies Information File; and improving access to women’s materials in the library’s collection through special projects. Skills and knowledge to be gained by the intern include a general knowledge of library organization and skills in retrieval of information; a knowledge of the structure of and development of a facility with Women’s Studies bibliography; a critical judgment in assessing scope and value of Women’s Studies resources; managerial and editing skills; and subject knowledge of Women’s Studies literature. Administered through the Women’s Studies Program Committee and supervised by the Women’s Studies Reference Librarian in Mudd. To apply or to obtain further information, see Reference Librarian, Cynthia Comer. Prerequisite: consent of the instructor, Credit/No Entry grading.

First and second semesters. Placement at an agency, institution, or place of work which deals with concerns of women. Placements will be arranged by individual students with advice from the faculty supervisor of the practicum. It is expected that students will devote 4 hours per week to practicum placements, in addition to weekly meetings with the practicum supervisor and possible readings. This course, which replaces the former WS 301 Colloquium in Practica, has a guaranteed availability only to Women’s Studies majors. It is to be arranged on an ad hoc basis with an appropriate faculty member in the Women’s Studies Program. Students are advised to make arrangements for this course prior to the beginning of the semester. The first step in making these arrangements is consultation with the Women’s Studies Program Coordinator. Prerequisite: consent of instructor.

Second semester. This senior seminar will explore commonalities and contrasts in how women of different classes and races experience womanhood. We will use literature, history, and social readings to develop cross-class and multiracial analyses of women’s lives. Enrollment limited to 12. Prerequisite: at least one Women’s Studies core disciplinary course and consent of instructor. Open to non-majors. 480-400-01 W-7:30-10:00 Ms Mohanty

The following courses may be taken to fulfill the Women’s Studies major requirements. Students should register for these courses using either the Women’s Studies number or the crosslisted number in the department or program of origin.

Second semester. This course will examine women in Greece and Rome. Women’s role in society, their education, expectations, rights, and achievements will be documented through archeology, art, literature and history. Cross-listed as Art 122. Next offered 1988-89.

First semester. Similar to English 101, but all reading and writing will center on issues in a special subject chosen by the instructor. Emphasis still, however, is on the composing process, which is taught through a combination of individual tutorial and group discussion meetings. Credit/No Entry grading. Enrollment limit: 14. Cross-listed as English 103 and ExWr 103.

First and second semesters (second module). An overview of the contributions of women mathematicians to the discipline, especially those in North America from 1882 to the present; profiles of the lives and work of ten female mathematicians, including Emmy Noether, Grace Chisholm Young, and Julia Robinson; and an examination of recent journal literature on female mathematics achievement. Cross-listed as Learning Assistance Studies 106. Credit/No Entry grading.

First semester. A study of female and male stereotypes, with emphasis on ways in which these are embedded and perpetuated in language, everyday conversation, and the mass media. Concepts of femininity and masculinity will be examined with reference to paradigms from communication, linguistics, psychology, and sociology. Special attention will be devoted to consequences of holding stereotypes (e.g., differences in the social perspectives, aspirations, and opportunities of women and men) and to issues that surround these consequences. This is a discussion course that will emphasize oral as well as writing skills. Cross-listed as Psychology 105. No prerequisite. Enrollment limited to 10 freshmen and 5 sophomores. 480-106-01 TTh-11:00-12:15 Ms Beinstein Miller,

Second semester. The aims of the course are (a) to introduce students to philosophy, and (b) to explore certain problems of value as these are reflected in some contemporary social, political, and moral issues associated with feminism. These issues include questions about the nature of sexism, the justification of "preferential treatment" in (e.g.) employment and education, the conditions of self-respect, and the nature and moral psychology of "autonomy." These issues will be approached from a study of the selected traditional moral theories plus related contemporary philosophical literature. No prerequisite. Class limit: 30. Cross-listed as Philosophy 107. Next offered 1988-89.

First semester. Generically, this course will develop an understanding of some major modes of narrative fiction, ranging over the past 200 years. It will also explore the conception of gender, the roles gender plays, and the possible connections between a writer’s gender and his/her uses of genre, emphasizing works by woman writers. Instruction will combine occasional lecturing with classroom discussion. Readings will probably include works by Austen, Eliot, Woolf, Morrison, and Alice Walker. Cross-listed as English 108. No prerequisites, but same limits and restrictions apply as listed for English 108.

First semester. An interdisciplinary colloquium involving the study of four major plays (some by Shakespeare) in the context of recent historical study of the conventions and realities of courtship and married life in late 16th-century and early 17th-century England. Conflicts such as those between romantic adoration and economic necessities will be explored through literary analysis of texts and through readings in social, cultural, and women’s history. Emphasis on discussion, with student oral and written participation will be central. Enrollment limit: 10 freshmen and sophmores. No prerequisite. Cross-listed as English 114. This course serves as the equivalent of English 108 for the purposes of prerequisites for intermediate and advanced English courses. Students who have taken English 108, 111, or 112 may also enroll in this colloquium. Next offered

Second semester. A study of the evolution of views concerning the nature and status of women, from ancient times to the present, placing such views within the more general context of theories of persons and of society. These views will be not only described but also evaluated philosophically. Of special interest will be the question of whether women possess a special nature and, if so, whether this is relevant to their place in society. Emphasis will be placed on Plato, Aristotle, Rousseau, Mill, and Marx, and Engels. Substantial consideration will also be given to important feminist writers such as Wollstonecraft, the Grimkes, Stanton, de Beauvoir, Firestone, and Daly. The study of one contemporary philosophical work on feminist issues will conclude the course. No prerequisite. Class limit: 30. Cross-listed as Philosophy 212.

First semester. This interdisciplinary course focuses on the effects of four social, political, and economic systems - family structures, religion, education, and labor - on the lives of women from "developing" countries. We will analyze contemporary theories of development and feminism, using case studies from different cultures in an attempt to clarify the political, economic, and ideological inter-connections between

"First World" and "Third World" nations. Cross-listed as Sociology 215. Enrollment limit: 30. No prerequisite.

217. Gender and Imagination in Ancient Literature 2 hours Second semester. A study of patterns of imagination in Greek, Roman, and near Eastern literature which objectify typical emotional/psychological patterns in the life cycles of men and women. Among the problems to be addressed in the course: the relationship between imagination and "real life"; the role of gender in the formation of narrative patterns. Readings include The Epic of Gilgamesh, The Descent oflnanna, The Homeric Hymns, the poetry of Sappho, selected Greek tragedies,

Verges Aeneid, Apuleius’ The Golden /Iss, and some modern secondary material. Lectures and discussion in the First half of the semester; papers due by the end of the semester. Offered in alternate years. Prerequisite: Classics 100, or the permission of the instructor. Cross-listed as Classics 217. Next offered 1988-89.

An introduction to classics of children’s literature. After an initial consideration of the history of children’s literature, concentration will be on nineteenth- to mid-twentieth century writers, primarily of prose. Focus will be on the poles of fantasy and realism and on the mixture of the two in some works. Among authors studied will be Lewis Carroll, Mark Twain, Louisa May Alcott, Edward Lear, George MacDonald, Kenneth Grahame, Hugh Lofting, J. M. Barrie, A. A. Milne, Laura Ingalls Wilder, L. Frank Baum. Enrollment limit: 35.

Ten (10) places reserved for qualified Creative Writing students at the intermediate level. Consent of the instructor and Creative Writing Program required. (Same as CrWr 212). Cross-listed as English 237. Prerequisite: any introductory English course or consent of the instructor. Next offered 1988-89.

Second semester. A lecture and discussion course surveying recent feminist criticisms of Western religious beliefs, attitudes, and practices. Of central concern will be the role played by gender-specific means of conceiving of and symbolizing the transcendent (e.g., "God the Father"). Alternative feminist religious and spiritual visions will be survey and assessed, with particular emphasis on the problem of "authority" in recent feminist theology and the problem of "experience" arising in all appeals to "women’s experience" when pursuing constructive theological work. Students should have previous work in Religion or Women’s Studies. Class limit: 25. Cross-listed as Religion 260.

Second semester. A study of the particular contributions of women artists to the art of the Modern Period, and an investigation of how they exemplify and diverge from the notions of "mainstream" avant-garde art practice of the nineteenth and twentieth centuries. Priority given to Art History majors, seniors, and Women’s Studies majors. Crosslisted with Art 264. Offered every other year, on rotation with other modern surveys. Prerequisite: Art 100 or consent of instructor. Enrollment limit: 40.

First semester. Changes in both the everyday lives and political consciousness of American women from the late 18th through the early 20th centuries. Factors of class, ethnicity, and race as they related to changes in women’s work, family life, and organized activities. Topics covered include: the emergence of a "separate sphere" for middle-class women in the early 19th century, early suffrage agitation, its failure and revival; racism in the woman suffrage movement, the impact of industrialization and urbanization on working-class and middle-class women; women organizing from temperance to socialism to birth control, concluding with the achievement of suffrage in 1920. Cross-listed as History 260. Enrollment limit-50.

An overview of the changes in American women’s public and private lives from the eve of the 20th century to the present.

This course examines the transformations in women’s socialization, work and social and political organizations, as well as alterations in famiiy life, sexual ideas and practices, and leisure activities. Special attention will be paid to differences in class, race, and ethnicity, on the one hand, and the common situation of all women, on the other. The course will also consider the changing images of women from the "Gibson girl" to the "liberated woman," the context and content of women’s activism in the suffrage, labor, birth control, and civil rights movements, and the emergence of the new feminism. Crosslisted as History 261. Next offered 1988-89.

Second semester. A survey of research and theory regarding gender differences in psychologicl and social functioning and their origins. Topics will include differences in cognitive abilities, personality, vlues, and social behavior, with special emphasis on their development in sex-role socialization. Consequences of sex roles for the aspirations and mental health of women and men will also be discussed. Cross-listed as Psychology 300. Enrollment limit: 30. Psychology 100 strongly recommended.

First semester. This course is designed to explore the major issues in feminist theory vis-a-vis the recent challenges posed by women of color in the United States (Black, Latino, Asian American, Native American), and women from "Third World" countries. We shall focus on certain major areas of feminist concern like Reproduction and ‘The Family’; Sexuality; Immigration and Labor; and finally, an area which has received less attention, but is crucially important in the reproduction of class, race, and gender inequality: the formal educational system. The overall goal of the course is a critical knowledge of these areas identified above, as well as the development of an understanding of and sensitivity to the problems which arise when feminist theory speaks for "all women." Prerequisite: one course in Women’s Studies, Black Studies, or Third World Studies. Class limit: 30.

317. Sex, Gender, and Identity in American History 3 hours Second semester. This course examines changes in the social construction of masculinity and femininity in the United States from the early 19th century through the mid-20th century. Particular attention will be paid to the relationship of sexuality and sexual identity to historical context and social forces; the making of "modern" sexuality; behavior; shifting understandings of marriage and same-sex relationships. Topics include Victorian "passionlessness," adolescence and education for men and women, single-sex friendships, the role of the state in regulating prostitution and pornography, the rise of sex psychology, and the roots of sexual liberation. Class limit: 12. Prerequisite: consent of the instructor. Cross-listed as History

Second semester. Examination of feminist literary theory, including work by Virginia Woolf, Simone de Beauvoir, Ellen Moers, Carroll Smith-Rosenberg, Elaine Showalter, Theresa de Lauretis, Adrienne Rich, Sandra M. Gilbert, Susan Gubar. Primary readings will be arranged to facilitate consideration of women’s culture(s), and will include works by Jane Austen, Charlotte Bronte, Virginia Woolf, Adrienne Rich, Audre Lorde, Toni Morrison, Monique Wittig, and others.

Enrollment limit: 35. Prerequisite: English 108, 111, or 112. Cross-listed as English 318.

Second semester. Classic works of feminist theory will be examined within their historical contexts. The course will explore the changing meaning of "women’s rights" and "feminism," interpretations of the differences between men and women, theories linking race and sex, and the remedies proposed to elevate women’s status. Special attention will be paid to those authors who influenced the American woman’s movement in the nineteenth and early twentieth centuries. Readings will include major works by Wollstonecraft, Mill, Fuller, Gilman, and others. Class limit: 15. Prerequisite: consent of the instructor. Cross-listed as History 319.

First semester. Methods of researching women’s history using primary and secondary sources, with particular emphasis on the 20th century. Special attention will be given to the task of seeking out repositories of information about women in different socio-economic and racial groups. Participants will be assigned individual projects, based on research in primary sources, designed to strengthen research and writing skills. Class limit: 12. (Not open to first year students; majors have first preference.) Prerequisite: consent of the instructor. Crosslisted as History 353.

An interdisciplinary course taking a folkloristic and ethnographic approach to the way various cultures perceive, represent, and order the lives of women and men through symbols. Three cultures will be used as a focus: an African society, American Jews, and a Native American society. Enrollment limit: 35. Prerequisite: A course in English, folklore, or social anthropology, religion, psychology, or other courses providing skills in interpreting symbols. Cross-listed as English 447 and Anthropology 252. Next offered 1988-89.

First semester. This course will study a limited number ol French literary masterpieces by both women and men in which the nature and the condition of women form a dominant theme. Through an examination of the fictional forms, an attempt will be made to perceive imaginative works as statements of values relative to women or as reflections of the social conditions that shape women’s self-image and destiny. The order of presentation will be chronological and will highlight key moments of French literary history. Each work will be studied against the background of the author’s philosophical stance as well as the social and feminist trends of the period. Among the authors to be studied: Rabelais, Mme de Lafayette, Mme de Sevigne, Laclos, Balzac, Zola, Claudel, Simone de Beauvoir. The works will be studied in English translation: lectures and discussion will be in English. (Students taking the course as part of a French major must complete all reading and written work in French.) Offered every three years. Cross-listed as French 451. Next offered 1989-90.

First semester. A seminar examining women’s experience in sport from various perspectives (historical, physiological, psychological, sociological). Women’s access to and opportunities in sport will be traced from the nineteenth century to the present. Changes in the structure of sport for women will also be examined. The institution of sport will be critiqued from a feminist perspective. Cross-listed as Physical Education 518. Prerequisite: consent of the instructor. 480-518-01 M-7:30-10:00p.m. Ms. Setzler

The following courses may be taken to fulfill the Women’s Studies major requirements. Students should register for these courses in the department or program of origin.

206 Greek and Roman Drama in Translation 210 Classic Mythology and Religion Creative Writing

103 Political Change in America 202 American Constitutional Law 304 Seminar in Constitutional Law: Equal Protection of the Law History

220 Women and the Family in Russia and the Soviet Union 323 National Schizophrenia and Modern Japanese Novel Judaic and Near Eastern Studies

America’s Quest for Identity Span. 302 Translation Workshop: Modern Hispanic Poetry

Psychology: Ms. Sutton-Simon, Mr. Smith, Ms. Beinstein Miller Religion: Mr. Ginsburg, Mr. Michalson, Ms. Richman, Mr.

Other campus resources which supplement the academic offerings in Women’s Studies include student organizations such as Women’s Center, Men’s Center, and the Women’s Collective (Mallory Dormitory). The main Library has a collection of pamphlet materials on women, a core of women’s studies periodicals, and reference materials on women in addition to the resources of the general collection. Ms. Cynthia Comer is the resource librarian for Women’s Studies.

Combined Major Study in the College of Arts and Sciences and the Conservatory of Music (The Double-Degree Program)

General. Students accepted to both the College of Arts and Sciences and the Conservatory of Music pursue majors in each division. Oberlin’s encouragement of such study - and the close proximity of all campus buildings - make Oberlin a uniquely effective environment for study involving both music and an academic discipline.

Double-degree programs must be carefully planned. Music study in the Conservatory is essentially pre-professional study with an organized sequence of courses and requirements designed to prepare students for professional careers in music. The College of Arts and Sciences, on the other hand, offers a broad liberal education, thus encouraging intellectual breadth and depth.

The educational goals of each division are often at odds. Reconciling the conflicting needs of the two kinds of study is sometimes problematic for the double-degree student. Nevertheless, the opportunity Oberlin uniquely offers for such study is sought by increasing numbers of students.

Admission to the Program. Students not currently enrolled at Oberlin enter the double-degree program by applying for admission to each division separately. Students currently enrolled in one division apply for admission to the other division at the College Admissions Office; double-degree students wishing to drop their enrollment in one of the two divisions also do so through the Admissions Office. For further information refer to the section, "Admissions," earlier in this catalog.

Degrees. Double-degree students are awarded the Bachelor of Arts (B.A.) degree from the College of Arts and Sciences and the Bachelor of Music (B.Mus.) degree from the Conservatory of Music upon completion of their study. Normally both degrees are completed in the same semester. A double-degree student may elect to graduate from each division in different semesters. However, the requirements for the first degree as a single degree must be met. Refer to the general educational guidelines in each division.

General. A student pursuing majors in both the College of Arts and Sciences and the Conservatory of Music must earn 152 hours of course credit. In addition, he or she must complete institutional requirements as well as course and noncourse requirements for a major in each division.

Institutional Graduation Requirements. The institutional graduation requirements for each division are given in the appropriate sections of this catalog. All students - Arts and Sciences, Conservatory of Music, and Double-Degree - are responsible for compliance with the institutional graduation

requirements stated in the Oberlin College Course Catalog in effect when they first matriculate at Oberlin, unless action by an appropriate faculty body specifically directs otherwise.

*"Division" here refers to the three Arts and Sciences divisions of Art and Humanities, Social and Behavioral Sciences, and Natural Sciences and Mathematics.

Double-degree students must complete at least 56 hours of non-music liberal arts credit. A total of 152 hours is required for the two degrees. Normally it requires five years of study to complete 152 hours, at an average of approximately 15 or 16 credit hours in each of 10 semesters. It should be noted that the 25 percent rule listed above applies to the total number of hours a student takes in the College of Arts and Sciences. Consequently, the actual number of hours that this 25 percent represents will vary.

Residence Requirement. Four semesters in residence at Oberlin or on Oberlin College programs are required. For students in the Conservatory, at least 24 of the last 30 required credit hours must be earned in residence at Oberlin.

Finish Away. Normally double-degree students complete both degrees at the same time. However, should they complete a degree in one division and not the other, they may request permission to finish degree requirements off campus according to the following procedures.

In the Conservatory of Music a student who lacks not more than 6 credit hours may request approval of Finish Away status from the Associate Dean of the Conservatory in order to complete these hours at another institution; if any of these hours are requirements for the student’s major, the major department must be petitioned for approval of requirements for Finish Away Status. In a small number of cases, a student who has spent at least 6 semesters in residence or on Oberlin programs and who has completed a major, may request a waiver of the last semester in residence requirement with a program of off-campus study, justified by clear educational purposes, for up to 15 hours, either Enrolled-Not-in-Residence, or at another institution.

In the College of Arts and Sciences a student who lacks not more than 8 credit hours at the end of the spring semester or 4 hours at the end of the fall semester of the amount required for graduation may apply through the Registrar for permission to complete these hours away from Oberlin. The work may be done at another institution or through Oberlin

courses on an EnroIled-Not-in-Residence registration. Permission to complete more than 4 hours at the end of the fall semester or more than 8 hours at the end of the spring semester away from Oberlin will be granted only after consideration of educational or personal reasons by the office of the Associate Dean for Student Academic Affairs.

Off-Campus Study. Double-degree students must reconcile different policies about off-campus study between the College of Arts and Sciences and the Conservatory. Therefore, they should carefully consult the "General Information" section of the catalog where specific provisions are presented under "Enrollment and Registration."

1. Double-degree students may apply for Academic Leave on off-campus programs or Enrolled-Not-in-Residence on Oberlin programs abroad;

2. If a double-degree student wishes to take a Personal Leave of Absence, then it is necessary to withdraw from the Conservatory portion of the degree program since Conservatory students are ineligible for this leave option;

3. Double-degree students are subject to the same regulations as Conservatory students with respect to withdrawal and readmission.

Declaration of a Major. The Conservatory and the College of Arts and Sciences have different requirements regarding declaring a major as described below.

The Conservatory major is declared as part of the admissions process. A request for a change of major is initiated in the Office of the Associate Dean of the Conservatory. Conservatory students must complete the requirements for their Conservatory major which were in effect upon entering Oberlin; should the requirements for the major change while the student is enrolled, the student may elect to follow the Conservatory major requirements in effect when entering Oberlin or those in effect in any subsequent year; however, the student must elect to follow a complete set of Conservatory major requirements in one of those years.

The Arts and Sciences major is normally declared at the time a student completes the second semester of the sophomore year; the requirements that apply are those published in the most recent edition of the Course Catalog at the time the major is declared. These requirements may be altered as necessary in individual cases by the departments or programs. All majors must include at least 24 hours in the major department.

Requirements for Major Study. Students with majors in both divisions must be aware of the requirements which apply to each major, as stated in the College of Arts and Sciences as well as the Conservatory of Music sections of this catalog. Much that the double-degree student needs to know is not included in this section of the catalog but in the other two sections. The double-degree student must meet every requirement for each major in the two divisions, as outlined fully in those sections of the catalog.

Recommended Course Distribution. The following plan of study is a recommended distribution of courses over 10 semesters in the two divisions.

1. The number of credit hours associated with each of the five academic class descriptions is shown at the head of each column in the plan of study above.

2. This recommended course distribution is a generalized one. It is modeled after the Performance major. Each doubledegree student must modify the actual schedule of courses to suit the two majors being pursued. An Arts and Sciences major requires a minimum of 24 credits; several require more.

3. It is strongly advised that each double-degree student, at every stage of his or her Oberlin career, prepare and update a ten-semester course distribution plan of study like the one above, and that this plan be regularly reviewed by the student in consultation with his or her advisors.

4. Credit hours and asterisks placed in parentheses indicate that while many students will schedule these courses and non-course requirements in these particular semesters, others, for one reason or another, will want to schedule them in other semesters. Credit hours not in parentheses indicate recommended semesters for taking a course; credit hours in parentheses indicate suggested semesters for taking a course. In general, introductory and fundamental

5. For performance majors eight semesters of Principal Private Study are required. Most double-degree students prefer to continue this study in every semester they are enrolled.

6. Music History 101, required of all Conservatory students, is offered only in the first semester each year; because it is designed as an introductory course to all later music study, it should be taken in the third semester at the latest, or, if possible, in the first semester.

7. Many students will pass out of Theory 110, and even 111; thus, scheduling of Theory courses will vary. Since the courses Theory 110 through 211 cover fundamental musicianship, they should be taken early.

8. The Private Study Committee Exams for Conservatory students fall at the end of the second, fourth, and sixth semesters; for double-degree students they fall at the end of the third, fifth and seventh semesters. Students, Conservatory or double-degree, may deviate from the Private Study Committee Exam timetable only with special permission.

9. The Junior and Senior Recital requirements may be scheduled either first or second semester or during Winter Term. Occasionally it is possible to perform these recitals -providing the student’s teacher is present - during the Oberlin Summer School, which runs for eight weeks each year beginning one week after Commencement.

10. Conservatory and double-degree students may take 17 credit hours in any semester without special permission; with special permission - and with payment of extra tuition -schedules of 18 and 19 hours may be approved. See the early pages of this catalog for the charges for each extra credit hour. Generally, a student requesting approval of heavier schedules must have demonstrated his or her ability to be successful with heavy loads.

Honors Program. Students interested in pursuing Honors in an Arts and Sciences major should refer to the description of Honors for the major in which he or she is interested. Further general information on the Honors program is elsewhere in this catalog.

Double-Degree Board of Advisors. Eight faculty members, four each from the College and Conservatory, serve on a special Board of Advisors. Associate Deans from each division serve as ex officio members of the Board.

The Board’s purpose is to answer student questions and provide referrals. For faculty and administrators, the Board is a resource for problem solving. Moreover, it advocates improvements in the program. The Board actively educates faculty advisors about student options, and develops training programs appropriate for advisors. It collects and disseminates relevant information to students and faculty.

The Board can also provide guidelines for making effective plans, particularly in the face of conflicting expectations and requirements. It refers students to appropriate resources for accurate information, and examines needs in support structures, such as counselling, career development, advice on graduate schools, leaves of absence, analyzing alumni data, majors committee, and the like.

Faculty Advisors. Students admitted to both divisions are assigned advisors as follows. For Conservatory performance majors the advisor is the student’s principal private applied or composition study teacher; for Music Education or Music Therapy majors the advisor is a faculty member of the Music Education Department; for Music History majors the advisor is a faculty member of the Music History Department. For the College of Arts and Sciences, students are assigned faculty advisors, usually in the areas of their possible majors.

Whenever possible, advisors are selected who have a particular interest in and knowledge of the concerns of the double-degree student.

Double-degree students should consult with their faculty advisors or a member of the Double-Degree Board of Advisors for help in recommending and selecting an appropriate distribution of courses over ten semesters for majors in the two divisions.

Double-degree students are expected to achieve at least a minimum level of acceptable accomplishment in each division in order to be considered in good academic standing. The academic standing of double-degree students will be determined jointly by the College and Conservatory Academic Standing Committees. See "Academic Standing" in the College of Arts and Sciences and Conservatory sections of this catalog for further information on the actions of the Academic Standing Committees of each division.

Incomplete Grades. The individual policies of each division apply for double-degree students, that is, the student follows the policy of that division in which the course is taught. These policies are described in appropriate sections of this catalog. Educational incompletes are available to double-degree students only in courses in the College of Arts and Sciences. For emergency incompletes, double-degree students apply to the Associate Dean of Academic Advising (David Hershiser, King 135) for Arts and Sciences courses, and to the Associate Dean of the Conservatory (Catherine Gehrke, Bibbins 123) for Conservatory courses.

General. The Conservatory provides pre-professional training in music performance, composition, music education, music therapy, and music history. Students may earn one or more of the following undergraduate and graduate degrees: Bachelor of Music, Performance Diploma, Artist Diploma, Master of Music, Master of Music in Teaching, or Master of Music Education. At the same time a student may earn a Bachelor of Arts from the College of Arts and Sciences.

These programs are designed to develop the sensitivity, understanding and insights, as well as the knowledge, skills and technical competence essential to professional musicians. Conservatory graduates pursue music careers as performers, conductors, composers, directors, theoreticians, historians, and educators; its graduates find careers in major symphony orchestras, opera houses and companies, regional and municipal symphonies, jazz groups, youth orchestras, chamber music ensembles, major film studios, churches, primary and secondary schools, colleges, universities, conservatories of music, and as individual musicians, both in the United States and abroad.

General. The Conservatory of Music was founded in 1865 as a private music school. Two years later it became part of Oberlin College. It currently has an annual enrollment of some 500 music students.

Relation to the College of Arts and Sciences. The Conservatory of Music and the College of Arts and Sciences share the same campus. As a result, Conservatory students can take courses in both the College and Conservatory in the same semester, and can simultaneously pursue majors in both divisions, completing majors leading to both the B.Mus. and

An estimated 400 College of Arts and Sciences students regularly take Conservatory courses, study music instruments and voice, and perform in Conservatory vocal and instrumental ensembles.

Concerts and Recitals. The Conservatory offers a rich variety of listening experiences; over three hundred concerts and recitals are presented annually. In 1985-86 there were 63 concerts, recitals, and master classes by faculty and guest artists, 193 Senior and Junior recitals and other student recitals, and 57 concerts by student ensembles and other groups.

The Contemporary Focus series brings to campus distinguished composers and performers. Faculty performing groups include the Oberlin Baroque Ensemble, the Oberlin Woodwind Quintet, and the Oberlin String Trio.

Artist Recital Series. The Oberlin Artist Recital Series has, over the past century, brought to Oberlin virtually every internationally acclaimed solo performer, outstanding chamber ensemble, and major orchestra. In its one hundred and ninth year, the 1987-88 Artist Recital Series will include performances of the Cleveland Orchestra, Elmar Oliverra, violin, James Morris, bass, Peter Serkin, piano, and Brueggen-Leonhardt-Bylsma Trio, recorder, harpsichord, and cello.

Buildings. Since 1964, the Conservatory has utilized a soundproof and air-conditioned complex of three buildings designed by Minoru Yamasaki, a teaching building, a rehearsal and concert hall building, and a practice building.

Bibbins Hall, the teaching building, contains 40 studios, 10 classrooms, and 16 offices. Private instruction, ensemble coaching, and classroom instruction take place in this building. The Dean’s offices, the Conservatory Admissions offices, and Electronic and Computer Music Studios, are housed here.

The Central Unit, the rehearsal and concert hall building, houses the two concert halls, the orchestra rehearsal room, choral rehearsal room, a small classroom, the percussion teaching studio, the Mary M. Vial Music Library, the Conservatory instrument collection storage room, tape and record listening rooms, computer terminals connected to the college’s VAX computers, the Audio Services recording facilities, and the student lounge.

Robertson Hall, the practice building, contains 182 practice rooms and several faculty and staff studios.

Concert Halls. Warner Concert Hall seats 696. In 1984 the acoustics in Warner were substantially enhanced through a renovation costing one million dollars. R. Kirkegaard provided the acoustical design. Kulas Recital Hall, especially suited to chamber music concerts, seats 160. Finney Chapel seats 1376. Artist recitals, orchestra and other large ensemble concerts are performed here.

Electronic and Computer Music. Four electronic music studios are located in the Conservatory. A Computer Music Studio is located in the Mudd Learning Center. These studios house a number of analog and digital synthesizers, mixers, digital-to-analog converters, computer terminals, microcomputers, professional-quality multitrack recording and monitoring systems, and a number of special devices produced locally. Digital synthesis is accomplished using a Ridge 32 computer, a quadraphonic recording and monitoring system, a 128-voice MIDI synthesizer, and an Alles Digital Sound Synthesizer. A software system developed at Oberlin, Music Program Library (MPL), is used to facilitate the interaction between musician and machine.

Pianos. Warner Concert Hall, Kulas Recital Hall, classrooms and teaching studios are all equipped with Steinway grand pianos, as are most of the practice rooms in Robertson Hall and the rehearsal rooms in the Central Unit. Altogether there are 240 pianos in the Conservatory, 188 of which are Steinways.

Orchestral Instruments. The Conservatory has a large collection of orchestral instruments for use by students, including all string and wind instruments, and four Lyon and Healy harps. Through the generosity of the Kulas Foundation, Oberlin owns two Gagliano violins.

Organs. The Kulas Organ Center, in the Robertson Hall practice building, is comprised of sixteen practice rooms equipped with new organs of various designs, both mechanical action and electro-pneumatic. Of the mechanical action tracker organs, six are Flentrops, one a Brombaugh, and two are Noacks. Of the electro-pneumatic organs, six are Holtkamps, and one a Moeller.

The four teaching studios in Bibbins Hall contain new organs by Flentrop. Warner Concert Hall houses a splendid three-manual Flentrop organ of forty-four stops, built entirely in classical North European style; it was installed in 1974. Finney Chapel houses a large three-manual Aeolian Skinner organ by G. Donald Harrison, unaltered since its installation in 1955. A portable continuo organ by Flentrop is available for use in all performing halls. In 1981 a two-manual Brombaugh organ in mean-tone temperament was installed in the gallery of Fairchild Chapel. Located in the front of Fairchild Chapel is a positiv organ by Flentrop.

Harpsichords. The collection of harpsichords, available for instruction, practice and concerts, include three French doubles, two by William Dowd and one by Willard Martin; two Italian singles, one by William Dowd and one by Anderson Dupree; a German double by Keith Hill; two Flemish singles, one by Willard Martin, and one by Thomas Wolf; and a Flemish virginal, built by William Martin.

Other Instruments. Two fortepianos are housed in Robertson, one by Thomas McCobb, dating from 1978, a six-octave instrument, and the other, after Walter, built by Richard Hester, added in 1983. This is a copy of a five-octave piano owned by Mozart.

The Conservatory has a large collection of viols for use in its Baroque Ensemble and viol consorts. Oberlin owns instruments to make up a complete Baroque Orchestra: eight Baroque violins, one Baroque viola, two Baroque cellos, and a violone, as well as Baroque flutes, oboes, and bassoon.

The Collegium Musicum has at its disposal replicas of old instruments, among others, vihuela, gamba, krummhorns, recorders, and cornetti.

Oberlin has a Javanese gamelan (metallophone orchestra), complete with both slendro and pelog tuning systems.

General. The Conservatory offers the following degree and diploma programs of undergraduate and graduate study. (For information on specific majors see below under MAJOR STUDY.)

Most Conservatory undergraduates pursue a four-year degree program with one or more majors leading to the B.Mus. degree.

A number of students, admitted to both the Conservatory of Music and the College of Arts and Sciences, pursue majors in both divisions, earning both the B.A. and the B.Mus. after

five years. In 1986-87 approximately 35% of Conservatory students were double-degree students.

Some students pursue two Conservatory majors leading to a single B.Mus. degree after four years; others remain a fifth year and complete one of the integrated masters programs with a B.Mus program.

1) Performance: piano, organ, voice, strings (violin, viola, cello, double bass), woodwinds (flute, oboe, clarinet, bassoon), brass (French horn, trumpet, trombone, tuba), percussion, harp, or early instruments (harpsichord, recorder, lute, Baroque flute, Baroque oboe, Baroque violin, Baroque cello, viola da gamba).

This program is offered only in certain performance departments. It is designed for the very small number of gifted performers seeking a very narrowly focused program of study leading to a wholly-performance-oriented career.

The M.M.E. degree program is available only as part of a five-year program integrated with undergraduate study at Oberlin.

1) Music Education, instrumental emphasis, integrated with an Oberlin Bachelor of Music degree with a major in Music Education.

2) Music Education, vocal emphasis, integrated with an Oberlin Bachelor of Music degree with a major in Music Education.

The M.M.T. degree program is available only as part of a five-year program integrated with undergraduate study at Oberlin.

Major in Music Education, integrated with an Oberlin Bachelor of Music degree with a major in Performance.

The M.M. degree program is available only as part of a five-year program integrated with undergraduate study at Oberlin.

1) Conducting, integrated with an Oberlin Bachelor of Music degree with a major in Performance, Composition, Music Education, Music Therapy, or Music History.

2) Opera Theater, integrated with an Oberlin Bachelor of Music degree with a major in Voice Performance.

This program is intended for a limited number of students who have acquired extensive musical background through institutional or private studies, or through unusual performing experiences, and who wish to concentrate on private applied study without additional course requirements. The program is not designed for Conservatory B. Mus. graduates;

Conservatory graduates are admitted to the program only with the specific approval of the Dean of the Conservatory.

The Individual Major. An Individual Major leading to a Bachelor of Music degree may be designed with a concentration in a single Conservatory department or among two or more Conservatory departments. In some cases Arts and Sciences courses may be an integral part of a student’s major. Examples of possible concentrations include jazz studies, Afro-American music, liturgical music, ethnomusicology, music technology, Suzuki violin pedagogy, fortepiano, arts management, etc.

Programs of study for an Individual Major must be based on teaching and course resources available at Oberlin, or at other schools transferable to Oberlin. Private reading courses may not be planned for key areas of the major, and only a small amount of course credit central to the major may be earned away from Oberlin.

The Double-Degree Program. A five-year program of study leading to both the Bachelor of Arts and the Bachelor of Music degrees is offered. Students must be admitted to both divisions and complete a major in each. The program is described in the central section of the catalog, entitled "The Double-Degree Program."

Bachelor of Arts (BA). The College of Arts and Sciences offers two Music majors - one with a Performance emphasis, and one with a History/Theory emphasis - as well as an Individual Major (a component of which may be a concentration in music), leading to the B.A. degree. These majors meet the needs of students who wish to major in music at Oberlin without the professional orientation of Conservatory majors. The majors are described in the College of Arts and Sciences section of this catalog.

Institutional Requirements for Conservatory Degrees. The degree of Bachelor of Music is awarded upon completion of:

1. Course and non-course requirements for one or more majors leading to the B. Mus. degree.

earned at Oberlin or in Oberlin College programs, 76 of which must be earned in Oberlin Conservatory courses (excluding those entitled "Liberal Arts") or in music courses completed elsewhere for which earned transfer credit has been awarded, and 24 of which must be in Arts and Sciences courses.

The degrees of Master of Music Education, Master of Music in Teaching, or Master of Music are awarded upon completion of:

2. 96 semester hours of course credits, 48 of which must be earned in Oberlin or in Oberlin College programs, 76 of which must be earned in Oberlin College courses (excluding "Liberal Arts") or in music courses completed elsewhere for which earned transfer credit has been awarded.

Conservatory students are required to attend two Honors Recital Series programs each semester, and, in addition, to attend nine Conservatory-sponsored concerts and recitals each year, one selected from each of nine categories chosen to represent a broad spectrum of the Conservatory’s offerings.

The nine categories - beyond the Honors Recitals Series programs - are listed below; also listed are performing organizations whose concerts may be attended to meet each requirement.

1. An orchestral concert. (A concert by the Oberlin Orchestra, Oberlin Chamber Orchestra, or an Artist Recital Series orchestra concert.)

2. A concert by the Brass Guild of Oberlin, the Oberlin Wind Ensemble, or the Oberlin Symphonic Band.

3. A chamber-music concert. (A concert by an ensemble from trio to octet, one player to a part).

5. A concert sponsored by the Jazz Studies Program or the Ethnomusicology Department.

6. A new music concert. (A concert by the Contemporary Music Ensemble or the Oberlin Percussion Group; a TIMARA concert, a Student or Faculty Composers concert, or a Contemporary Focus concert.)

7 An early music concert. (A concert of music before 1750, performed on original instruments, or an organ recital of music before 1750.)

8. A full-length extra-departmental faculty or student recital; that is, a solo recital by a member of a department other than that in which the student is enrolled.

9. A guest performer or guest composer concert, including Artist Recital Series concert.

Residence Requirement. No student in an undergraduate Conservatory degree program or Performance Diploma program may graduate without at least four semesters of residence at Oberlin or in Oberlin College programs; for the Artist Diploma three semesters of residence are required. At least 24 of the last 30 hours of credit required for the B.Mus. degree must be earned in residence at Oberlin.

Finish Away. A student in an undergraduate degree program who lacks not more than six hours of the amount required for graduation may request approval from the Associate Dean of the Conservatory of Finish Away status in order to complete these hours at another institution; if any of these six hours are requirements for the student’s major, the major department must also be petitioned for approval of Finish Away status.

Winter Term. Students in the B.Mus. degree program are required to participate in three January Winter Terms. No course credit may be earned for Winter Term study. Participation in January Winter Term programs at other institutions may be counted toward the Winter Term requirement only if that program corresponds to the Oberlin Winter Term in spirit, duration, and format, and if no academic credit is earned. Transfer students are required to participate in all remaining Winter Terms up to three.

Faculty Advisors. For students in the Performance majors the principal private study teacher is the student’s faculty advisor. For students in Music Education and Music Therapy majors a faculty member in the Music Education Department is assigned as advisor. For students in Music History majors a faculty member in the Music History Department is assigned as advisor. For Composition majors, the chairperson of the department is the student’s advisor in the first year; in subsequent years the advisor is the faculty member with whom the student is studying principal private composition. For Electronic and Computer Music majors the advisor is a teaching member of the TIMARA Program Committee. See the double-degree section, for advising resources available to double-degree students.

General. The Conservatory Academic Standing Committee reviews the academic progress of each Conservatory student, including double-degree students, at the end of every semester. The Committee is chaired by the Associate Dean of the Conservatory.

Conservatory students are expected to be enrolled full time in the Conservatory in each semester of study, to pass a minimum number of course credit hours, and to be working toward completion of one or more Conservatory majors at a rate suggested by the recommended distribution of requirements for each major.

Double-degree students are expected to be enrolled full time in both divisions in each semester of study, to pass a minimum number of course credit hours, and to be working toward completion of a Conservatory major, an Arts and Sciences major, or majors in both divisions.

Good academic standing. Students who pass the required minimum number of credit hours for their year and who are progressing satisfactorily toward completion of a major, are considered in good academic standing.

New students, and new transfer students with fewer than twenty-four hours of transfer credit, are expected to pass a minimum of ten credit hours in each of the first two semesters of enrollment; all other students are expected to pass a minimum of twelve credit hours in every semester of enrollment. Seniors in their final semester need enroll only for the number of credit hours they need to complete their graduation requirement.

The following courses of action are available to the Committee for cases where a student fails to achieve good academic standing.

Academic Warning. An academic warning will be given students who receive C+, C, or C- in their principal private or composition study, or who receive a majority of unsatisfactory grades on the First Major Committee Examination.

Academic Probation. A student who is delinquent in one of the following academic areas will normally be placed on academic probation: 1) failure to pass the minimum number of credit hours, 2) failure to complete the Concert/Recital Attendance Requirement in any semester, and 3) failure to complete the Aural Skills and Sight Singing Requirement by the end of the Sophomore year. A student will be removed from probation when the delinquency is removed.

Denial of Continuation in a Major without Permission of the Department Concerned. Students who receive a No Entry in their principal applied or composition study in any semester, or who receive a C+, C, or C- in two consecutive semesters, will not be permitted to continue in that major without the permission of the department concerned.

Denial of Continuation in a Major. Students who receive a No Entry for two consecutive semesters in their principal applied or composition study, or who receive a majority of unsatisfactory grades in the Second Major Private Study Committee Examination, are not permitted to continue in that major.

Required Withdrawal (Suspension). A student who fails to pass the minimum number of credit hours and who was on academic probation in any previous semester is normally required to withdraw for one or two semesters; in cases of extenuating circumstances the Committee may elect to place the student on academic probation a second time. A student who has been required to withdraw for one or two semesters, by action of the Academic Standing Committee, may appeal this decision in writing to the Dean of the Conservatory.

Readmission After Required Withdrawal (Suspension). Readmission to the Conservatory following suspension is petitioned through the Registrar’s Office. Students who have been suspended, normally are required to submit a record of successfully completed course work at another institution prior to readmission.

Required Withdrawal (Dismissal). A student who has previously been on academic probation or suspension and who fails to maintain good academic standing may be required to withdraw permanently from the Conservatory. The student may appeal this decision to the Dean of the Conservatory.

General. Enrollment status is determined by the number of credit hours earned toward graduation. For Conservatory students it is as follows:

Enrolled Full Time. Carrying a course load between 12 and 17 hours constitutes full-time enrollment in the Conservatory. A full-time schedule of 15-16 hours is considered normal; this schedule permits a student to complete the 124 hours required for graduation in eight semesters.

Students wishing to carry more than seventeen credit hours may do so if they have previously demonstrated the ability to carry heavy loads successfully, and if they have the approval of their principal advisor as well as that of the Associate Dean of the Conservatory. Students taking more than seventeen credit hours will be charged extra tuition. See "Charges for Instruction" under EXPENSES at the beginning of the catalog.)

Enrolled Part Time. Carrying a course load under twelve credit hours constitutes part-time enrollment. Ordinarily part-time status is permitted only in case of second-semester seniors requiring fewer than twelve hours to graduate, and in cases where medical circumstances dictate a smaller than normal load.

Approval of part-time course loads in the Conservatory is given by the Associate Dean of the Conservatory.

Students receiving financial aid who contemplate requesting part-time status should discuss with the Office of Financial Aid how this might affect their eligibility for aid.

A student enrolled part time is charged tuition at a per-credit-hour rate; in addition, for applied study or composition study beyond the authorized maximum, extra tuition will be charged. (See "Charges for Instruction" at the beginning of the catalog.)

General. Two grading options are offered: letter grades, or credit/no entry. Subject to limitations stated below, students may choose which grading option he or she wishes to have apply for one or more, or for all courses.

Letter Grades. The grades recorded and their equivalents in quality points (used in computing grade-point averages) are listed here:

Quality Points. To obtain the quality points earned in a course, multiply the numerical equivalent of the grade by the number of hours for which the course was taken.

Grade-Point Average. This is computed by dividing the total quality points by the total number of hours for which letter grades are recorded.

Credit/No Entry. To exercise the Credit/No Entry option, students must file a card, signed by the principal advisor, in the Registrar’s Office no later than the twenty-first calendar day of the semester for semester-long courses, or by the fourteenth calendar day of a course of less than a semester’s duration. Once the deadline has passed no change in the grading option may be made.

All passing work (work otherwise graded A+ to C-) is given the uniform grade CR (Credit). Work below C- is considered not passing, and is given a grade of NE (No Entry). A student electing a course for Credit/No Entry may not later request a grade equivalent.

No Entry. Whether a course is taken for letter grades or Credit/No Entry, work below a C- level is considered not passing, and no entry is made on the student’s permanent record. Thus, if a student does not pass a Credit/No Entry course, there is no indication on the permanent record that the course had been attempted.

Limitations on Grading Options. 1) principal private and composition study instruction is offered for letter grades only;

2) small ensembles are offered for Credit/No Entry, at the option of the individual coach; 3) large ensembles are offered for Credit/No Entry grading only.

For grading purposes "large ensembles" include the following: Musical Union, Oberlin College Choir, Oberlin College Chorus, Oberlin Orchestra, Oberlin Chamber Orchestra, Oberlin Wind Ensemble, Brass Guild of Oberlin, Oberlin Symphonic Band, Collegium Musicum, Jazz Ensemble-Large Group, and Javanese Gamelan.

Contemporary Music Ensemble may be offered for either large or small-ensemble credit.

Incomplete Grades. An incomplete grade is given only for satisfactory course work which cannot be completed by the end of the semester. Normally such approval is given only for reasons of illness or personal or family emergencies. Normally the missing work must be completed within three weeks after the end of the semester.

Incompletes in Conservatory courses are granted by the faculty member involved, with the final approval of the Associate Dean of the Conservatory, regardless of the division in which the student is enrolled.

During his or her time at Oberlin a Conservatory student may have up to two incompletes in Arts and Sciences courses authorized by a course instructor for educational reasons.

Grade Reports. At the end of the semester grade reports and a copy of the official transcript are sent, first semester, to the student’s Oberlin address and, second semester, to the student’s home address. In addition, a copy of each student’s transcript is sent to the student’s advisor, and to the Office of the Associate Dean of the Conservatory. A student may elect to release copies of the grade reports to his or her parents.

Committee Exams. A copy of the faculty evaluations of a student’s departmental hearing and committee exam each semester is made available to him or her at the time grade reports are sent.

General. Students in a Conservatory degree program are required to pursue full time one or more Conservatory majors in every semester of enrollment, and are expected to work toward completion of the requirements of a major at a rate suggested by the recommended distribution of major requirements shown for each Conservatory major. Recommendations regarding major study are somewhat different for double-degree students, and are described in the double-degree section of this catalog.

Major Requirements. Requirements for each major are described in this catalog each year. Conservatory students must complete the requirements for their Conservatory major which were in effect upon entering Oberlin. Should the requirements for a major change while a student is enrolled, the student may elect to follow the requirements in effect when entering Oberlin or those in effect in any subsequent year. However the student must elect to follow a complete set of requirements in effect in one of these years.

When determining whether a Conservatory student has completed requirements for a major, the Registrar assumes that the student is following requirements described in the course catalog for the year the student entered Oberlin; if the student elects to follow requirements of another catalog, he or she must notify the Registrar of this intent.

For students who have withdrawn from Oberlin for more than four semesters and who wish to return to complete a major, the requirements in effect at the time the student reenters Oberlin, or in any subsequent year of enrollment, are those which must be followed.

The regulations governing major requirements for doubledegree students are somewhat different, and are described in the double-degree section of this catalog.

Change of Major. Requests for change of major or for addition of second major are initiated in the Office of the Associate Dean of the Conservatory.

Changes to a different Performance major, or the addition of a second Performance major, involve an audition before a committee of the department of the new major, arranged by the Conservatory Admissions Office.

Changes involving majors other than Performance involve an interview with the respective department chairperson.

If a student is denied continuation in a major by action of the Academic Standing Committee, he or she is permitted to enroll for the following semester without a major for the purpose of finding a new major; more than one semester of enrollment without a major is not permitted.

Major Status. In addition to Enrollment Status, which is a function of the number of credit hours completed toward graduation, the Conservatory also recognizes Major Status, a function of the number of requirements for a major a student has completed in a given semester. Major Status for each major is defined in the section of the catalog where that major is described.

General. Minors are offered in the following performance areas; piano, organ, voice, French horn, trumpet, trombone, tuba, harpsichord, recorder, lute, Baroque flute, Baroque oboe, Baroque violin, Baroque cello, and viola da gamba.

To be eligible for a minor, a student must be a degree student in the Conservatory. If a student is admitted to a minor program which did not exist in the year of the catalog that

governs his or her major requirements, he or she may follow the requirements for a minor in a subsequent catalog.

The specific requirements for each minor are described below along with the description of requirements for each major.

General. The following regulations govern all music study completed after beginning college undergraduate work and apply to both Conservatory and College of Arts and Sciences students.

Private Applied and Composition Study. For credit which may count toward the seventy-six required hours of Conservatory courses for each Conservatory major: 1) credit must be certified on a transcript from an accredited institution, or, in the case of certain types of private applied or composition instruction, by other documentation of such study; 2) credit may be granted only following an audition, in the case of private applied instruction, or interview, in the case of ensemble or composition study; 3) the amount of credit granted will reflect the results of the audition or interview, and will reflect Oberlin’s standards for such study.

For credit which may be counted only toward free electives for each Conservatory major, or toward a B.A. major: 1) the requirements for transferring credit are the same as above, except that no audition is required; 2) in place of an audition an interview with the chairperson of the department concerned is required.

Credit in both categories is awarded according to what the student would have earned for the same study at Oberlin, up to the amount of credit on the transcript from the other school.

Where an audition is required this audition will take place no later than the end of the fourth week of the semester. The student should bring a copy of the transcript showing how much credit was granted and the audition should include a sampling of the work done by the student with the previous teacher. Based upon this evidence the chairperson will complete the transfer-of-credit application form and return it to the Associate Dean of the Conservatory. The student’s transcript is returned to the Office of the Associate Dean by the student.

Transfer students granted eight or more hours of credit in the principal applied study will be exempted from the First Major Private Study Committee Examination. Regardless of the amount of transfer credit awarded, however, no student will be released from the Second Major Private Study Committee Examination.

Oberlin does not grant credit in excess of that recorded on the transcript of another institution.

A student already enrolled at Oberlin desiring to take private study on an instrument during a summer or while on an extended leave from the campus, must secure the approval of his or her private study teacher prior to the commencement of the study. A form for this purpose may be picked up in the Office of the Associate Dean of the Conservatory. Evaluation of this study will be by audition before a delegation of the appropriate private study department, and must be done no later than the end of the fourth week of the semester following the work done off-campus.

Ensemble Credit. Students for whom there is an ensemble requirement are expected to participate in on-campus

ensembles. Any transfer credit granted may apply toward the 124-hour graduation requirement, but will not count toward the student’s ensemble requirement.

Students should pick up the Transfer of Credit application from the Conservatory Admissions Office and take it, along with either an official transcript from the school where the study was completed, or with a letter from the off-campus ensemble coach, to the conductor of the comparable ensemble at Oberlin, who will return the completed form to the Associate Dean of the Conservatory. The student will return the transcript to the same office.

Only one credit hour is granted per ensemble for a semester’s or summer’s work. No transfer credit is granted for ensemble work done in a professional group, for which the student has been reimbursed.

Course Work. For credit which may count toward any of the seventy-six required hours of Conservatory courses for each Conservatory major: 1) credit must be certified on a transcript from an accredited institution; 2) credit is generally granted only following a written examination; 3) the amount of credit granted will reflect the results of the examination and thus will reflect Oberlin’s standards for such study.

For credit which may be counted only toward free electives for each Conservatory major, or toward a B.A. major, the requirements for transferring credit are the same as above, except that no written examination is required; credit can be awarded up to the amount recorded on the transcript from the other school.

The student should pick up the Transfer of Credit application in the Conservatory Admissions Office or the Office of the Associate Dean of the Conservatory and take it, along with an official transcript, to the chairperson of the department from which credit is sought. The chairperson will return the completed form to the Office of the Associate Dean of the Conservatory; the student will return the transcript to the same office.

Maximum Transfer Credit. The maximum amount of transfer credit granted will not exceed the amount of credit a student would receive at Oberlin were such work taken on campus.

Once a student has enrolled at Oberlin, transfer credit from other institutions is limited to seventeen hours per semester, or thirty-four hours per academic year. The Conservatory allows a maximum of thirty-six hours of transfer credit after a student has enrolled at Oberlin.

One credit of work taken at an institution operating on the quarter system is equivalent to 2/3 credit at Oberlin.

The actual amount of credit granted in all cases will be determined on the basis of the audition, examination, or interview.

For summer work in private applied study, transfer credit will not exceed Oberlin’s own crediting regulations as described below for the Oberlin Summer School.

No more than forty-eight hours of transfer credit may be applied toward the Performance Diploma.

General. Credit for study completed prior to matriculation at Oberlin College or at another college may be granted under the following guidelines.

Private Applied and Composition Study. No credit in private applied or composition study is granted for work completed before the student has matriculated at Oberlin College or another college.

Eligibility for exemption from a required secondary private applied study will be established by audition during the Orientation Period.

Music Class Work. Credit toward an Oberlin College degree for music class study completed prior to matriculation at Oberlin College, is granted only under the Advanced Placement program, administered by the College Board.

A Conservatory or Arts and Sciences student is granted credit for Advanced Placement Examinations in Music Theory, or in Music History, on the following basis: 1) the student scored a four or five on the examination, 2) the credit granted is three hours for each examination, 3) the credit is entered on the transcript as "AP-Music Theory" or "AP-Music History",

4) the credit may be counted only as free elective credit toward requirements for majors leading toward Conservatory degrees.

Eligibility for advanced standing in a music course may also be established when a student enters Oberlin. While no credit toward an Oberlin degree is granted, a student may, by this means, be eligible to enter an advanced course, or may have a requirement waived.

General. Scheduling of all student solo concerts and recitals is done through the Office of the Associate Dean of the Conservatory.

Simultaneous scheduling of concerts and recitals is not permitted, with two exceptions: a program to be performed two or more times, e.g. an Opera Theater production, may be scheduled simultaneously with another program, and a student recital in one department may be scheduled against another student recital in a different department.

Concerts are scheduled weekdays at 4:30, 6:30 and 8:00 p.m., and on Saturdays and Sundays at 1:30, 3:00, 4:30, 6:30 and 8:00 p.m.

Afternoon programs on weekdays may be scheduled only in Kulas Recital Hall, and on weekends in Kulas Recital Hall or Warner Concert Hall.

Honors Recital Series. A series of four evening concerts are scheduled each year, two each semester. Performers are chosen by the Honors Recital Series Committee. The series is intended to acquaint the entire student body with the highest standard of student performance. Attendance at all Honors Recitals is required.

Senior Recitals. For the fall semester and for the January Winter Term, required Senior Recitals are scheduled upon request in the order received, beginning the previous May.

For the spring semester required Senior Recitals are scheduled by lottery; requests for spring semester Senior Recitals must be received in the Office of the Associate Dean of the Conservatory by 4:30 p.m. on the last weekday prior to Fall Break, to be included in the lottery.

Required Senior Recitals for majors in the Brass, Woodwind, and Percussion departments are scheduled at times other than 4:30 on weekdays to avoid conflict with regularly scheduled large ensemble rehearsals.

Students not majoring in Performance or Composition may, with the approval of their private applied or composition study teacher, give a non-required Senior Recital. Two previous appearances on departmental or studio recitals, or Honors Recitals, are required.

Late Senior Recitals. Students are expected to perform their Senior Recital during the last semester of enrollment at the latest. Students who need to give the Senior Recital beyond the last semester of enrollment must do so on campus during a subsequent period when the Conservatory is in session, either a fall or spring semester, or during a Conservatory Summer School. They must register for hourly Private Study lessons during the period of time leading up to the recital.

Junior Recitals. Junior Recitals are scheduled at 4:30, 6:30, and 8:00 p.m., with two performers, commonly, per program. For the fall semester and for the January Winter Term, Junior Recitals are scheduled upon request in the order received, beginning the previous May. For the spring semester Junior Recitals are scheduled by lottery; requests for spring semester Junior Recital dates must be received in the Office of the Associate Dean of the Conservatory by 4:30 p.m. on the last weekday prior to Fall Break, to be included in the lottery.

A maximum of 35 performing minutes is allowed each student on a Junior Recital, whether one or two performers are on the program.

Departmental Recitals. Departmental and studio recitals may be scheduled by departments and studios in Kulas Recital Hall or Warner Concert Hall at any available time, using the regular weekly sign-up procedure. Long-term advance scheduling of these events is also possible, through the Office of the Associate Dean of the Conservatory.

Recording. All Junior Recitals, all required and non-required Senior Recitals, and all Honors Recitals will be recorded by the Conservatory Audio Department. High quality cassette recording units installed in Kulas Recital Hall and Warner Concert Hall may be used to provide recordings of performances in departmental and studio recitals.

Programs. Printed programs for Junior Recitals, for required and non-required Senior Recitals, and for Honors Recitals will be provided by the Conservatory; copy for these programs must be submitted to the Conservatory Office at least one week before the recital date. The cost of printing inserts, such as song texts, will be borne by the student.

Programs for departmental and studio recitals will be typed and copied by the Conservatory Office; these programs must be submitted at least three working days prior to the recital date.

Other. Ushers and stage crews will be provided for all recitals and concerts except departmental and studio recitals.

Auditing. Students may audit courses with a lecture or modified lecture format, with the consent of the instructor. Auditing of courses where emphasis is on student participation and skill development (e.g., private applied or composition instruction, ensembles, aural skills courses) is not permitted. Recorded audits are not offered in the Conservatory.

Private Reading. For students enrolled in Oberlin degree programs who wish to study individually and in-depth a topic not covered in the regular curriculum, the option of a one-to-one tutorial is available. This work is at an advanced level in a specific field and is coordinated with a member of the faculty who has agreed to supervise the study, and who possesses expertise in the area in which private reading is being undertaken.

1. The student shall have completed the basic courses pertinent to the subject matter of the private reading. As a rule, only juniors and seniors are eligible to undertake private reading courses.

2. The subject matter of the private reading course may not duplicate the work of a regular course.

3. The student is limited to one private reading course per semester for no more than 3 credit hours.

4. Private applied and composition study lessons, ensemble playing, other forms of musical performance, and work in elementary and intermediate aural skills may not count as a private reading course.

5. Normally, the faculty supervisor for a private reading course should be a faculty member other than a student’s own applied or composition study teacher.

6. Approval for a private reading course must be given by the student’s advisor, the faculty member supervising the project, and the Associate Dean of the Conservatory. The Associate Dean consults with the chairperson of the department with which the subject matter is concerned.

Supervised Student Teaching Program. Each semester a number of students are recommended by their private study teacher to participate in this program. Students selected give private instruction to Conservatory and Arts and Sciences students who have been approved following an audition for secondary private study. The Associate Dean of the Conservatory administers the program. The work of the student teacher is closely supervised by his or her own private study teacher. The student teacher receives a remuneration of $4.60 per weekly half-hour lesson.

Student teachers of piano are required to have completed or be currently enrolled in APST 211 Intermediate Piano Pedagogy.

The faculty supervisor is expected to meet with his or her student teachers and the students assigned to them, during the first two weeks of the semester. After hearing students perform, the faculty supervisor discusses with them and their student teachers what goals might be realistic for the semester’s work.

The faculty supervisor is expected to hear the students assigned to student teachers in his or her studio at least once later in the semester. This hearing may take the form of an appearance in the regularly scheduled studio class or in a special meeting with students and student teachers.

At the close of the semester, students and student teachers meet with the faculty supervisor to perform some material prepared during the course of the semester. This would logically take place during the examination period.

Grades are assigned by the student teacher in consultation with the faculty supervisor.

Approved Student Teaching Program. The Office of the Associate Dean of the Conservatory maintains a list of students recommended by their private study teacher as qualified to give instruction on their instrument. These students are authorized to give private instruction to interested Conservatory and Arts and Sciences students, as well as individuals not connected with Oberlin College, using Conservatory facilities in Robertson Hall.

No credit is offered for such study. The remuneration, paid directly to the student teacher, is $4.60 per half hour. This rate must be charged and may not be exceeded.

Student Teaching. Only students in the Supervised Student Teaching Program or the Approved Student teaching program are permitted to give instruction using Conservatory facilities.

Extracurricular Performances. Before engaging in any extracurricular performances a student must secure permission from his or her principal advisor. This rule applies to all solo performances, special ensemble work, and accompaniments within the Conservatory as well as outside activities.

Oberlin Summer School. The Conservatory offers both a six-and an eight-week session of private applied study on a limited number of instruments. Credit for such work is granted only to students who have completed high school.

Tuition for the summer session is $260 per credit hour. Room and board for students in a double-occupancy room is $772 for the six-week session and $1,042.20 for the eight-week session. Room and board for students in single occupancy rooms is $812 for the six-week session and $1,094.20 for the eight-week session.

Application and $25 registration deposit are due at the Office of the Registrar by May 15,1987.

For further information and application forms, contact Catherine Gehrke, Associate Dean, at the Oberlin College Conservatory of Music, Oberlin, OH 44074. Phone (216) 775-8293.

Festivals, Workshops, and Institutes. The Conservatory offers a series of festivals, workshops and institutes which provide high school and college students, teachers, and in some cases accomplished amateurs with an exceptional opportunity to develop performance and teaching skills, expand repertoire, build technique and generally enjoy music-making and performances in a supportive and collegial atmosphere. Participants will study with members of the Conservatory’s distinguished faculty and will have full use of the Conservatory’s exceptional facilities.

Individual workshops and institutes are listed below. For a brochure and further information contact the Summer School Office, Oberlin College Conservatory of Music, Oberlin, OH 44074. Phone (216) 775-8200.

Baroque Performance Institute August Wenzinger, Music Director James Caldwell, Institute Director

Oberlin Summer Youth Symphony Orchestra Dr. William Jones, Music Director Priscilla Smith, Workshop Director

* The music courses requirement consists of all the music courses required for the B. Mus. Performance major in the student’s major department.

² The non-course requirements for the Performance Diploma are the same as those for the B. Mus. performance major in the student’s major department. Those given here are typical.

Students who completed requirements for both the B.Mus. degree and the Performance Diploma will receive only the degree.

Normally the course of study will take eight semesters to complete. Exceptional students, as judged by the private applied study faculty, may find it possible to complete the Performance Diploma in six or seven semesters.

Accelerated students completing the Performance Diploma in 6 semesters may have one of the Winter Terms waived.

No more than 48 semesters hours of transfer credit may be applied toward the Performance Diploma.

1. Performance: piano, organ, voice, strings (violin, viola, cello, double bass), woodwinds (flute, oboe, clarinet, bassoon), brass (French horn, trumpet, trombone, tuba), percussion, harp, early instruments (harpsichord, recorder, lute, Baroque flute, Baroque oboe, Baroque violin, Baroque cello, viola da gamba).

8. Jazz Studies (in Composition or Performance) - offered only as part of a double major

1. Performance: piano, organ, voice, French horn, trumpet, trombone, tuba, harpsichord, recorder, lute, Baroque flute, Baroque oboe, Baroque violin, Baroque cello, viola da gamba.

A description of each Conservatory major and minor follows, ordered by department.

Mary Ann Danenberg, Teacher of Pianoforte Lydia Frumkin, Associate Professor of Pianoforte Sanford Margolis, Professor of Pianoforte Julian Martin, Assistant Professor of Pianoforte Sedmara Rutstein, Professor of Pianoforte Joseph Schwartz, Professor of Pianoforte, Chairman Robert Shannon, Associate Professor of Pianoforte Martha Stacy, Associate Professor of Piano Pedagogy Peter Takacs, Professor of Pianoforte Frances Walker, Professor of Pianoforte

Part or all of the Music Theory 110, 111, 210, 211 requirement may be waived by placement examination when the student enters Oberlin.

Students must earn one credit in accompanying in each of the following three departmental areas, strings, voice, winds/brass. Piano majors may take Keyboard Accompanying for one or two credits per semester, but arc required to accompany for a minimum of four semesters.

A minimum of 76 hours of Conservatory courses are required; a minimum of 24 hours of Liberal Arts are required.

² Two performances on a departmental or studio recital, or on an honors recital are required before the Junior Recital.

⁶ The Junior and Senior Recitals may be performed during the first or the second semester, or during Winter Term.

Music Theory Requirement. The Piano Department expects its majors to register for the appropriate Fundamentals of Music Theory course each semester (beginning with that indicated by placement test scores) until he or she has completed the Fundamentals of Music Theory courses required for the major. Double-degree students will resolve any conflicts with these expectations in consultation with their advisors.

Aural Skills Requirement. The Department also strongly urges majors to register for aural skills courses until the placement tests in aural skills and sight singing required for the major have been passed. Double-degree students will resolve any conflicts with these expectations in consultation with their advisors.

The First Private Study Committee Examination. This examination will consist of approximately eight minutes of solo music, prepared with the major teacher, to be performed from memory for a faculty jury composed of the major teacher and

some members of the piano faculty, at the end of the freshman year. Transfer students with two or more semesters of piano credit will not be required to take this examination. This examination will not be graded and is advisory in nature.

The Second Private Study Committee Examination. This examination will consist of twelve minutes of solo music, prepared with the major teacher, to be performed from memory for a faculty jury composed of the entire piano department, at the end of the sophomore year, or at the end of the fourth semester of study. It is graded pass/fail and must be passed by a majority of the jury in order to continue as a piano performance major. Comments will be offered by the jury.

The Third Private Study Committee Examination. This examination will consist of approximately eight minutes of music, chosen in consultation with the major teacher, performed at the end of the first semester of the junior year, or at the end of the fifth semester of study. This music will be self-prepared, without help from the teacher or others. It is expected that the level of difficulty be commensurate with material prepared for the Second Private Study Committee Examination. This examination will be graded, and comments will be offered by the jury, which will consist of the entire piano faculty. Students who do not receive an average grade of B- or better will be required to repeat the Committee.

The Junior Recital. This will consist of solo works performed from memory. The maximum lenth shall be thirty-five minutes. Minimum length should be no less than twenty-five minutes.

The Senior Recital. This will consist of at least 50 minutes of solo works performed from memory. In addition chamber works can be scheduled.

The student must be approved by the Piano Department after at least two semesters of Secondary Private Study (Piano).

Course Requirements. Completion of at least six semesters of Secondary Private Study (Piano).

First Minor Committee Examination after two semesters of Secondary Private Study Second Minor Committee Examination after four semesters of Secondary Private Study One departmental recital appearance.

Concentration in Piano Teaching. The following courses are recommended for students wishing to prepare themselves for private and class piano teaching.

Psych 316 (Child and Adolescent Development) or Psych 318 (Educational Psychology)

Part or all of the Music Theory 110, 111, 210, 211 requirement may be waived by placement examination when the student enters Oberlin.

³ A minimum of 76 hours of Conservatory courses'are required; a minimum of 24 hours of Liberal Arts are required.

⁴ Two performances on a departmental or studio recital, or on an honors recital are required before the Junior Recital.

⁵ The Junior and Senior Recitals may be performed during the first or the second semester, or during Winter Term.

Major Status. Sophomore Major Status is attained upon completion of the First Major Committee Examination.

Junior Major Status is attained upon completion of Principal PVSTIV (organ), the Second Major Committee Examination, Aural Skills Test 2, and Sight Singing Test 2.

Senior Major Status is attained upon completion of Principal Private Study VI (Organ), the Third Major Committee Examination, and the Junior Recital.

Music Theory Requirement. The Organ Department expects its majors to register for the appropriate Fundamentals of Music Theory course (beginning with that indicated by placement test

To be chosen from ensembles listed in groups 1 and 2. At least 2 of the required hours must be earned in group 1 ensembles.

Group 1

APST 700 Musical Union APST 701 Oberlin College Choir APST 702 Oberlin College Chorus APST 703 Tappan Singers Group 2

APST 730 Collegium Musicum APST 843 Baroque Ensemble

Part or all of the Music Theory 110, 111, 210,211 requirement may be waived by placement examination when the student enters Oberlin.

Two courses in Music History beyond Music History 101 are required.

4 . .

A minimum of 76 hours of Conservatory courses are required; a minimum of 24 hours of Liberal Arts are required.

These requirements may be fulfilled by passing a standardized examination devised by the language instructor. The German diction requirement will be waived for voice performance majors successfully completing ML 220 (The Lied). The French diction requirement will be waived for voice performance majors successfully completing ML 221 (The French Art Song).

^ Two performances on a departmental or studio recital, or on an honors recital are required before the Junior Recital.

The Junior and Senior Recitals may be performed during the first or the second semester, or during Winter Term.

Major Status. Sophomore Major Status is attained upon completion of the First Major Committee Examination.

Junior Major Status is attained upon completion of PVST IV, the Second Major Committee Examination, and the Aural Skills Test 2 and Sight Singing Test 2 requirements.

Senior Major Status is attained upon completion of PVST VI, and the Junior Recital.

Language Study. To fulfill language requirements of many graduate schools, additional language study may be taken in the College of Arts and Sciences. January term language projects do

not substitute for language course requirements, nor serve as proficiency requirements.

Music Theory Requirement. The Voice Department expects its majors to register for the appropriate Fundamentals of Music Theory course (beginning with that indicated by placement test scores) each semester until he or she has completed the Fundamentals of Music Theory courses required for the major. Double-degree students will resolve any conflicts with these expectations in consultation with their advisors.

The student must be recommended by his or her private study teacher. The student must be approved by the Organ Department after at least two semesters of Secondary Private Study (Piano).

James Caldwell, Professor of Oboe Lawrence McDonald, Professor of Clarinet John Rautenberg, Teacher of Flute Robert Willoughby, Professor of Flute

Four semesters of participation in large ensembles are required, to be chosen from APST710 (Oberlin Orchestra), APST711 (Oberlin Chamber Orchestra), APST 720 (Oberlin Wind Ensemble).

Small ensemble electives are to be chosen from APST 800 (Chamber Music), APST 805 (Chamber Music), APST 843 (Baroque Ensemble),

APST 280 (Chamber Music Repertoire for Winds), or APST 281 (Orchestral Repertoire for Winds) at the discretion of the Woodwind Department.

Sophomore wind and French horn majors arc required to take APST 280; junior and senior French horn majors are required to take APST 281. APST 723 (Contemporary Music Ensemble) may be elected for large or small ensemble credit.

² Part or all of the Music Theory 110, 111, 210, 211 requirement may be waived by placement examination when the student enters Oberlin.

⁴ Liberal arts electives, in addition to the 24 hours required of all majors, may be substituted for part or all of this requirement.

⁵ A minimum of 76 hours of Conservatory courses are required; a minimum of 24 hours of Liberal Arts are required.

⁶ Four performances on a departmental or studio recital, or on an honors recital are required before the Senior Recital. The Senior Recital may be performed during the first or the second semester, or during Winter Term.

Music Theory Requirement. The Wind Department expects its majors to register for the appropriate Fundamentals of Music

Theory course (beginning with that indicated by placement test scores) each semester until he or she has completed the Fundamentals of Music Theory courses required for the major. Double-degree students will resolve any conflicts with these expectations in consultation with their advisors.

Ronald Bishop, Teacher of Tuba Per Brevig, Professor of Trombone Robert Fries, Professor of French Horn Byron Pearson, Professor of Trumpet, Chairman

To be chosen from APST 710 (Oberlin Orchestra), APST 711 (Oberlin Chamber Orchestra), APST 720 (Oberlin Wind Ensemble), APST 721 (Brass Guild of Oberlin), and APST 723 (Contemporary Music Ensemble). French horn majors must take two hours of APST 800 (Chamber Music) and are required to take APST 280 (Chamber Music Repertoire for Winds) in their sophomore year, and APST 281 (Orchestral Music Repertoire for Winds) in their junior and senior years.

A minimum of 76 hours of Conservatory courses are required; a minimum of 24 hours of Liberal Arts are required.

⁵ The Junior and Senior Recitals may be performed during the first or the second semester, or during Winter Term.

2. A scales test, consisting of the playing of all major and harmonic minor scales: two octaves whenever practical, in sixteenth notes at a quarter note equals 100. (A student who fails this test must repeat it at the end of the next semester of study.)

1. A sight-reading test. (This test will include, for all students, challenging problems of rhythm and interval structure. For trumpet students it will also include the seven basic transpositions from the B- flat and C trumpets. For all trombone students it will include both tenor and bass clefs; for tenor trombonists it will also include alto clef, and for bass trombonists it will also include some use of attachment valves. At the discretion of the Department a student whose performance on this test does not measure up to departmental standards may be given the opportunity to repeat this part of the Examination at the end of the following semester of study.)

An orchestral audition for which the student will prepare twenty-four standard orchestra audition excerpts, selected by his or her teacher; the faculty committee will choose excerpts from the prepared group as time permits.

Music Theory Requirement. The Brass Department expects its majors to register for the appropriate Fundamentals of Music Theory course (beginning with that indicated by placement test scores) each semester until he or she has completed the Fundamentals of Music Theory courses required for the major. Double-degree students will resolve any conflicts with these expectations in consultation with their advisors.

English 101 Proficiency. Students with an SAT verbal score below 550, or an ACT score below 24 must complete English 101. English Composition: Basic Skills.

Other Requirements. As part of the program of elective studies each major is expected to plan a strong secondary field of concentration, such as music history, music theory, or a foreign language.

Completion of at least six semesters of Secondary Private Study on the instrument.

3. The student must be approved by the Brass Department after at least two semesters of Secondary Private Study of French horn, trumpet, trombone, or tuba.

Lawrence Angell, Teacher of Double Bass Stephen Clapp, Professor of Violin, Chairman Gregory Fulkerson, Associate Professor of Violin Jeffrey Irvine, Assistant Professor of Viola Lynn Ramsey Irvine, Teacher of Viola

Andor Toth, Jr., Professor of Chamber Music and Cello Kathleen Winkler, Associate Professor of Violin

Aural Skills Test 2 Sight-Singing Test 2 Private Study Committee Exams: First Major Committee

2 -« -For violin, viola and cello majors only. One semester must be in APST 80o

Part or all of the Music Theory 100,111,210,211 requirement may be waived by examination when the student enters Oberlin.

³ Violin majors must include one hour of APST 130 (Viola Class) or must satisfactorily complete APST 800 or APST 805 playing viola with the prior approval of the String Department. A minimum of 76 hours of Conservatory courses arc required; a minimum of 24 hours of Liberal Arts courses are required.

³ Two performances on a departmental or studio recital, or on an honors recital are required before the Junior Recital. Two additional performances on departmental or studio recitals, or on honors recital may be substituted for the Junior Recital.

The Junior and Senior Recitals may be performed during the first or the second semester, or during Winter Term.

Principal Private Study II on the student’s major instrument The First Major Committee Examination Secondary Private Study II (Piano)

Aural Skills Test 2 Sight Singing Test 2 Junior Major Status is attained upon the completion of

Principal Private Study IV on the student’s major instrument The Second Major Committee Examination Departmental recital appearances 1 and 2 Senior Major Status is attained upon completion of

Principal Private Study VI on the student’s major instrument The Junior Recital

Music Theory Requirement. The String Department expects its majors to register for the appropriate Fundamentals of Music Theory course (beginning with that indicated by placement test scores) each semester until he or she has completed the Fundamentals of Music Theory courses required for the major. Double-degree students will resolve any conflicts with these expectations in consultation with their advisors.

and sight singing test 1 have been passed. Double-degree students will resolve any conflicts with these expectations in consultation with their advisors.

Six semesters of participation in APST 820 (Ensembles for Harpists) are required. All required ensemble credits must be earned in on-campus ensembles.

Part or all of the Music Theory 110, 111, 210, 211 requirement may be waived by placement examination when the student enters Oberlin.

A minimum of 76 hours of Conservatory courses are required; a minimum of 24 hours of Liberal Arts are required.

^ Two performances on a departmental or studio recital, or on an honors recital are required before the Junior Recital.

^ The Junior and Senior Recitals may be performed during the first or the second semester, or during Winter Term.

Major Committee Examinations. The examining committee for the First and Second Major Committee Examinations is comprised of the principal private study teacher and the conductors of the large instrumental ensembles.

Music Theory Requirement. The Harp Department expects its majors to register for the appropriate Fundamentals of Music Theory course (beginning with that indicated by placement test scores) each semester until he or she has completed Fundamentals of Music Theory IV. Double-degree students will resolve any conflicts with these expectations in consultation with their advisors.

Aural Skills Requirement. The Department also strongly urges majors to register for aural skills courses until aural skills test 1

To be chosen from APST 710 (Oberlin Orchestra), APST 711 (Oberlin Chamber Orchestra), APST 720 (Oberlin Wind Ensemble), APST 721 (Brass Guild of Oberlin), or APST 750 (Javanese Gamelan).

Eight semesters of participation in large ensembles are required. All required ensemble credits must be earned in on-campus ensembles. Students should register for APST 821 (Ensembles for Percussionists) each semester.

Part or all of the Music Theory 110, 111, 210, 211 requirement may be waived by placement examination when the student enters Oberlin.

⁴ A minimum of 76 hours of Conservatory courses are required; a minimum of 24 hours of Liberal Arts are required.

² Three performances on a departmental or studio recital, or on an honors recital are required before the Senior Recital. Alternatively, two performance on a departmental or studio recital, or on an honors recital, plus a Junior Recital, may precede the Senior Recital.

The Junior and Senior Recitals may be performed during the first or the second semester, or during Winter Term.

Music Theory Requirement. The Percussion Department expects its majors to register for the appropriate Fundamentals of Music Theory course (beginning with that indicated by placement test scores) each semester until he or she has completed the Fundamentals of Music Theory courses required for the major. Double-degree students will resolve any conflicts with these expectations in consultation with their advisors.

Committee Examinations. The examining committee for the First and Second Major Committee Examinations is comprised of the conductors of the large instrumental ensembles.

Senior Recital. In conjunction with the Senior Recital, majors will present a lecture-demonstration dealing with various aspects of the performance problems relative to the works on the Senior Recital.

English 101 Proficiency. Percussion majors with an SAT verbal score below 550, or an ACT score below 24, must complete English 101, English Composition: Basic Skills.

Lisa Goode Crawford, Professor of Harpsichord, Chairman Michael Lynn, Assistant Professor of Recorder and Baroque Flute

Major Study: Performance (Harpsichord, recorder, lute, Baroque flute, Baroque oboe, Baroque violin, Baroque cello, viola da gamba)

Part or all of the Music Theory 110, 111, 210, 211 requirement may be waived by placement examination when the student enters Oberlin.

Two courses are required, to include one chosen from among the following:

Theory 370 (Music of the Twentieth Century)

Theory 371 (The Music of Berg)

Theory 372 (The Music of Schoenberg)

Theory 373 (The Music of Bartok and Stravinsky)

Theory 374 (Trends in Contemporary Music)

Ten hours in Music History is required. MH101 and MH275 arc required. Any 200- or 300-level Music History course may be taken for the remaining 3 hours. If MH101 is waived by placement test, 4 hours will be added to free electives.

A minimum of 76 hours of Conservatory courses are required; a minimum of 24 hours of Liberal Arts are required.

^ The Aural Skills Test 3 requirement will be waived if Theory 200 (Advanced Aural Skills) is passed with a grade of B or better.

^ The Sight Singing Test 3 requirement will be waived if Theory 203 (Advanced Sight Singing) is passed with a grade of B or better.

The Performance Requirement and the Senior Thesis may be completed during the first or second semester.

Music Theory Requirement. The Composition Department expects its majors to register for the appropriate Fundamentals of Music Theory course each semester (beginning with that indicated by placement test scores) until he or she has completed the Fundamentals of Music Theory courses required for the major. Double-degree students will resolve any conflicts with these expectations in consultation with their advisors.

Major Status. Freshman Major Status is attained upon being accepted in the Conservatory as a composition major.

Sophomore Major Status is attained upon completion of COMP 103 (Composition Class) and the First Major Committee Examination.

Senior Major Status is attained upon completion of PVST IV (Principal Composition Study) and the Sophomore/Junior Composition Requirement.

Aims. One of the aims of the major in composition is to provide aspiring young composers with the means to extend their musical imagination by studying with an experienced composer, by close examination of masterpieces of all eras, and by a thorough knowledge of contemporary musical expression.

Another aim, closely interwoven with the first, is to provide the means for the effective transmission of musical ideas to performers and audiences by the crafts of composition, i.e., notation, the orchestration, and the balance of musical form and content.

Since most majors who finish their degrees at Oberlin choose to continue their education, yet another aim is to prepare the student for the graduate school environment and to facilitate placement in the institution of the student’s choice.

Composition Requirements. The Sophomore/Junior Composition Requirement consists of the composition of three original pieces and the presentation of these, whenever possible, in public performance. Works composed during the freshman year may not be included.

1. The Senior Thesis must be a composition for large ensemble such as orchestra or wind ensemble. The duration is not defined. If the Senior Thesis is completed by the end of the first semester of the senior year, every effort will be made to secure a public performance.

2. An extended piece having a minimum duration of ten minutes or more is also required. The ensemble is not defined.

2. The student must be recommended by his or her private composition study teacher.

If the applicant is accepted he or she will be placed either into one of the composition classes or directly into Secondary Private Composition Study. The course requirements are:

12 Music Theory 110,111,210,211 (Fundamentals of Music Theory I-IV)⁸ 3 Upper division theoretical studies electives⁹ 2 Music Theory 200 (Advanced Aural Skills)¹⁰

At the time of acceptance into the minor the Department will determine whether one or more semesters of COMP 102,103 (Composition Class) or COMP 100,101 (The Craft of Composition) must be completed before beginning Secondary Private Composition Study.

Part or all of this requirement may be waived by examination when the student enters Oberlin.

⁴ Must be completed with a grade of B or better. Will be waived if Aural Skills Test 3 is passed.

⁵ Must be completed with a grade of B or better. Will be waived if Sight Singing Test 3 is passed.

^ Any course in the TIMARA program may be substituted except Technology 100(Music and Technology).

First Minor Committee Examination after two semesters of Secondary Private Study Second Minor Committee Examination after four semesters of Secondary Private Study

Committee Examinations. The Minor Committees will consist of a review by the department of a student’s work in composition. The First Minor Committee is taken at the completion of Secondary Private Composition Study II. The Second Minor Committee is taken at the completion of Secondary Private Composition Study IV.

Herbert Henke, Professor of Music Education Catherine Jarjisian, Associate Professor of Music Education John Knight, Associate Professor of Music Education Priscilla Smith, Professor of Music Education, Chairperson

¹ The principal private study is normally piano, organ, harpsichord or voice. The secondary private study must be piano if the principal private study is voice, and voice if the principal private study is a keyboard instrument. This requirement may be completed by taking APST 110 (Keyboard Class) or APST 121 (Voice Class).

Four semesters of choral ensembles are required, two to be chosen from APST 701 (Oberlin College Choir), or APST 702 (Oberlin College Chorus).

One course in Music History beyond MH 101 is required. A limited number of hours above this may be applied to the liberal arts requirement for certification.

⁶ A minimum of 76 hours of Conservatory courses arc required; a minimum of 24 hours of Liberal Arts are required.

Writing Requirement. The following requirement may be satisfied in any of the following four ways:

1. By a score of 650 on the English achievement test of the College Board (with essay) or by a score of 5 on the English Literature/Composition Advanced Placement Examination, or

2. By successful performance on a writing proficiency examination administered on campus at the beginning of each semester by the Expository Writing Program, or

3. By certification of proficiency in writing from an Oberlin College instructor who has taught the student in one of the specially designated "writing intensive" or "writing certification" courses, or

4. By successful completion of English 100, Developmental Writing (1 or 2 semester hours) or its equivalent.

Reading Requirement. All entering Conservatory students are currently required to take the Nelson Denny Reading Test. Those Music Education majors scoring at the 60th percentile or lower are required to take Developmental Reading 101 (1 or 2 semester hours) or its equivalent.

Mathematics Requirement. Following the recommendation of the Developmental Mathematics instructor, students whose SAT Math score is below 450 are required to take either Precalculus Mathematics (3 semester hours) or Introduction to Computers and Computer Programming 101 (3 semester hours) or an equivalent course.

All students majoring in Music Education must satisfy the Writing and Reading requirements; only those students desiring state certification must satisfy the Mathematics requirement.

General. The primary aim of the major in Music Education is to prepare students for the teaching of music in public and private schools, grades K-12, through individualized programs of study. This preparation includes an emphasis on high standards of musicianship and a thorough understanding of the total educational program in a variety of school settings.

Each student’s curriculum incorporates clinical and field-based experiences at both elementary and secondary levels beginning no later than the second year. The content and sequence of the entire curriculum is flexible in design in order to meet specific needs and interests as identified by the student and his or her principal advisor.

Sophomore Major Status is attained upon completion of the First Major Committee for the student’s Principal Private Study and ME 101 (Introduction to Music Education) Exam, Aural Skills Test 2 and Sight-Singing Test 2.

Junior Major Status is attained upon completion of the Comprehensive Musicianship Examination, Aural Skills Test 2, and Sight-Singing Test 2.

Senior Major Status is attained upon completion of one departmental recital appearance.

Vocal Emphasis. This curriculum develops skills required to teach vocal and general music in public or private schools.

Normally, voice or a keyboard instrument must be the principal private study. A student with another principal private study may elect the vocal emphasis program providing he or she demonstrates through audition before a committee of the Music Education Department a good singing voice and a thorough facility at the piano.

Instrumental Emphasis. Students who wish to prepare for directing orchestras and bands and for teaching instrumental classes in public and private schools elect this program.

Normally an orchestral instrument must be the principal private study. A student with voice or keyboard as the principal private study may elect the instrumental emphasis providing he or she can demonstrate to the Music Education Department a thorough competence on an orchestral instrument.

Student Teaching. One semester of full-time student teaching is required for certification and is normally done in school systems which are in or near Oberlin. If a student wishes to arrange for off-campus student teaching, at least one semester of part-time teaching experience must be done in or near Oberlin prior to the full-time student teaching. (MME candidates must consult with the Chairperson regarding full-time and part-time teaching.)

The off-campus teaching may occur in school systems overseas. Students who wish to arrange for this experience must initiate their plans through the Chairperson of the Music Education Department at least one full semester in advance.

Certification. The curriculum enables students to meet the requirements for teacher certification in Ohio and all other states providing the student elects those courses required for certification. The courses must include Educational Psychology, or Child and Adolescent Development, and at least thirty semester hours of liberal arts courses well distributed over the following areas: English and/or foreign languages; science; mathematics; social sciences; fine arts, philosophy, and/or theological studies. Information concerning the specific liberal arts course requirements may be obtained from the Chairperson of the Music Education Department.

In addition to the above requirements, all students desiring certification must complete 300 hours of clinical and field-based experiences prior to student teaching. This requirement is most often met through completion of one or more semesters of Practicum in School Music Experiences, a Winter Term project in a school other than one’s home high school, and the Professional Orientation which precedes a ten-week full-time student teaching assignment.

Winter Term Teaching Project. One of the three required Winter Term projects must be a project emphasizing clinical and field-based experiences at a school other than the student’s home high school.

Concentration in Piano Teaching. The following courses are recommended for students wishing to prepare themselves for private and class piano teaching:

Aural Skills Test 2 Sight-Singing Test 2 Private Study Committee Exams: First Major Committee Music Therapy Competency Exam

* The Secondary Private Study must be piano or voice. This requirement may be completed by taking APST 110 or APST 111 (Keyboard Class), or APST 120 or APST 121 (Voice class).

Four semesters of ensembles are required, to be chosen from APST 700 (Musical Union) APST 701 (Oberlin College Choir),or APST 702 (Oberlin College Chorus), APST 710 (Oberlin Orchestra, APST 711 (Oberlin Chamber Orchestra), APST 720 (Oberlin Wind Ensemble), APST 721 (Brass Guild of Oberlin), APST 722 (Oberlin Symphonic Band), APST 730 (Collegium Musicum), APST 740 (Jazz Ensemble-Large Group), APST 803 (Jazz Ensemble-Small Group).

⁴ A minimum of 76 hours of Conservatory courses are required; a minimum of 24 hours of Liberal Arts are required.

Music Theory Requirement. Music Therapy majors are expected to register for the appropriate Fundamentals of Music Theory course each semester (beginning with that indicated by placement test scores) until they have completed the Fundamentals of Music Theory courses required for the major. Double-degree students will resolve any conflicts with these expectations in consultation with their advisors.

General. The major is designed to prepare students in the use of music experiences and the manipulations of environmental conditions within music settings to achieve therapeutic objectives with children and adults. These objectives may be to influence specific changes in social behavior, to overcome learning disabilities, or to maintain a state of mental health in a given environment.

Consortium. The program is offered as part of a consortium with four other northern Ohio institutions of higher education, which was founded in cooperation with the Cleveland Music School Settlement. The music therapy courses are taught by registered music therapists in Berea, Ohio, where students attend Saturday morning or afternoon seminars or one evening seminar throughout their four years at Oberlin. In addition to the 124 hours of course work required for the B.Mus. degree, an additional 4 hours are required for approval by the National Association for Music Therapy as a registered music therapist.

The program is designed to emphasize working with persons of all age groups. For those students interested in

James A. Hepokoski, Professor of Music History Roderic Knight, Associate Professor of Ethnomusicology Steven E. Plank, Assistant Professor of Music History Sylvan Suskin, Professor of Music History, Chairman

Aural Skills Test 2 Sight-Singing Test 2 Private Study Committee Exams: First Major Committee

Five courses from the Music History 200-level and two courses from the 300-lcvel are required; one Ethnomusicology course may be substituted for one of the 200-level courses.

If the principal private study is piano these four hours are added to the twenty-three hours of free electives. Part or all of the requirement may be waived by audition.

Part or all of the Music Theory 110, 111, 210, 211 requirement may be waived by placement examination when the student enters Oberlin.

A minimum of 76 hours of Conservatory courses are required; a minimum of 24 hours of Liberal Arts arc required.

A Music History major must complete (or demonstrate the equivalent of) one year of College German.

Music Theory Requirement. The Music History Department expects its majors to register for the appropriate Fundamentals of Music Theory course each semester (beginning with that indicated by placement test scores) until he or she has completed the Fundamentals of Music Theory courses required for the major. Double-degree students will resolve any conflicts with these expectations in consultation with their advisors.

Recommendations. The following courses are strongly recommended for Music History majors:

Aim. The primary aim of the major in Music History is to prepare students for graduate study in musicology and for the teaching of history and literature of music. Another goal is the enrichment of the background and interests of applied performers, some of whom may desire to pursue a major in Music History as part of a double major in the Conservatory or a program leading to the degrees of Bachelor of Music and Bachelor of Arts.

Admission. Those students coming to Oberlin intending to major in Music History must follow the regular Conservatory admissions procedures concerning performing auditions. Admission to the major will be determined by the Department of Music History following an interview with the chairperson, usually in the sophomore year, after successfully completing at least two courses in Music History. Application forms for the Music History major are available from the chairperson of the department, and should be submitted before the end of February. Continuation in the major is subject to annual review by the department.

101. Nine of these credits must be chosen from MH226, 235, 245, 255, or 275; six credits are to be chosen from 300-level courses.

The student should declare his or her intention to minor in Music History to the chairman of the Department of Music History before the end of the junior year.

Kenneth Davis, Teacher of Jazz Ensembles Wendell Logan, Professor of Afro-American Music Sanford Margolis, Professor of Pianoforte

Admission. Admission to the major in Jazz Studies is by interview after completion of the basic courses.

Conrad Cummings, Associate Professor of Music Theory and Technology Warren Darcy, Professor of Music Theory Michael Daugherty, Assistant Professor of Composition and Music Theory Robert Drummond, Professor of Music Theory Richard Hoffmann, Professor of Composition and Music Theory

Paul Mast, Professor of Music Theory, Chairman Edward Miller, Professor of Composition and Music Theory Gil Miranda, Associate Professor of Music Theory Gary Nelson, Associate Professor of Music Theory and Technology

L. Dean Nuernberger, Professor of Music Theory Gail Rehman, Instructor in Music Theory

¹ Part or all of the Music Theory 110, 111, 210,211 requirement may be waived by placement examination when the student enters Oberlin.

May include up to nine hours from among the courses Composition 100, 101 (The Craft of Composition), Composition 200 (Composition Seminar), Composition 300, 301,(Orchestration), from any course listed under Technology in Music and Related Arts, as well as from the courses APST 240, 241 (Continuo Realization at the Keyboard) and Physics 172 (Sound,

Musical Instruments, and Acoustics); may also include up to four hours from the courses Theory 200,201 (Advanced Aural Skills).

³ May be waived by exemption examination when the student enters Oberlin.

⁴ The Senior Thesis and Senior Comprehensive Exam may be completed in either the first or second semester.

Major Status

Sophomore Major Status is attained upon completion of:

Music Theory 210 Aural Skills Test 2 Sight-Singing Test 2

Declaration of intent to pursue the Music Theory major Junior Major Status is attained upon completion of:

Music Theory 211

Three credit hours of upper-division Music Theory Aural Skills Test 3 Sight-Singing Test 3 Senior Major Status is attained upon completion of nine additional credit hours in upper-division Music Theory courses (a total of twelve).

General. The Music Theory major is offered only as part of a double major, i.e., together with a second major in Performance, Composition, Music Education, Music Therapy, or Music History.

Students intending to pursue a Music Theory Major must have a grade-point average of at least 3.5 in Fundamentals of Music Theory courses and Aural Skills courses below the 200 level.

No Music Theory course with a grade lower than B- may be counted toward the requirements for the major.

The student’s work will be reviewed formally near the end of the sophomore year to determine whether or not progress toward the attainment of Junior Major Status warrants continuation in the major.

Music Theory Requirement. The Music Theory Department expects its majors to register for the appropriate Fundamentals of Music Theory course each semester (beginning with that indicated by placement test scores) until he or she has completed the Fundamentals of Music Theory courses required for the major. Double-degree students will resolve any conflicts with these expectations in consultation with their advisors.

Minor Study: Music Theory Eligibility

The student must be a degree student in the Conservatory.

The student should declare his or her intention to minor in Music Theory before the end of the Junior year.

Course Requirements

All the requirements for the major except Music Theory 410,

411 (Senior Project in Theory), i.e., twelve hours of Theory 110, 111, 210, 211; eighteen hours of upper division Theoretical Studies electives; four hours of ensemble electives; four hours of Music History 101; and six hours of Music History electives.

Part of these requirements may be waived by examination, as described above for the major. In addition, some courses in

Technology 103-104 may be waived by examination when the student is accepted into the major. If the waiver is granted, 6 hours will be added to the graduation requirement under Music electives. It is recommended that these additional electives be selected from Technology 220-221, 320, or 420. Part or all of the Music Theory 110, 111, 210, 211 requirement may be waived by placement examination when the student enters Oberlin.

Theory 370 Music of the Twentieth Century Theory 371 The Music of Berg Theory 372 The Music of Schoenberg Theory 373 The Music of Bartok and Stravinsky Theory 374 Trends in Contemporary Music

Two courses in Music History beyond Music History 101 are required. The following courses are recommended:

MH 275 Music in the Twentieth Century MH 304 Studies in Twentieth Century Music MH 371 Igor Stravinsky

Ethn 100 Musics of the World Comp 100 Craft of Composition Comp 200 Composition Seminar APST 750 Javanese Gamelan

A minimum of 76 hours of Conservatory courses are required; a minimum of 24 hours of Liberal Arts are required.

The Junior and Senior Recitals or Projects may be performed during the first or second semester or during Winter Term.

The major in Electronic and Computer Music is intended for those students who desire a career where traditional musical skills and understanding are combined with the exploration of the very latest techniques for musical expression. It is expected that students who qualify for this major will demonstrate musical proficiency comparable to that shown by applicants in other areas such as performance and composition.

The major prepares a student for specialized graduate study in electronic and computer music. For those who go directly into professional life this major offers a structured course of study that stresses the application of technology as a special resource in composition and performance. For the minor, the program provides career opportunities that augment the student’s principal music field.

The TIMARA Program Committee. This is a committee consisting of the TIMARA Program Staff (teaching faculty and lecturers), two faculty members appointed by the Conservatory Faculty Council from other departments of the Conservatory, and two student representatives.

Admission to the Major. Admission to the major is based on a personal interview and on materials submitted to the TIMARA Program Committee. These materials may consist of audio tapes and scores of original works and performances in technological media. Research papers and other evidence of preparation may also be submitted. Students with performance skills on traditional instruments or voice will be expected to demonstrate these skills during the interview.

Sophomore Major Status is attained upon completion of 6 hours in Electronic and Computer Music, one appearance on a TIMARA student recital, and completion of the First Major Committee.

Junior Major Status is attained upon completion of 12 additional hours in Electronic and Computer Music, 2 additional appearances on a TIMARA student recital, and completion of the Second Major Committee.

Senior Major Status is attained following completion of 6 additional hours in Electronic and Computer Music, a 4th appearance on a TIMARA student recital, and the Junior Recital or Project.

Electronic and Computer Music, as a Second Major. Students admitted to other degree programs in the Conservatory' may elect Electronic and Computer Music as a second major. Requirements are the same as those outlined above for the primary major in Electronic and Computer Music. Although there is a significant overlap in Music Theory and Music History requirements and in non-course requirements with other departments, it may not be possible to complete a double-major program in four years. Students contemplating such a plan should consult an advisor at the earliest possible time.

Music Theory Requirement. The TIMARA Program Committee expects its majors to register for the appropriate Fundamentals of Music Theory courses (beginning with that indicated by placement test scores) each semester until he or she has completed the Fundamentals of Music Theory courses required for the major. Double-degree students will resolve any conflicts with these expectations with their advisors.

Aural Skills Requirement. The TIMARA Program Committee expects majors to register for aural skills courses until the placement tests in aural skills and sight singing required for the major have been passed. Double-degree students will resolve any conflicts with these expectations in consultation with their advisors.

The First and Second Major Committees. At the end of the first and second years in the major, portfolios of representative work must be submitted to the TIMARA Program Committee. The Program Committee will evaluate the work and make recommendations for improvement if deficiencies are recognized. The Program Committee may also require a practical oral examination in one of the TIMARA studios, if appropriate, after reviewing the portfolio.

The Junior Recital or Project. At the end of the junior year the major will make a public presentation of work. This may take the form of a 30-minute recital of original works, a lecture/demonstration on a topic from the field, or some other form approved by the TIMARA Program Committee.

The Senior Recital or Project. The culmination of the student’s work for the major will be the presentation of a senior recital of original works, a performance using technological media, or a senior thesis. The student will present a proposal for this project to the TIMARA Program Committee at the end of the junior year.

The following graduate programs are unified five-year programs of study which culminate in the award of both an undergraduate and graduate degree. They are not graduate programs of study for the student who has already completed an undergraduate degree at Oberlin or elsewhere.

Graduate Studies Committee. This committee, which administers the graduate study programs, is comprised of a representative from each department awarding a graduate degree, and from each department awarding the associated undergraduate degree, plus a representative from the administration. The committee is responsible to the Conservatory Faculty for all graduate degree programs, their curricula and interrelationship, and is responsible for admissions to graduate programs as well as for certification of completion of graduate degree requirements.

Graduate Programs: Master of Music Education

Music Education Department

Major Study: Bachelor of Music with a major in Music Education combined with a Master of Music Education

This is a unified five-year program of study which culminates in the award of both an undergraduate and graduate degree. It is not a graduate program for the student who has already completed an undergraduate degree at Oberlin or elsewhere.

Course Requirements Recommended Course

(Vocal Emphasis) Distribution

Hrs. Fresh Soph Junior Senior 5th Year

32 Principal Private Study PVST I,II,III,IV,V,VI VII.VIII 4 4

4 Secondary Private

Study, PVST 1,11 2 2

4 Ensemble electives* - 1

4 APST 260,262

(Elementary Conducting

12 Music Theory electives 3 3

13 Music History

electives² 4 3

8 Music Education 300,

302,301,303 - -

1 Music Education 101

(Introduction to Music Education) 1

2 Music Education 102

(Practicum) - 2

10 Music Education 400 (Student

Teaching/Seminar)

3 Education 300 (Principles of Education)

3 Psychology 316 or 318 (Child and Adolescent Devel. or Educational Psychology 8 Specified music

electives²

18 Liberal Arts electives

124	Undergraduate
	credits	16	15	16	16	11	11	13 15 8	3
6G	Principal Private
	Study. PVST IX								6
4G	APST 360,361 (Adv.
	Choral Conducting	-	-	-	-	2	2
6G	Adv. Theory of Music
	History electives	-	-	-	-	3	3
6G	Music Education 500
	(Stu. Teaching Seminar)							- - 6
2G	Music Education 502
	(Rev. of Research in
	Music Education)							- - 2
5G	Music Education 503
	(Graduate Project)								5
2G	Graduate free
	electives								2
31G	Graduate credits	-	-	-	-	5	5	- - 8	13
(G=	Graduate credit courses)
155	Credits required for
	graduation	16	15	16	16	16	16	13 15 16	16

Four semesters of ensembles are required, to be chosen from APST 710 (Oberlin College Orchestra), APST 711 (Oberlin Chamber Orchestra), APST 720 (Oberlin Wind Ensemble), APST 722 (Oberlin Symphonic Band), or APST 740 (Jazz Ensemble - Large Group).

General. A student applies for admission to the B.M.-M.M.E. degree program near the completion of the second year of study and is accepted as a candidate when he or she has demonstrated to the Music Education staff ability to do work of superior quality at an advanced level.

Application for admission must be made on forms obtained in the Music Education Office. An interview and an audition in the applicant’s principal and secondary performing media are required. All courses listed in the first two years, or their equivalent, and successful completion of the musicianship test, are prerequisite to consideration for this program. Undergraduate transfer students will be accepted into the program only after one year in residence as a Music Education major.

To receive the degrees, the candidate must complete the hours of work defined above. Five hours of this total number shall be in a large project to be chosen by the candidate in conference with the advisor. The following are recognized as projects:

1. A research study in music education, music, professional education or liberal arts. If other than music education, some relation to the major would be assumed.

3. A major original composition suitable for use in elementary or secondary schools.

Comprehensive Examination. A Comprehensive Final Examination, both written and oral, is required in the final semester of study. The nature of the Examination and the membership of the Examining Committee are described in a handout available from the Chairperson of the Music Education Department.

The graduate programs leading to the degree Master of Music in Teaching are especially designed for the undergraduate majors in performance who desire to plan careers in elementary and secondary music teaching. Both the undergraduate Bachelor of Music in performance and the Master of Music in Teaching can be completed in five years provided the student enters the program in the first two years. Late entry into the program would possibly extend the time necessary to complete the requirements beyond the five-year period.

Final acceptance as a candidate is based upon satisfactory completion of the Second Major Committee Examination and the Comprehensive Musicianship Examination and the approval of the student’s principal private study teacher. Interested students are urged to confer with the Chairperson of the Music Education Department as early in their study as possible.

Major Study: Bachelor of Music with a major in Performance combined with a Master of Music in Teaching

Students complete the remaining 58 hours required for the major by following either the Vocal or the Instrumental Emphasis, as shown below.

See the note for Principal Applied Study for undergraduate majors, vocal and instrumental emphasis.

² See the note for Ensemble electives for undergraduate majors, vocal and instrumental.

One two- or three-hour course in Music History beyond MH 101 is required for the undergraduate requirement.

^ See the note for Music electives for undergraduate majors, vocal emphasis. ² Psychology 316 (Child and Adolescent Development) or Psychology 318 (Educational Psychology)

A comprehensive Final Examination, both written and oral, is required. It must be passed prior to enrolling in Music Education 500 (Student Teaching).

For details of Certification, see the Chairperson of the Music Education Department.

Michel Singher, Professor of Orchestral Conducting Daniel Moe, Professor of Choral Conducting

Students who wish to pursue this degree, either the instrumental or the choral program, must identify themselves to the

conducting department during the freshman year. They may audition for admission to the program at the end of the junior year, at which time they must pass a committee examination which will include sight singing, aural skills, score reading, conducting a self-prepared ensemble, and an interview. The Conducting major is a two-year curriculum.

One year of French, German, or Italian is required. It is recommended that a second year of one language be taken.

To be selected from advanced Music Theory or Music History courses, or graduate-level Private Applied or Private Composition Study.

General. Students who wish to elect the Instrumental or Choral Conducting Program must identify themselves to the conducting department during the freshman year. They may audition for admission to the degree program at the end of the junior year, at which time they must pass a committee examination which will include sight singing, aural skills, score reading, conducting a self-prepared ensemble, and an interview. The Conducting major is a two-year curriculum.

It is understood that students will probably have to extend the Bachelor’s degree program so that both degrees will be completed at the end of five years.

The program may be elected only in conjunction with an undergraduate major in Performance, Music Education, Music Therapy, Composition, Electronic and Computer Music, or Music History.

At the time students are auditioned for the Conducting major, they must be successfully completing three years of any major degree program at the Oberlin Conservatory. They must also have satisfied prerequisites for admission to the Master’s degree.

Proficiency in reading chamber music and orchestral scores at the piano using C-clefs and transposition.

Applied Study 350, 351 or 360, 361 (Advanced Instrumental or Choral Conducting).

Comprehensive Examination. A Comprehensive Final Examination, both written and oral, is required in the final month of study. The Examination will be administered by a committee convened by the student with the consent of his or her advisor.

Judith Layng, Associate Professor of Opera Theater Major Study: Master of Music in Opera Theater

To receive the Master’s degree, a student must have taken at least 6 credits in the following courses: OT 406,407, 500, 501: English 203,204,255,256. Alternate courses may be recommended by the department.

¹ Three semesters of Principal Private Study (Diploma), APST 600 and APST 601 are required.

The two solo recitals may be performed in any of the three semesters of enrollment.

General. All credit to be applied toward requirements for the Artist Diploma must be earned at Oberlin or in Oberlin-sponsored programs, including Oberlin summer programs. Students in the Artist Diploma program may not pursue another degree or non-degree music program concurrently. No credit with a grade of B- or lower may be counted toward the requirements of the Artist Diploma.

Students in the College of Arts and Sciences are referred to the Music portion of the Arts and Sciences section of this catalog for general information. Although most courses in the Conservatory are open to qualified students in the College of Arts and Sciences, in reality many Conservatory courses (or the schedules of applied music teachers) become filled entirely with Conservatory students. Thus, although efforts are made to accommodate Arts and Sciences students, they should not expect to enroll in all the Conservatory courses of their choice.

Private study (PVST) on an instrument is described in the following paragraphs. Private study in composition is described

under Composition, below. The general aim of private instruction in Performance is thorough development in all phases of performing - technique, style, musicianship, interpretation, and repertoire.

Assignments to instructors are made by the Dean’s Office, and students usually remain with the same instructor throughout the course of study. Students may not study with teachers not contracted by Oberlin College. A student assigned to Private Study must contact the instructor before the close of the first week of the semester or forfeit his or her spot on the instructor’s schedule.

Conservatory students are permitted to take one Principal Private Study and one Secondary Private Study, or two Secondary Private Studies, without payment of additional tuition; Arts and Sciences students are permitted to take one Secondary Private Study without payment of additional tuition unless the Private Study increases the student’s registered hours to more than 17 for the semester or more than 30 for the year. (See "Charges for Instruction" in the General Information section of this catalog.) Two hours of credit are given for each hour of daily practice during the semester.

College of Arts and Sciences students should refer to the Music section of the Arts and Sciences portion of this catalog for further information on Private Study.

Principal Private Study. 60 minutes of private instruction each week, for 4-6 credits per semester. Students majoring in Performance must take Principal Private Study I-VIII; students majoring in Music History, Music Education and Music Therapy must take Principal Private Study I-IV.

Secondary Private Study. 30 minutes of private instruction each week, for 2 credits per semester. Secondary Private Study is required for many Conservatory majors and for the Music Major in the College of Arts and Sciences. Students with a Secondary Private Study requirement may audition for full or partial waiver of this requirement before the respective department at the time of Secondary Private Study Auditions.

Secondary Private Study Auditions. Students wishing to take a Secondary Private Study in Performance must demonstrate performance proficiency, by audition before a committee of the applied study department concerned. Auditions are held twice yearly, during the September Orientation Period, and on the Orientation day preceding registration in February. Audition request forms are available in the Conservatory Admissions Office (Bibbins 230) or the Conservatory Dean’s Office (Bibbins 113). Audition results are posted one or two days following the auditions. Students approved for Secondary Private Study in piano will be assigned to private instruction or to class instruction (APST 110, 111 Piano Class) according to their level of advancement upon entrance.

Whether the Secondary Private Study is required or elected, students may continue such study for as many semesters as they choose; however, students who receive an unsatisfactory grade (C+ or below) normally forfeit their place on a teacher’s schedule and are required to reaudition if they wish to be considered for subsequent placement on a teaching schedule; under extenuating circumstances a student who has received an unsatisfactory grade may be granted a one-semester probationary period by the faculty member giving or supervising the instruction, in consultation with the Associate Dean. Students who, of their own volition, discontinue Secondary Private Study for one or more semesters are not

guaranteed a future place on a teacher’s schedule; students who discontinue Secondary Private Study in Piano for more than one semester are required to reaudition.

Assignment to Teaching Schedules. Because all students approved for Secondary Private Study cannot be assigned to faculty schedules, some students may be assigned to study with advanced students under the Supervised Student Teaching Program.

Students beginning Private Applied Study in the Conservatory are normally assigned to PVST I, and progress in subsequent semesters through PVST II,III, and so on. Transfer students are assigned to an initial Private Applied Study course, based on an audition at the time of entering the Conservatory. Under certain circumstances it is possible for a student to skip a course in the Private Applied Study sequence; to do so requires a recommendation from the applied study department concerned, and the approval of the Associate Dean of the Conservatory. In certain cases a student may be required to repeat one of the Private Applied Study courses in a sequence, again upon the recommendation of the applied study department concerned, and with the approval of the Associate Dean of the Conservatory. Students who complete all the Private Applied Study courses in a sequence, and who continue their applied study at Oberlin, are assigned to the final course in the sequence in each subsequent semester.

Principal Private Applied Study is offered in the following instruments: piano, voice, organ, strings (violin, viola, cello, double bass), woodwinds (flute, oboe, clarinet, bassoon), brass (French horn, trumpet, trombone, tuba), harp, percussion, early instruments (harpsichord, Baroque violin, Baroque cello, viola da gamba, Baroque flute, recorder, Baroque oboe, lute).

Secondary Private Applied Study is offered in all the above instruments, as well as in saxophone.

Mary Ann Danenberg Lydia Frumkin Sanford Margolis Julian Martin Sedmara Rutstein Joseph Schwartz Robert Shannon Martha Stacy Peter Takacs Frances Walker

Robert Willoughby, flute John Rautenberg, flute James Caldwell, oboe Lawrence McDonald, clarinet Nathan Davis, saxophone Kenneth Davis, jazz ensembles

Robert Fries, horn Byron Pearson, trumpet Per Brevig, trombone Ronald Bishop, tuba

Stephen Clapp, violin Gregory Fulkerson, violin Marilyn McDonald, violin Kathleen Winkler, violin Jeffrey Irvine, viola Lynne Ramsey Irvine, viola Andor Toth, Jr., cello Lawrence Angell, double bass

Daniel Moe, Musical Union, Oberlin College Choir, Oberlin College Chorus, Tappan Singers L. Dean Nuernberger, Collegium Musicum Byron Pearson, Brass Guild of Oberlin Larry Rachleff, Oberlin Wind Ensemble, Oberlin Chamber Winds, Contemporary Music Ensemble Michel Singher, Oberlin Orchestra, Oberlin Chamber Orchestra

First (110) and second (111) semesters. A basic one-year course (should be taken in the freshman year) including technique, sight-reading, harmonization, improvisation, accompaniment, and piano repertoire. Open only to

Conservatory students who must complete a piano requirement. Consent of instructor: admission into beginning or intermediate levels by placement or audition. Enrollment limit, 8 per section.

First and second semesters. Each student desiring to engage in an accompanying project for credit must fill out a registration card with the Keyboard Accompanying number of the supervising teacher. The project must be approved and the card signed by the vocal or instrumental teacher, under whose supervision the project will be carried out and evaluated (graded). The average workload per credit is five hours weekly. This includes studio time and rehearsal time, but not individual practice time. Open to all pianists. May be repeated for credit. 810-112-01 Hours to be arranged Staff

First (120) and second (121) semesters. Consent of instructor required. APST 120 is prerequisite to 121. Enrollment limit, 10. 810-120-01 MW-3:30-4:20 Staff B-325

First (125) and second (126) semesters. A course designed to help students acquire the technical and mental disciplines necessary to improvise in different classical styles. The first semester is devoted primarily to increasing skills in keyboard harmony and simple contrapuntal techniques; the second semester emphasizes cantus firmus treatment in two, three, and four part textures, and more extended free forms. Open to all classes with the consent of the instructor. Enrollment limit 6. Sem 1 810-125-01 Hours to be arranged Mr. Thomson

Second semester. A one-semester course required of all students whose principal applied study is violin. The course is designed to familiarize the student with viola technique and repertoire. Enrollment limit, 10. Prerequisite: Consent of the instructor.

First semester. A workshop for performers wishing to improve their skills in sight-reading. Exercises in class using string quartet literature and daily team assignments for class members.

First semester. Practical and theoretical training to prepare performance majors for instrumental teaching experience at all levels. A survey of repertoire for teaching, explanations of various approaches to instrumental technique, reading and discussing current and past pedagogical literature. Workshop format rather than lecture. Required: finding and teaching one beginning student for the semester, observing lessons taught by faculty and teachers in the community. Prerequisite: consent of the instructor. Enrollment limit, 12. Next offered 1988-89.

Second semester. Primarily for music education majors with vocal emphasis and music therapy majors. Class instruction in each of the stringed instruments, with playing experience on violin and cello. An exposition of teaching methods, exploratory work in stringed instrument materials, and assigned readings are included in the course. Consent of the instructor is required. Enrollment limit, 12.

Second semester. Primarily for music education majors with vocal emphasis, music therapy majors and others desiring a basic knowledge of woodwind instruments. Class study will include fundamentals for each of the woodwind instruments, some teaching methods and materials, and playing of at least three woodwind instruments. Consent of the instructor. Enrollment limit, 12. A limited number of individual appointments with the instructor will be included.

Second semester. Primarily for music education majors with vocal emphasis, music therapy majors and others desiring a basic knowledge of brass instruments. Class study will include fundamentals for each of the brass instruments, some teaching methods and materials, and playing of at least three brass instruments. Consent of the instructor. Enrollment limit, 12. Next offered 1988-89.

First semester. Implications of educational psychology for piano teaching; pedagogical readings and discussions; observation and practice teaching of lessons with children. Methods (Suzuki and beginning reading) and materials (preparatory through upper elementary). Recommended for students whose future plans include some elementary piano teaching. See also "Concentration in Piano Teaching" for recommended related courses. Prerequisite: sophomore piano major status. Enrollment limit, 15.

810-210-01 MW-3:30 plus observations and practice teaching to be arranged Ms. Stacy B-339

Second semester. Pedagogical readings and discussions; observations and practice teaching of private and group lessons with College-Conservatory secondary piano students.

Repertoire (intermediate through lower advanced) and adult class piano materials for beginning through intermediate levels. Members of the piano faculty will lecture occasionally. Recommended for students making piano their principal applied study; required prior to or concurrently with participation in the Supervised Student Teaching Program. APST 210 is not prerequisite to APST 211. Consent of the instructor. Enrollment limit, 15.

810-211-01 MW-3.-30 plus observation and practice teaching to be arranged Ms. Stacy B-340

Second semester. Primarily for music education majors with instrumental emphasis. Designed to give students essential knowledge of the pedagogy of percussion instruments, materials and method books available and methods for building percussion sections of school ensembles. All percussion instruments are demonstrated and basic techniques taught, each student being required to develop basic playing ability. Students who have percussion experience may apply to the instrumental music education faculty to be released from being required to take this course. Consent of the instructor is required. Enrollment limit, 12.

First semester. A workshop for composition majors only, concentrating on the problems of writing for percussion instruments and including studies of the characteristics and performance problems of all percussion instruments, notational systems, set-up problems and orchestrational possibilities. Pieces and studies composed by members of the class will be played by the Oberlin Percussion Group. Consent of the instructor. Enrollment limit, 6.

240, 241. Continuo Realization at the Keyboard 2 hours First (240) and second (241) semesters. A course in the technique and practice of realizing continuo parts in the music of the Baroque. Designed primarily for harpsichord, organ, piano, and music history majors. Prerequisites: fluency at the keyboard and a first-year course in Music Theory. APST 240 is prerequisite to 241. Enrollment limit, 5 per section first semester, 10 second semester.

First semester. A one semester course designed to acquaint violinists with the technique, style, and literature of the violin before 1750. Period instruments and bows will be used. Offered in alternate years. Consent of the instructor.

First and second semesters. A seminar in performance practice for students enrolled concurrently in APST 843 (Baroque Ensemble). Credit/No Entry grading. May be repeated for credit. Consent of the instructor.

First semester. A course that stresses baton technique and score preparation. The development of fundamental conducting approaches for expressive articulations and specific conducting problems is included as well as eurhythmic exercises pertaining to conducting. Not open to freshmen. Enrollment limited to 20 in each section. Consent of instructor required. 810-260-01 MWF-10:00-10:50 Ms. Smith C-21, C-25, C-34 810-260-02 MWF-10:00-10:50 Mr. Henke C-21, C-25, C-34

Second semester. Designed to emphasize the development and refinement of baton and rehearsal technique, score preparation and interpretation. Bowing styles, transpositions, and score analysis are included in the orchestral score study. Applied Study 260 is prerequisite to 261. Enrollment limited to 20. Consent of the instructor required.

Second semester. Continued development of conducting technique with emphasis given to choral rehearsal procedures, vocal development, diction, conducting of chant and recitative, and choral performance practices. Applied Study 260 is prerequisite to 262. Enrollment limited to 20. Consent of the instructor required.

First (272) and second (273) semesters. Primarily for instrumental music education majors and others desiring a basic knowledge of stringed instruments. Class study (TTh) will include fundamentals for violin, viola, cello, and double bass with playing experience on violin and cello in first semester; second semester involves further development of these instruments, with additional, limited playing experience on viola and double bass. Those electing 3 hours credit in the second semester will attend Monday class for pedagogical procedures, materials, and discussions of assigned readings. APST 272 is a prerequisite to 273 except for those students who are advanced performers on a stringed instrument and have successfully completed an audition/interview with the instructor. Enrollment limit, 12. Consent of the instructor required.

Sem 1 810-272-01 TTh-l:00-2:20 Ms. Smith C-34 Sem 2 810-273-01 TTh-1:00-2:20, M-1:00-1:50

First (274) and second (275) semesters. Primarily for music education majors with an instrumental emphasis and others desiring knowledge of the basic fundamentals of woodwind technique. The course will include performance fundamentals on at least three woodwind instruments. Those enrolled for 3 credits in the second semester will attend the Tuesday class, which will focus on materials and methods for woodwind instruction. APST 274 is a prerequisite for 275 except for those students who are at an advanced level of performing ability on a woodwind instrument and who have successfully completed an audition/interview with the instructor. Consent of the instructor required. Enrollment limit, 12.

Sem 1 810-274-01 MWF-3:30-4:20 Mr. J. Knight C-34 Sem 2 810-275-01 MWF-2:30-3:20, Tu-3:00-3:50 Mr. J. Knight C-34

First (276) and second (277) semesters. Primarily for music education majors with an instrumental emphasis and others desiring knowledge of the basic fundamentals of brass technique. The course will include performance fundamentals on at least three brass instruments. The second semester will also include materials and methods for brass instruction for those enrolled in the 3 credit section. APST 276 is a prerequisite for 277 except for those students who are at an advanced level of performing ability on a brass instrument and who have successfully completed an audition/interview with the instructor. Consent of the instructor required. Enrollment limit, 12.

First and second semesters. Required for sophomore wind, and senior French horn majors.

First and second semesters. Required for junior and senior wind, and senior French horn majors.

First and second semesters. A continuing study of those excerpts often required for orchestral auditions. Four to seven pieces will be covered per semester. May be repeated for credit. Enrollment limit, 15.

First and second semesters. Repertoire will be chosen from works most frequently encountered at orchestral auditions. Emphasis will be on bowing styles and general techniques used in orchestral playing at the professional level. An attempt will be made to coordinate the repertoire with that of the Oberlin orchestras. Two simulated orchestral auditions will be required. Consent of the instructor. Enrollment limit, 10. May be repeated for credit. Offered for Credit/No Entry only. 810-284-01 Hours to be arranged Mr. Fulkerson

Second semester. A one-semester course designed to prepare junior and senior cello students for professional orchestral auditions. Orchestral repertoire will be studied. The course will culminate in a simulated "professional audition." Consent of the instructor required. Enrollment limit, 8. Not offered 1987-88.

First (350) and second (351) semesters. Applicants must have completed the course in elementary conducting or its equivalent. Applied Study 350 is prerequisite to 351.

Sem 1 810-350-01 TTh-l:30-2:20 Mr. Singher B-238 Sem 2 810-351-01 TTh-l:30-2:20 Mr. Singher B-334

First (360) and second (361) semesters. Applicants must have completed the course in elementary conducting or its equivalent. Applied Study 360 is prerequisite to 361. Consent of instructor. Enrollment limit, 15.

Sem 1 810-360-01 TTh-10:00-10:50 Mr. Moe C-21 Sem 2 810-361-01 TTh-10:00-10:50 Mr. Moe C-21

First (450) and second (451) semesters. A one-year course. Open only to orchestral conducting majors. Development of all elements of the conductor’s craft: solfege, figured bass, harmonic and formal analysis, rhythmic security, aural imagery, knowledge of the instruments and voices, technique and vocabulary of gesture, group management and psychology, rehearsal techniques, and programming. Participation in performing ensembles and assistance in preparation of ensembles for public performance are an essential part of the course. Prerequisite: see statement under Master of Music in Conducting. Applied Study 450 is prerequisite to 451.

Sem 1 810-450-01 Hours to be arranged Mr. Singher B-104 Sem 2 810-451-01 Hours to be arranged Mr. Singher B-104

First (460) and second (461) semesters. A one-year course. Open only to choral conducting majors. Development of all elements of the conductor’s craft: harmonic and formal analysis, rhythmic security, aural imagery, knowledge of the instruments and voices, technique and vocabulary of gesture, group management and psychology, rehearsal techniques, and programming. Participation in performing ensembles and assistance in preparation of ensembles for public performance are an essential part of the course. Prerequisite: see statement under Master of Music in Conducting. Applied Study 460 is prerequisite to 461.

First (550) and second (551) semesters. A one-year course. Prerequisite: APST 550 is prerequisite to APST 551.

First (552) and second (553) semesters. Open only to orchestral conducting majors in the M.M. program. A course of guided study in preparation for the Comprehensive Final Examination. Consent of the instructor.

Sem 1 810-552-01 Hours to be arranged Mr. Singher B-104 Sem 2 810-553-01 Hours to be arranged Mr. Singher B-104

First (560) and second (561) semesters. A one-year course. Prerequisite: APST 560 is prerequisite to APST 561.

Sem 1 810-560-01 Hours to be arranged Mr. Moe B-125 Sem 2 810-561-01 Hours to be arranged Mr. Moe B-125

First and second semesters. Open only to Choral Conducting majors in the M.M. program. A course of guided study in preparation for the Comprehensive Final Examination.

Sem 1 810-562-01 Hours to be arranged Mr. Moe B-125 Sem 2 810-563-01 Hours to be airanged

First and second semesters. Open only to students enrolled in the Artist Diploma program. Projects may include accompanying of recitals or performing solo recitals (including preparation of the 2 required solo recitals), and other public performance as soloist, arranged in consultation with the major teacher. Some of the projects are to be prepared independently by the student. Projects are evaluated each semester by members of the major department to arrive at a course grade. Offered for letter grade credit only.

First and second semesters. Open only to students enrolled in the Artist Diploma program. Students are assigned by the major teacher to various performing groups in consultation with the conductors or supervisors of these groups.

First and second semesters. Students may not pre-register for this course. They should come to the first rehearsal at which time final personnel decisions and registration will be made. 810-700-01 M-7:15-9:00p.m. Mr. Moe FC

First and second semesters. Admission by audition. 810-701-01 MWF-4:30-5:45, S-l:00-3:00 Mr. Moe C-21

First and second semesters. A chamber vocal ensemble of approximately 16 experienced singers. Preference will be given to students who are studying voice privately. Admission by audition.

First and second semesters. The 2-hour credit option is available only to strings, with consent of the instructor. Admission by audition.

First and second semesters. The 2-hour credit option is available only to strings, with the consent of the instructor. On Wednesdays and Fridays the 4:30-5:15 rehearsal time is for strings only. Admission by audition.

First and second semesters. An organization specializing in the study and performance of medieval, Renaissance and early Baroque music. Opportunities available within the group to perform madrigals, part songs and in solo ensembles. Two major concerts yearly. Section 1 is for singers; section 2, for instrumentalists. The 2-credit option is available, with consent of the instructor, to students who are in both sections. Admission by audition.

Second semester. Beginning instruction in one of the world’s great orchestral traditions. The gamelan is a court ensemble from central Java in Indonesia. Oberlin’s gamelan consists of

thirty bronze gongs and keyed instruments, two stringed instruments, drums, flute, and voice parts.

First and second semesters. Each student desiring to play in a chamber music group must fill out an information card (available on the Conservatory student lounge bulletin board in September and February) before the close of the first week of the semester. Since it may not be possible to assign all students to a faculty coach, priority in placement in a group is given to upperclass students who need to complete an ensemble requirement. Students add APST 800 to their schedules at the Registrar’s Office only after being assigned to an ensemble. Individual ensembles may be offered for Credit/No Entry only, at the option of the ensemble coach. Students are responsible for arranging the first coaching session by the end of the second week of the semester.

First and second semesters. Same as APST 800, except that the repertoire covered is limited to 20th century music of such composers as Schoenberg, Berg, Webern, Stravinsky, Bartok, Hindemith, and especially, living composers. Registration and credit procedures are the same as for APST 800.

First and second semesters. Each student desiring to play in a piano 4-hands or a 2-piano ensemble must fill out an information card (available on the Conservatory student lounge bulletin board in September and February) before the close of the first week of the semester. Since it may not be possible to assign all students to a faculty coach, priority is given in placement in an ensemble to upperclass students. Students add APST 810 to their schedules at the Registrar’s Office only after being assigned to an ensemble.

First and second semesters. The course will involve participation in the Oberlin Cello Choir, and performance. Minimum of one performance per semester. Consent of the instructor. Not offered 1987-88.

First and second semesters. The course will cover orchestral excerpts and ensembles for double bass.

First and second semesters. Harp students taking this course will be assigned by the major teacher to various performing groups of the school in consultation with the conductors of those groups and in accordance with their needs. Hours according to meeting times of the various ensembles.

First and second semesters. Percussion students taking this course will be assigned by the major teacher to various performing groups of the school in consultation with the conductors of those groups and in accordance with their needs. Hours according to meeting times of the various ensembles. 810-821-01 Hours to be arranged

First semester. Beginning instruction in one of the world’s major musical traditions, the Mandinka of West Africa (of "Roots" fame). Instruments are the 21-string harp-like kora, xylophone, drums, and voice. Prior experience on any instrument or voice preferred but not required. Not for ensemble credit.

First and second semesters. First semester open to beginners as well as advanced players. Second semester open to those who complete Winter Term beginning gamba class, as well as to advanced players. Consent of instructor is required.

First and second semesters. Repertoire is chosen from a different area of concentration each semester. First semester will be devoted to the study of French and Italian music.

Second semester will be devoted to the study of seventeenth-century Italian and German music. The class is designed primarily for players of flute, oboe, bassoon, violin, cello, gamba, harpsichord and for singers. Under certain circumstances players of other instruments may be admitted. Students add APST 843 to their schedules at the Registrar’s Office only after being assigned to an ensemble. Credit/No Entry grading. Admission by audition. Consent of the instructor required.

First and second semesters. Study of performance on Renaissance Recorders. Repertoire is chosen from a different area of concentration each semester. The 1-hour credit option would entail one coached rehearsal per week as well as outside practice and rehearsal. The 2-hour credit option would require, in addition to the above, preparation of a performance/research project involving source materials related to the music or playing of Renaissance recorders. An additional 1 hour of work time per week is required. Consent of instructor is required.

Students who have been admitted as composition majors register for Composition 102, 103, Composition Class, in their first year. Upon achieving Sophomore Major Status they will be eligible for private instruction. Private teachers are assigned by the Dean on the basis of the student’s written choice and the availability of the teacher.

Conservatory students not majoring in composition and Arts and Sciences students may register for Composition 100,

101, The Craft of Composition, provided they meet the prerequisites. Upon completing Composition 101, a student may apply to the Composition Department for private instruction. If the application is approved, a teacher will be assigned by the Dean on the basis of the student’s written choice and the availability of the teacher.

Students enrolled in Principal Private Composition Study may enroll for 4 hours credit in PVST I-IV, and 4-6 hours credit in PVST V-VI. Consent of the Associate Dean of the Conservatory is required for adding, dropping, or changing assignments in any Private Composition Study course.

Students beginning Principal Private Composition Study in the Conservatory normally must have completed COMP

102, 103 (Composition Class). The initial assignment is to PVST I; in subsequent semesters the student progresses through PVST II, III, and so on. Transfer students are assigned to an initial Private Composition Study course at the time of admission. Under certain circumstances it is possible for a student to skip a course in the Private Composition Study sequence; to do so requires a recommendation from the Composition Department, and the approval of the Associate Dean of the Conservatory. In certain cases a student may be required to repeat one of the Private Composition Study courses in the sequence, again upon recommendation from the Composition Department, and with the approval of the Associate Dean of the Conservatory. Students who complete all of the Private Composition Study courses in a sequence, and who continue their composition study at Oberlin, are assigned to the final course in the sequence in each subsequent semester.

Second semester. A course designed for students not majoring in composition. The purpose of the course is to provide those with limited prior background in composition the opportunity to experience musical structure and coherence through writing. The class meets as a group but the compositional problems of each individual will receive attention as needed. Prerequisites: Theory 211 and consent of the instructor. Enrollment limit, 8.

820-100-01 TTh-2:00-2:50 Staff B-326 102,103. Composition Class (for Freshman majors)

First (102) and second (103) semesters. A course designed for students who have been admitted as composition majors. Material covered in the class will include the writing of exercises designed to address specific compositional procedures, analytical assignments, and the writing of compositions in relatively small dimensions. The class meets as a group but the compositional problems of each individual will receive attention as needed.

First and second semesters. A one-semester course designed especially for composition students (others may be admitted with permission of the instructor). May be repeated for credit. A course designed to provide a variety of activities germane to the development of composers, such as the analysis and discussion of music by guest composers (in preparation for their visit to campus); open rehearsal-discussions (of works in preparation for concert presentation); score reading sessions (reading and following recordings of complex new scores); visitors from other creative arts areas of campus (dance, writers, visual artists, theater directors, etc.); outside readings in criticism and aesthetics (Langer, Meyer, Eco; periodicals, e.g., Source, Perspectives .. .etc.). Limit: 12 students. Consent of instructor required.

First (300) and second (301) semesters. A year course designed primarily to provide majors in composition with a facility in writing for various instrumental combinations. During the first semester, techniques of orchestration used by composers of the 18th, 19th, and 20th centuries will be compared, and characteristic orchestral settings will be analyzed. Students will practice writing and arranging for the different choirs of the modern orchestra and their combinations. Each student will orchestrate complete compositions assigned by the instructor. During the second semester, the graphic aspect of and the notational problems in more recent music will be discussed. Students will be encouraged to experiment with settings for unorthodox combinations of instruments and to adopt new notational procedures and unusual formats in the layout of the score. Prerequisite: A 300-level theoretical studies course or the equivalent. Composition 300 is prerequisite to 301. Enrollment limit, 12.

The courses in ethnomusicology are designed with two types of student in mind: (1) the musician (or non-musician) interested in learning about the performance practices and theoretical systems of other musical traditions of the world, and (2) the students, musician or not, interested in the cultural and historical roles of music, musicians, and related performing artists in other cultures of the world. There are no prerequisites for these courses, but a basic knowledge of music theory is helpful.

For information on performing ensembles in non-western music, please see the following courses under Applied Studies: APST 750 Javanese Gamelan APST 830 Mandinka Ensemble

First and second semesters. A one-semester course exploring the unity and diversity of music from around the world, excluding western art music. The course will examine music from various sociological and technical points of reference, e.g., the musician, performance, instruments, theory, formal principles, etc. This is not a survey, but a sampling of widely differing traditions, drawn from Africa, India, Indonesia, Europe, the Americas, the Middle East and Far East. Open to college and conservatory students. No previous training in music required. Enrollment limit, 60.

Second semester. An organological study of the physical properties, history and development of tribal, folk, and classical instruments throughout the world. Special attention will be given to the interrelationships between folk and classical instruments of the western world and their counterparts elsewhere, and to the social and cultural significance of musical instruments in different contexts. Enrollment limit, 25. Not offered 1987-88.

Ethnomusicology 200-207, Musics of the World. The courses listed below cover the major musical traditions of the world, excluding Western art music. These are lecture courses based on extensive listening and discussion, with group performance as applicable. Coverage in each course moves from a study of the varied socio-cultural settings of music in a particular area of the world, to study of the stylistic features, theoretical systems, instruments, and musicians. Open to both College and Conservatory students. No prior musical experience is necessary for enrollment in these courses.

This course focuses on folk traditions of North and South America and the Caribbean, plus Native American and Amerindian traditions. See general description above. Enrollment limit, 30. Not offered 1987-88.

202. Folk Music of Europe 3 hours This course focuses on the folk music of Western and Eastern Europe, with emphasis on the British Isles and other Germanic countries, Spain, Italy, the Balkans, and other Slavic countries. See general description above. Enrollment limit, 30. Not offered

203. Music of India and West Asia 3 hours First semester. This course focuses on the classical and folk traditions of the Hindu-Moslem world. The emphasis is on India with references to Persian and Turkish traditions. See general description above. Enrollment limit, 30.

Second semester. This course focuses on the music of Java and Bali while including the related traditions of Thailand, Cambodia, and the Philippines and selected traditions from

Australia and the Pacific islands. See general description above. Students enrolled in this course are strongly urged to enroll concurrently in APST 750, Javanese Gamelan, in order to )btain first-hand performing experience in Indonesian music. Enrollment limit, 30.

206. Music of East Asia 3 hours This course focuses on the classical music traditions of Japan, China, Korea and Southeast Asia, encompassing folk, classical, court, and dramatic music of the past and present. See general description above. Enrollment limit, 30. Not offered 1987-88.

207. Music of Africa 3 hours This course focuses on the variety of musical tradition in Black Africa with special emphasis on the Mandinka of Gambia, the Shona of Zimbabwe, and the Pygmies of Central Africa. See general description above. Students enrolled in this course are strongly urged to enroll concurrently in APST 830, Mandinka Ensemble, in order to obtain first-hand performing experience in West African Music. Enrollment limit, 30. Not offered 1987-

This is a seminar and practicum devoted to three topics: historical contributions to ethnomusicological research, methods of conducting field work (both the social and technical aspects), and laboratory methods (transcription and analysis of recordings, song texts, field notes). Students will conduct a field work project locally as part of the course. Prerequisite: one course in ethnomusicology or consent of the instructor. Enrollment limit, 15. Not offered 1987-88.

The Jazz Studies major (in Composition or Performance) is offered only as part of a double major, i.e., together with a second major in Performance, Composition, Music Education, Music Therapy, or Music History. Requirements for the Jazz Studies major are described earlier in this catalog.

Private Study Courses in Jazz Studies Students may audition for secondary private study on an instrument (saxophone or piano) privately. Those qualified are placed on a faculty teaching schedule subject to the availability of space on that schedule. In some cases qualified students are assigned private secondary study in jazz piano or jazz saxophone with advanced students under the Supervised Student Teaching Program. Students may continue this study as long as they remain in good academic standing in the study, and as long as room on a teaching schedule is available.

The following courses are offered for students interested in jazz performing, arranging, composing, and Afro-American

Music, as well as for students interested in a Jazz Studies major. Also included is a related cross-listed course in the Department of Music History: Introduction to Afro-American Music.

First (100) and second (101) semesters. A course in the technique and practice of jazz improvisation, covering the period 1940-60. Much outside listening is required. Prerequisite: proficiency on a musical instrument; a knowledge of scales, key signatures, intervals, and chords. Admission by audition. Required ensemble affiliation. Enrollment limit, 15.

First (200) and second (201) semesters. Designed to develop writing and arranging skills for various instrumental/vocal combinations. The course will include jazz chord symbology and terminology and basic voicings and scoring methods for brass, reeds, and rhythm instruments. Prerequisite: a first-year course in music theory or consent of the instructor. JZST 200 is prerequisite to 201.

First and second semesters. This course is designed to cover a broad range of literature from both improvised and written traditions and for different media. The format will allow for the formation of such performing groups as Jazz Ensemble (large and small), Vocal Ensemble (gospel, spiritual, etc.) Drumming Ensemble, and varied instrumental combinations devoted to the performance of compositions by African-American composers. For 1 credit: all rehearsals and concerts as assigned; for 2 hours credit: all rehearsals, concerts, and assigned listening and reading; for 3 hours credit: all rehearsals, concerts, assigned listening and reading, and some type of performance project independent of course work. Admission by audition. Enrollment limit, 25.

First and second semesters. Two groups of 4-6 players. Emphasis will be placed on the study of selected compositions of Charlie Parker, as well as more recent literature.

Prerequisites: APST 291 (or equivalent) and consent of the instructor. Enrollment limit 12.

The following course in Afro-American Music is offered in the Music History Department.

First (290) and second (291) semesters. A one-year survey of musical styles and forms cultivated by Afro-Americans. The first semester will cover West African music and West African continuity in the American, early Afro-American instrumental-vocal forms, and the social implications of Afro-American music. The second semester will cover later instrumental and vocal music (jazz, blues, rhythm and blues, gospel, soul, etc.) and important composers and performers of works in extended forms. Listening and reading assignments, class discussion and analysis projects. Music 290 is prerequisite to 291. Enrollment limit, 35. Cross-listed with Black Studies 171,172.

Semi 850-290-01 MWF-11:00-11:50 Mr. Logan B-237 Sem 2 850-291-01 MWF-11:00-11:50 Mr. Logan B-237

First semester. A study of English language sounds as they relate to singing and speaking with emphasis on the fundamentals of phonetics and sound production. This course is a prerequisite for all other diction courses. Preference is given to students for whom this course is a requirement. Consent of the instructor. Enrollment limit, 25.

Second semester. The fundamentals of phonetics and sound production as applied to singing and speaking. Prerequisite: Language 100, English Diction and consent of the instructor. Enrollment limit, 20.

First (110) and second (111) semesters. A one-year introduction to the language. Fundamentals of grammar. Readings in cultural materials related to music. Language 110 is prerequisite to 111. Voice majors, for whom Italian is a requirement, will be given preference. Prerequisite: consent of the instructor. Enrollment limit, 25.

Sem 1 860-110-01 MWF-9:00-9:50 Ms. Miller B-325 Sem 2 860-111-01 MWF-9:00-9:50 Ms. Miller B-325

Second semester. The fundamentals of phonetics and sound production as applied to singing and speaking. Prerequisite: Language 100, English Diction. Consent of the instructor. Enrollment limit, 20.

First semester. Foundations of Education with emphasis on examination of current educational issues in a historical context and identification of underlying philosophical assumptions. Open to juniors and seniors only.

First semester. The goal of this course is to provide entering students with an overview of the total music program in a variety of school settings. Relevant pedagogical approaches for discussion and demonstration include Dalcroze, Education Through Music, Kodaly, Orff, Suzuki, and recent developments in brass, woodwind, and stringed instrument teaching. Career opportunities in teaching music and related fields will be explored.

First and second semesters. An introduction to the teachers’ role in instructional settings. Includes non-music observations in public schools and a music project in which students observe and participate as instructional aides. Class sessions focus on techniques for observing and recording classroom behavior, relationships between the teaching of reading and the teaching of music, and planning music instruction. Three hours plus travel time in one, two, or three segments must be free during school hours each week. Prerequisites: ME 101 (Introduction to Music Education) or MT 100 (Introduction to Music Therapy) and consent of the instructor. Enrollment limit, 15.

First and second semesters. Individually designed and guided music project carried out in an instructional setting. May be repeated for credit. For each semester hour, three hours plus travel time in one, two, or three segments must be free during school hours each week. Prerequisite: ME 102 and consent of the instructor. Enrollment limit, 5.

First semester, first half. Designed for instrumental music education majors to acquaint them with curriculum and methodology in elementary music. Consideration given to the development of certain basic skills necessary in teaching music to children and to examination of the relationship between the general and instrumental music programs at the elementary level. A minimum of six hours of observation in elementary schools required. Prerequisite: ME 101. Enrollment limit, 30. 870-200-01 TTh-8:00-8:50 Ms. Jarjisian B-237

Second semester. Approaches to developing listening skills with elementary' and secondary school students. Emphasis on guiding student attention to individual musical ideas and sustaining attention throughout entire works. Students enrolled will participate in the design of materials for teacher use in preparing children for concert attendance. Prerequisites: Music Education 102 and consent of the instructor. Enrollment limit, 12.

Second semester An approach to sight singing based on pedagogical principles devised by the Swiss composer, Emile Jaques-Dalcroze. Emphasis on the development of rhythmic and pitch sensitivity through exercises using physical movement. Recommended for students wanting to improve their sight singing skills and/or to gain experience with the Dalcroze method. Prerequisite: Theory 100 or the equivalent, or consent of the instructor. Enrollment limit, 12.

First semester. An introductory course designed to study Shinichi Suzuki’s philosophical and pedagogical principles as they apply to the teaching of cello to young children. Special emphasis is given to the preparation and skills involved in teaching the first segment of Suzuki Cello School, vols. I through III. Limited to cellists or to students who have completed APST 273 (Stringed Instrument Class). Consent of the instructor. Enrollment limit, 10. Next offered 1988-89.

Second semester, first half. This course focuses on student-teacher interactions in culturally pluralistic classrooms and studios. Emphasis will be on developing sensitivity to cultural differences among Asians, Blacks, Caucasians, and Hispanics through readings, discussions, and videotape analyses. Enrollment limit, 15. Next offered 1988-89.

Second semester, first half. A study of German composer Carl Orffs approach to teaching music to children. Includes experiences in movement and in playing and improvising on the special Orff instruments which are based on the Javanese Gamelan. Enrollment limit, 12.

Second semester. An introduction to the philosophical and pedagogical principles of Zoltan Kodaly with emphasis on the development of skills in Kodaly-based techniques and folk song analysis. Prerequisites: Music Education 102 and consent of the instructor. Enrollment limit, 12.

First semester. A laboratory/workshop course which emphasizes the teaching and organization of vocal and instrumental music classes in the junior and senior high school. Consideration of general music classes, performance-oriented classes, music theory, music appreciation and related arts classes. Includes videotaped micro-teaching experiences incorporating a variety of teaching approaches and educational media; observation of public school music classes in both urban and suburban/rural environments; study of diagnostics and instructional techniques for the teaching of reading to secondary school music students. Prerequisite: APST 270 (Elementary Conducting) or permission of the instructor. Enrollment limit, 30.

Second semester. Principles and methodology, including development of pedagogical skills for use in teaching music to children. Consideration given to current approaches (Dalcroze, ETM, Kodaly, Orff) and to the planning, teaching, and evaluation of music lessons at preschool, primary, intermediate, and upper-elementary levels. Participation in Music Lab (Tu 5:30-8:00 p.m.) required. Must be taken concurrently with ME 303 (Elementary Music Materials). Prerequisite: ME 102 (Practicum) or consent of the instructor. Enrollment limit, 30. 870-301-01 MWF-1:30-2:20 Ms.Jarjisian B-237

First semester. A survey of choral repertoire, textbooks, and audio-visual materials for teaching vocal and general music in the secondary school. In combination with Music Education

303. students develop functional playing skills on guitar or ukulele, recorder, Autoharp, and bells. The course is to be taken concurrently with Music Education 300. Enrollment limit, 30.

Second semester. Survey of materials utilized in teaching music to children. Includes examination of series texts, collections, teacher and audiovisual aids, and recordings plus development of a personal materials file for future use. In combination with Music Education 302, students develop functional playing skills on guitar or ukulele, recorder, Autoharp, and bells. Must be taken concurrently with ME 301 (Music in the Elementary School) and a proficiency test must be passed.

First semester. The course deals with the techniques involved in the organization, administration, and preparation of a comprehensive instrumental music program. Includes study of methods, materials, and repertoire used at the secondary level to teach orchestra, concert band, and stage band. The study of marching band includes its performance practices, drill maneuvers, development and charting of shows, and its place in the school music program and the community. The course is to be taken concurrently with Music Education 300. Enrollment limit, 30.

First and second semesters. Student teaching, for music education majors only, in all phases of elementary, junior and senior high school vocal and instrumental music. Specified student teaching assignments are made on the basis of students’ major emphasis, interests, and abilities. Normally B. Mus. and MME students register for 10 hours of credit; this includes a four-week Professional Orientation period designed to acquaint the student teacher with the total school program in which the following ten weeks full-time student teaching will be done. Students following the MMT program normally register for four hours of credit; this includes a part-time assignment for a period of weeks to be determined by the specific location and nature of the assignment. Prerequisites: Vocal Emphasis - APST 270, 271; Music Education 101, 102, 300, 301, 302, 303 and consent of the instructor. Instrumental Emphasis - APST 270, 271; Music Education 101, 102, 300,

304, APST 272, 273, 274, 275, 276, 277, 235 and consent of the instructor. May be repeated for credit.

First and second semesters. Student teaching for Music Education majors in the MME and MMT degree program only. Experiences in some phases of teaching begun in Music Education 400 are continued with investigations in depth being developed for particular teaching problems that have become apparent. Individual counselling and group seminars will probe various areas of interest that arise from the teaching experience. Individual growth in the ability to make a definitive and explicit analysis of teaching problems will be expected. Consent of the instructor.

First semester. Introduction to techniques of research in music education; critiques of research studies both as an overview of the field and in relation to a specific area chosen by the student. Open only to Music Education majors in the BM/MME or BM/MMT programs. Consent of the instructor. 870-502-01 Hours to be arranged Mr. Henke

First and second semesters. To be chosen from those areas outlined in the section entitled "Graduate Programs." Consent of the instructor.

Music History 101 (or Music 100) is a prerequisite to any of the survey courses MH 226, 235, 245, 255, 275. Students who have had a good background in music history and literature may be exempted from Music History 101 by passing an examination given during the Orientation period in September. College of Arts and Sciences students with some music background may take MH 101. For College students without such a background, Music 100 is recommended. See the Music section in the Arts and Sciences portion of this catalog for details of this course. Transfer students entering in February must take Music History 101 the following fall semester.

300-level Music History courses are consent courses. Registration consent cards may be picked up in the Music History-Music Theory Office, Bibbins 235.

First semester. A broad survey of the major developments in the history of music, primarily in western civilization. Selected major musical works will be studied from a variety of historically-oriented standpoints, including the cultural milieu surrounding the compositions, the principal stylistic aspects, and the problems of performance practices. The structure of the course work will provide some of the basic intellectual tools necessary for the study of music history. The course is designed as a foundation for further work in music history, and serves as a prerequisite to the Music History 225, 235, 245, 255, 275 courses. Four classes weekly plus optional listening labs. Reading, listening, library and writing projects, exams. Prerequisite: Knowledge of musical notation. Conservatory students are encouraged to register for this course in their freshman year. The course is open to all Oberlin College students, but preference will be given to Conservatory freshmen. Enrollment limit, 100.

880-101-01 MTThF-10:00-10:50 Mr. Suskin KRH 880-101-02 MTThF-11:00-11:50 Mr. Suskin KRH

226. Music of the Middle Ages and Renaissance 3 hours Second semester. A survey of church and court music from the early Middle Ages to 1600. The course will consider the forging of Western musical traditions within the context of medieval liturgy and the ensuing growth of a variety of genres (mass, motet, chanson, madrigal) - music which richly expresses Romanesque "otherworldliness," the ideals of courtly love, Gothic rationalism, the blossoming of the humanistic individual in the Renaissance, and the mystical fervor of the Counter Reformation. Representative composers (Machaut, Landini, Josquin, Palestrina, et al) are examined from stylistic, analytical, and contextual perspectives. Three classes plus one listening laboratory per week. Prerequisite: MH 101 or Music 100. Enrollment limit, 60.

First semester. A survey of music from the rise of monody in the Florentine academies c. 1600 to the death of Bach in 1750. The course will consider opera, church music, and instrumental music from multiple perspectives, underscoring the interplay of technical and contextual views. Works by Monteverdi, Schutz, Bach, Plandel, and others are studied from the standpoint of form and style, and as expressions of humanistic ideals,

Counter Reformation spirituality, Evangelical piety, patronage, homage, etc. Three classes plus one listening laboratory per week. Prerequisite: MH 101 or Music 100. Enrollment limit, 60. 880-235-01 MWF-9:00-9:50 Mr. Plank B-237

Second semester. A survey of the music from about 1730 to about 1800 including the stylistic changes at mid-century and the various schools that culminate in the mature works of Haydn and Mozart. Emphasis will be placed on the development of major genres and formal procedures of the period. Three classes plus one listening laboratory per week. Prerequisite: MH 101 or Music 100. Enrollment limit, 60. 880-245-01 TTh-8:35-9:50 Mr. Suskin B-223

First semester. A survey of the principal composers and issues of nineteenth-century European music. The course includes an introduction to Beethovenian sonata construction and the subsequent modifications of sonata form through the century, early romanticism, Italian opera, Wagner and the

Gesamtkunstwerk, the rise of national schools, mid-century aesthetic conflicts, and late-century concepts of music as an "alternative world" in opposition to an increasingly realistic, urban society. Three classes plus one listening laboratory per week. Prerequisite: MH 101 or Music 100. Enrollment limit, 60. 880-255-01 MWF-9:00-9:50 Mr. Hepokoski B-223 880-255-02 MWF-10:00-10:50 Mr. Hepokoski B-223

Second semester. A survey of European and American concert and operatic music from 1900 to the present. The course introduces a wide range of aesthetic positions and ideologies, including symbolism, expressionism, neoclassicism, serialism, the concept of the avant-garde, politically oriented music, the rise of electronic music, indeterminacy, minimalism, etc. A substantial portion of the course deals with music written after 1945. Three classes plus one listening laboratory per week. Freshmen and transfer students admitted by consent only. Prerequisite: MH 101 or Music 101 and Music Theory 211. Concurrent enrollment in Theory 211 is possible with consent of the instructor. Enrollment limit, 60.

880-275-01 MWF-9:00-9:50 Mr. Hepokoski B-223 880-275-02 MWF-10:00-10:50 Mr. Hepokoski B-223

290, 291. Introduction to Afro-American Music 3 hours First (290) and second (291) semesters. A one-year survey of musical styles and forms cultivated by Afro-Americans. The first semester will cover West African music and West African continuity in the Americas, early Afro-American instrumental-vocal forms, and the social implications of Afro-American music. The second semester will cover later instrumental and vocal music (jazz, blues, rhythm and blues, gospel, soul, etc.) and important composers and performers of works in extended forms. Listening and reading assignments, class discussion and analysis projects. Music 290 is prerequisite to 291. Enrollment limit, 35. Cross-listed with Black Studies 171,172.

Semi 880-290-01 MWF-11:00-11:50 Mr. Logan B-237 Sem 2 880-291-01 MWF-11:00-11:50 Mr. Logan B-237

301. Introduction to Music Research and Writing 3 hours First semester. A practical course open to all students wishing to develop their skills in writing about music and to familiarize themselves with essential bibliographic and research tools. This course is intended to aid those electing advanced courses in music history as well as those considering work in such areas as music criticism or scholarly research. In addition to introducing basic reference materials, the course will focus on specific problems and mechanics of preparing a research paper, concert, record and book reviews, program notes, etc. Prerequisite: one 200-level music history course, or consent of the instructor. Enrollment limit, 15.

Second semester. A study of selected composers, styles, and works of American music. The course will include inquiries into the stylistic, aesthetic, and cultural bases of both "art" music and popular music, musical area and the interrelationships among them. Special attention will be given to Ives, Copland, Carter, and the popular song traditions. Prerequisites: one 200-level course in music history and Music

Theory 211. Concurrent enrollment in theory 211 is possible with the consent of the instructor. Enrollment limit, 30. 880-304-01 TTh-8:35-9:50 Mr. Hepokoski B-224

Second semester. Topic for 1987: The Oratorio. A historical investigation of selected oratorios dating from the seventeenth century through the modern day. The critical study of individual works will be complemented by a consideration of the genre’s various contextual manifestiations (e.g., as devotional work, opera substitute, national allegory, etc.). The repertory to be studied will include works by Carissimi, Handel, Haydn, Mendelssohn, Elgar, and Vaughan Williams. Prerequisite: one 200-level music history course, or consent of the instructor. Enrollment limit, 30.

A historical investigation of selected English repertories from the "Old Hall" manuscript to Henry Purcell: a consideration of musical style and relevant social, aesthetic, and dramatic contexts. Areas for study will include the Elizabethan madrigal, consort music, and Restoration "dramatic opera." Prerequisite: one 200-level music history course or consent of the instructor. Enrollment limit, 30. Not offered 1987-88.

A study of Bach’s life and selected works. The course addresses the "new image" of a familiar master which has emerged from the startling research of post-1950 scholars. Through a close study of the cantatas and works such as the Brandenburg Concertos, St. John Passion, and Musical Offering, the class seeks to illumine Bach’s position in various musical traditions, to explore his response to cultural environment, and to describe analytically his expressive vocabulary. Prerequisite: one 200- level music history course or consent of the instructor. Enrollment limit, 30. Not offered 1987-88.

First semester. A study of the life of Mozart and the development of his musical style. Detailed analysis of vocal and instrumental works, and consideration of Mozart’s position in the 18th century. In addition to a mid-term exam, students will be required either to take a final examination or write a paper. Prerequisite: one 200-level music history course, or consent of the instructor. Offered in alternate years. Enrollment limit, 30. 880-341-01 TTh-1:30-2:45 Mr. Suskin B-223

A study of the life and works of the composer. Selected compositions will be examined by considering such aspects as compositional sketches, stylistic development, performance practices, and cultural environment. In addition to a mid-term exam, students will be required to write a "term paper." Prerequisite: one 200-level music history course, or consent of the instructor. Enrollment limit, 30. Offered in alternate years. Not offered 1987-88.

A study of Mahler’s career and selected works, considered in relation to the musical and intellectual traditions of which he was a part. The development of his musical style, as found in

the early works, several of the songs and symphonies, and Das Lied von der Erde. Introduction to the problem of "extramusical" connotations: literary, religious, philosophical, and psychological. Prerequisites: one 200-level course in Music History and Music Theory 211. Concurrent enrollment in Theory 211 is possible with consent of the instructor. Enrollment limit, 30. Not offered 1987-88.

A study of Debussy’s life and selected works from all periods of his career. The course traces his gradual emancipation from nineteenth-century models (particularly the music of his French predecessors and the music dramas of Wagner) and his complementary development of a new musical aesthetic, grounded substantially in ideas generated by the French literary symbolists. Prerequisites: one 200-level music history course and Music Theory 211. Concurrent enrooment in Theory 211 is possible with consent of the instructor. Enrollment limit, 30. Not offered 1987-88.

A study of Stravinsky’s creative development from his earliest compositions in nationalistic academic style, through his "Russian" and "neoclassical" periods, and into his final, highly personal adaptation of serialism. Important themes-in the course will include Stravinsky’s recurring reliance on ideas drawn from folklore, Greek classicism, and Christianity, and his mature concept of music as "nonexpressive" structure, as enunciated, e.g., in The Poetics of Music. Prerequisites: one 200-level music history course and Fundamentals of Music Theory

211. Concurrent enrollment in Theory 211 is possible with consent of the instructor. Enrollment limit, 30. Not offered

Two modules, each semester. Each module will focus on a particular area of piano literature, not necessarily in historical sequence. Formal, stylistic and performance aspects of the music will be discussed. Outside readings and listening assignments included. Performance by members of the class and occasional guests. The specific subject matter may vary each year. The course may be repeated for credit if the special topic is changed. Prerequisites: At least one year of Music Theory and one year of Music History. Enrollment limit, 25.

First semester. A study of the technical and aesthetic aspects of European organ building from the 15th century to the present. Outside listening and reading assignments. Prerequisites:

Theory 111 and MH 101, or the equivalent. Consent of instructor. Enrollment limit, 15. Next offered 1988-89.

First and second semesters. A one-year course given jointly by members of the organ and harpsichord faculty, being an historical survey of the literature for the harpsichord, organ, and clavichord before 1750. Outside reading and listening; analysis by members of the class. Prerequisites: At least one year of music theory and one year of music history, or consent of the instructor. Semester 1 is prerequisite to semester 2.

Sem 1 900-212-01 TTh-1:30-2:20 Mr. Thomson B-326 Sem 2 900-213-01 TTh-l:30-2:20 Ms. Crawford B-224

214. Romantic and Contemporary Organ Literature 2 hours Second semester. A survey of romantic and contemporary organ literature, with emphasis on the composers associated with the Cavaille-Coll tradition, and on avant garde developments. Historical, formal, and stylistic aspects of the music will be discussed. Performances by members of the class, outside listening, and reading assignments included. Prerequisites: Theory 111 and MH 101, or the equivalent. Consent of the instructor. Enrollment limit, 15. Next offered 1988-89.

First semester. Lieder performance, with emphasis upon language, style, and the partnership between voice and keyboard. Some consideration of historical and literary background, as well as some outside reading. A term paper may be substituted for the final examination. Prerequisite: a semester of German. Consent of the instructor. Enrollment limit, 15 voice majors and 5 piano majors. Offered in alternate years.

Second semester. The performance of the French Art Song, with emphasis upon language (based upon the French phonetic system), style, and the partnership between voice and keyboard. Some consideration of historical and literary background, as well as some outside listening and reading assignments. Prerequisite: a semester of French. Consent of the instructor. Limited enrollment with preference given to voice majors. Offered in alternate years. Next offered 1988-89.

First (300) and second (301) semesters. A one year course. Study of stylistic elements, orchestration, vocal writing, formal structure, problem analysis, and historical perspective in a large selection of major works. Regular listening assignments. Prerequisite: Consent of the instructor. Open only to conducting majors. 300 is prerequisite to 301.

Second semester. A survey of repertoire for the clarinet from the late 18th century through the first half of the 20th century, covering solo, orchestral, and chamber music. The main emphasis will be on score study and listening to records, although standard texts on the history of the clarinet will be used as well. Class will meet twice weekly.

A series of tests is used to determine initial placement in a Theoretical Studies course (Placement Tests 1-3) and to measure proficiency in aural skills (Aural Skills Tests 1-3) and in sight singing (Sight-Singing Tests 1-3). A passing score on all tests is 80. All students enrolled in the Conservatory are required to take Aural Skills Test 1, even if they have taken a version of this test when auditioning. The Placement Tests may be taken only once; the Aural Skills Tests and Sight Singing Tests, when used to meet proficiency requirements, may be taken up to two times each semester. Explicit descriptions of the material covered on all these tests may be obtained in the Music Theory Office, Bibbins 235. All courses in the Music Theory Department are consent courses. Registration consent cards may be picked up in the Music Theory Office.

First and second semesters. A tutorial program for students placed in the course as a result of their score on Aural Skills Test 1. Skill is developed in the writing, aural recognition and performance of intervals, scales, rhythm, melody, and harmony, through sightsinging, various drills, and dictation. Students attend two 50-minute classes on Tuesday and Thursday and two half-hour private lessons each week (preferably Monday and Friday). Private instruction in sight singing by student tutors is included. Regular tests are given in both class and private lessons. Preference is given to students for whom Aural Skills is a required subject. Prerequisite: Theory 110 and a score below 80 on Aural Skills Test 1 or Sight-Singing Test 1. Theory 100 may be repeated for credit. Credit for Theory 100 may not be applied toward a major department’s theory requirement. Enrollment limit, 12 per section.

First and second semesters. A one-semester course in aural perception continuing the study of intervals, scales, melody, harmony, and rhythm through sight singing, various drills, and dictation. May be repeated once for credit. Prerequisite: Theory 111 (Fundamentals of Music Theory II) and a score of 80 or better on both Aural Skills Test 1 and Sight-Singing Test 1. Enrollment limit, 15 per section.

920-102-01 MWF-10:00-10:50 Staff B-231 920-102-02 MWF-11:00-11:50 Mr. Miranda B-231 920-102-03 MWF-1:30-2:20 Mr. Miranda B-231 920-102-04 MWF-2:30-3:20 Mr. Miranda B-231 Semester 2

920-102-01 MWF-10:00-10:50 Staff B-231 920-102-02 MWF-11:00-11:50 Mr. Miranda B-231 920-102-03 MWF-1:30-2:20 Mr. Miranda B-231 920-102-04 MWF-2:30-3:20 Mr. Miranda B-231

First semester. An intensive course in sight singing designed to prepare students to pass Sight-Singing Tests 2 and 3. Prepared and at-sight individual and small-ensemble singing in class

under the direction of the faculty supervisor and additional intensive work with tutors, tailored to the student’s specific area of deficiency. Includes: modulation to more distant keys, more difficult interval and rhythmic problems, some work with non-tonal melodies, alto and tenor clefs. Prerequisite: Music Theory 102. Enrollment limit, 15.

First semester. A continuation of the study begun in Theory 102, and an introduction to aural analysis. Prerequisites: A score of 80 or better on Aural Skills Test 2 and completion of, or concurrent enrollment in, Theory 210. Theory 200, or the equivalent, is prerequisite to 201. Enrollment limit, 15 per section.

Second semester. Continuation of Theory 200. Prerequisites: Theory 200, a score of 80 or better on Aural Skills Test 2, and completion of Theory 210. Enrollment limit, 15 per section. 920-201-01 MWF-9:00-9:50 Mr. Miranda B-231

Second semester. Required of those enrolled in MMT and MME degree programs with instrumental emphasis and recommended for all music education majors, but open to others as well. A course in scoring for various instrumental combinations and full orchestra. Choral arranging may also be taught if students express a desire for it. Enrollment limit, 12. Next offered 1988-89.

Second semester. A one semester course emphasizing the harmonization of melodies at the keyboard, elementary improvisational techniques, and vocal scorereading. Prerequisites: One year of piano class or the equivalent, a score of 80 or better on Aural Skills Test 1, and Theory 211 or the equivalent. Concurrent enrollment in Theory 211 is possible with consent of the instructor. Enrollment limit, 12.

All students wishing to elect a course in Theoretical Studies must take Placement Test 1 as well as Aural Skills Test 1. Placement Test 1 determines the level at which they are to begin - that is, with Theory 110 or 111. Similarly, Placement Tests 2 and 3 may determine that a student should begin in Theory 111, 210, or 211. Explicit descriptions of the material covered on all these tests may be obtained in the Music Theory Office. A summary of course content for Lower Division courses is available in the Music Theory Office.

First and second semesters. A course covering the rudiments of notation, rhythm, melody, harmony, and acoustics. Basic terminology, analytical techniques, and writing skills are introduced and developed. Preference will be given to students for whom Music Theory is a required subject and to students who score below 80 on Music Theory Placement Test 1. Prerequisite: Consent of the Theory Department Chairman.

First and second semesters. A course that examines rhythm, meter, melody, counterpoint, harmony, and small forms within musical contexts. Analytical and writing skills are systematically developed. Prerequisite: Theory 110 or a score of 80 or better on Music Theory Placement Test 1. Preference will be given to students for whom Music Theory is a required subject. Enrollment limit, 25 per section.

920-111-01 MWF-8:00-8:50 Ms. Rehman B-326 920-111-02 MWF-9:00-9:50 Ms. Rehman B-326 920-111-03 MWF-9:00-9:50 Mr. Darcy B-325 920-111-04 MWF-10:00-10:50 Mr. Darcy B-325 920-111-05 MWF-1:30-2:20 Mr. Mast B-224 Semester 2

920-111-01 MWF-8:00-8:50 Staff B-224 920-111-02 MWF-10:00-10:50 Mr. E. Miller B-339 920-111-03 MWF-11:00-11:50 Mr. E. Miller B-339 920-111-04 MWF-1:30-2:20 Mr. Mast B-339

First and second semesters. Continuation of the work begun in Theory 111, including introduction to fugue, chromatic harmony, larger forms, and certain twentieth-century compositional techniques. Prerequisite: Theory 111 or a score of 80 or better on Music Theory Placement Test 2. Preference will be given to students for whom Music Theory is a required subject. Enrollment limit, 25 per section.

920-210-01 MWF-9:00-9:50 Mr. Drummond B-224 920-210-02 MWF-10:00-10:50 Mr. Drummond B-224 920-210-03 MWF-11:00-11:50 Ms. Rehman B-326 Semester 2

920-210-01 MWF-8:00-8:50 Ms. Rehman B-326 920-210-02 MWF-9:00-9:50 Mr. Darcy B-325 920-210-03 MWF-10:00-10:50 Mr. Darcy B-325 920-210-04 MWF-11:00-11:50 Ms. Rehman B-326

First and second semesters. Continuation of the work begun in Theory 111 and 210, in which more advanced analytical and writing skills are developed. Special emphasis on advanced harmony, large forms, and serialism. Prerequisite: Theory 210 or a score of 80 or better on Music Theory Placement Test 3. Preference will be given to students for whom Music Theory is a required subject. Enrollment limit, 25 per section.

920-211-01 MWF-9:00-9:50 Mr. Drummond B-224 920-211-02 MWF-10:00-10:50 Mr. Drummond B-224

First semester. A study of the notational, melodic and contrapuntal problems inherent in the music of the Ars Antiqua and Ars Nova. Particular emphasis will be given to the techniques of scoring and reading Medieval works for performance. Prerequisite: Theory 211 or consent of the instructor. Enrollment limit, 15. Next offered 1988-89.

First semester. A course concentrating on the disciplines of modal counterpoint. Intensive exercises in two-, three-, and four-voice writing. Particular attention will be given to the analysis of works written during the period of Obrecht and Josquin. Prerequisite: Theory 211 or consent of the instructor. Enrollment limit, 15.

Second semester. Transcription and study of selected works from the Renaissance period. Various techniques of analysis will be explored and related to writing exercises. Problems of editing, scoring, and performance will be studied and compared. Prerequisite: Theory 211 or consent of the instructor. Enrollment limit, 15.

Second semester. A non-species, analytical/compositional approach to two-part and three-part Renaissance counterpoint. Works of Obrecht, Dufay, Isaac, Willaert, Lasso, Palestrina and others will be analyzed. Writing assignments will focus on the compositional devices used by these composers. Some specific areas of attention are: Medieval and Renaissance modal organization, rhythmic settings of sources, cadential formulas, stylistic use of consonance and dissonance, canon, and invertible counterpoint. An analysis of a two-part work and an original two-part composition will be due at midsemester. An analysis of a three-part work, and an original three-part composition will be due at the end of the semester. Prerequisite: Theory 211 or the equivalent. Enrollment limit, 15. Next offered

Second semester. A course emphasizing the study of forms and compositional techniques in seventeenth-century music by means of analysis and related exercises in writing. Precursors of Baroque structures and procedures will be noted in Renaissance practice when appropriate. Prerequisites: Theory 211 or consent of the instructor. Enrollment limit, 15. Next offered 1988-89.

First semester. A course concentrating primarily on the music of J.S. Bach, dealing with grounds, inventions, fugues, chorale-based pieces, and other types of late Baroque compositions through analysis and writing exercises, utilizing a species counterpoint approach. Prerequisite: Theory 211 or the equivalent. Enrollment limit, 20. Next offered 1988-89.

Second semester. An analysis course dealing with music of Beethoven from his earlier works to those as late as about Opus 97, selected from the piano sonatas, chamber works, symphonic overtures, and symphonies. Issues of thematic, harmonic, and rhythmic structure and formal continuity and unity will be the main focus. Class participation in discussion, as well as written analyses, will be required. Prerequisite-. Theory 211 or the equivalent. Enrollment limit, 20.

First semester. The examination from various analytical viewpoints, of two late Beethoven works: The Hammerklavier Sonata, opus 106, and the String Quartet, opus 135. A term paper dealing with certain specific compositional procedures characteristic of the late Beethoven is required of the student. Prerequisite: Theory 211 or the equivalent. Enrollment limit, 20. Next offered 1988-89.

First semester. The purpose of this course is to develop advanced analytical techniques applicable to tonal music by focusing upon one specific medium: The String Quartet. To this end, six quartets will be analyzed, chosen from the works of the following composers: Haydn, Mozart, Beethoven, Schubert, Schumann, and Brahms. One or two movements from each quartet will be analyzed in great detail, examining pitch, rhythmic and formal organization on various structural levels; the other movements will be discussed in more general terms. Daily class preparations, reading assignments, and several analytical papers. Prerequisite: Theory 211 or the equivalent. Enrollment limit, 20.

Second semester. A typical semester’s plan would include analysis of two concertos by Mozart, one by Beethoven, and one by Brahms (chosen so that these include two in the major and two in the minor mode). The study of large forms and advanced harmony will be emphasized, with attention also given to the transformation and extension of this concerto tradition into the early twentieth century. Short in-class presentations by students will provide further exposure to concertos by Haydn, Mozart, Beethoven, Mendelssohn,

Chopin, Schumann, Liszt, Saint-Saens, Tchaikovsky, Rachmaninoff, Ravel, Prokofiev, etc. Prerequisite: Theory 211 or the equivalent. Enrollment limit, 20. Next offered 1989-90.

First semester. The purpose of this course is to develop and apply analytical techniques appropriate to the music of composers of the Classical period. The following works of Mozart will be examined: a sonata, a chamber work, a symphony, a concerto, and an opera. One or more movements from each will be analyzed in depth, focusing upon details of melodic, harmonic, rhythmic, and formal structure. Class participation in discussion and at least two analytical projects will be required. Prerequisite: Theory 211 or the equivalent. Enrollment limit, 20. Next offered 1988-89.

Second semester. An introduction to the theory of Heinrich Schenker through analysis, reading, lectures, and class discussion. The main sources will be Oswald Jonas’ Introduction and Schenker’s Five Graphic Music Analyses. Some of Schenker’s other writings (particularly Free Composition) the Essay of C.P.E. Bach, and writings of more recent theorists will also be studies. Music analyzed will be principally from (but not restricted to) works by J.S. Bach, D. Scarlatti, Haydn, Mozart, Beethoven, Schubert, Chopin, and Brahms. Mid-term and final graphic analyses of small pieces will be required. Prerequisite: Theory 211 or the equivalent. Enrollment limit, 20. Next offered

Second semester. The music dealt with will include a late work by Beethoven and Schubert, and shorter pieces (possibly individual movements) by Brahms, Wagner and Mahler. The course will involve analysis of the music and one or more analytical papers. Prerequisites: Theory 211 and a course in Baroque and/or Classical music. Enrollment limit, 20. Not offered 1987-88.

First semester. An analytical study of selected works by Johannes Brahms, chosen from his vocal, piano, chamber, and orchestral music. Several works will be studied in great detail. Listening, reading, and analytical assignments will complement class discussion. The aim of the course is to develop and apply analytical techniques appropriate to the music of Brahms and to other late romantic composers. Prerequisite: Theory 211, or the equivalent. Enrollment limit, 20.

Second semester. A course in which representative piano works of Chopin and Schumann will be analyzed in depth, examining details of harmonic, melodic, rhythmic, and formal organization, with emphasis upon the interaction of these elements on various architectonic levels. The course introduces and develops analytical techniques applicable to Romantic music in general, using the piano music of Chopin and Schumann as a point of departure. Prerequisite: Theory 211, or the equivalent. Enrollment limit, 20. Next offered 1989-90.

Second semester. Analytical study of music by Debussy and Ravel, with some attention given also to music by Faure, Scriabin, Albeniz, Falla, and others. Relative importance of function and color in harmony, with resulting influence on form, will be emphasized. Piano, vocal, chamber, and orchestral music will be studied. Prerequisite: Theory 211 or the equivalent. Enrollment limit, 20.

Second semester. An analytical study of Richard Wagner’s operatic tetralogy Der Ring des Nibelungen (Das Rheingold, Die Walkure, Siegfried, Gotterdammerung). The course will investigate several aspects of this great work, including its mythological sources, dramatic symbolism, musical symbolism, and dramatic/ musical form. Particular attention will be given to the various methods by which Wagner constructs and unifies individual scenes and acts. The interaction of four different types of tonality - prolongational, associative, expressive, and directional - will be considered. Emphasis will be placed upon the interrelationship of structure and content, in an attempt to explicate the meaning of Wagner’s masterpiece. Reading and listening assignments, daily class preparation, quizzes and exams, and a large analytical project. Three lectures per week.

A reading knowledge of German is helpful but not required. Prerequisite: Theory 211, or the equivalent. Enrollment limit,

First semester. A panoramic survey of the music of Europe and the United States from 1890 to 1960. Class discussion will focus on compositional styles and techniques. Assignments will consist of listening, reading and analysis. Analysis projects will be due at mid-semester and at the end of the course. Prerequisite: Theory 211 or the equivalent. Enrollment limit, 20. 920-370-01 MWF-10:00-10:50 Mr. E. Miller B-326

Second semester. A study of the method of 12-tone composition: its evolution from timbral serialism (opus 16, no. 3), "working with tones" (opus 23), to the sophisticated row manipulations of the late dodecaphonic works. The Variations for Orchestra, opus 31 and the String Trio, opus 45, will be analyzed in detail. A single, comprehensive analytical paper, based on a composition of Schoenberg, is required of the student. Prerequisite: Theory 211, or the equivalent. Enrollment limit, 20.

Second semester. A course in the music of Bartok and Stravinsky, emphasizing the in-depth analysis of several representative works by each composer. Methods of pitch, rhythmic, harmonic, and formal organization will be studied. The music examined will include: Bartok - a piano work, a string quartet, and an orchestral piece; Stravinsky - an early ballet, a "neoclassical" work, and a serial piece. During the Bartok segment of the course, emphasis will be placed upon the analytical methods of Erno Lendvai. Daily class preparations, listening and reading assignments, and several analytical papers .Prerequisite: Theory 211, or the equivalent. Enrollment limit, 20. Next offered 1988-89.

Second semester. A course in which certain aspects of Western musical thought from World War I to the present are examined. The emphasis will be placed on the comparison of two contrasting modes of musical behavior: music that evolved out of an orientation toward the rational-mathematical and technological on the one hand (e.g., Webern, Babbitt; "Modernism") and music directed by those forces we speak of as irrational and intuitive (e.g., Cage, Wolff; "Postmodernism") on the other. Works of both types will be studied in score, and pieces employing the techniques under examination will be written and performed. There will be a required reading list, and attendance at some concerts/events will be mandatory. Prerequisite: Theory 211 or the equivalent. Enrollment limit, 20.

First semester. A course emphasizing the works of such composers as Steve Reich, Philip Glass, John Adams,

Karlheinz Stockhausen, Iannis Xenakis, Gyorgy Ligeti, Miles Davis, Frank Zappa, and others. Methods of pitch, rhythmic, harmonic, timbral, and formal organization will be discussed. Works will be studied in score and by aural analysis. Analysis projects will be due at the end of the course. Prerequisite: one upper-division Music Theory course. Enrollment limit, 20. 920-380-01 TTh-8:35-9:50 Mr. Daugherty B-224

First and second semesters. Open only to Music Theory majors. Extensive readings in theoretical literature under the supervision of a project supervisor. Prerequisite: Senior status in the Music Theory major, or junior status and consent of the Theory Department Chairman.

First and second semesters. Open only to Music Theory majors. A major analysis project carried out under the supervision of a project supervisor. Prerequisite: Theory 410 and approval of continuation from the Theory Department Subcommittee on the Theory Major.

The music therapy courses are taught by registered music therapists on the Baldwin-Wallace College campus in Berea, Ohio, where students attend Saturday morning or afternoon seminars or an evening class throughout their four years at Oberlin.

First and second semesters. Provides an overview of the profession including definitions, characteristics and practical applications of Music Therapy for various client populations. Observation and measurement of behavior, treatment plan writing, and assessment of personal qualities necessary to become a music therapist. Observations of registered music therapists and various clinical settings are required. Open to all music majors. Open to non-music majors by permission of the instructor. Consent of the Music Education Department Chairperson is required.

101. Music in Special Education and Recreation 2 hours First semester. Study of adaptations in teaching specific music instruments to persons with disabilities via instructional analysis. Students will develop a large repertoire of music activities for meeting specific needs of the developmentally and physically disabled. Task analysis will be emphasized. Study of group process and practical experiences leading music therapy groups in the community are included. Prerequisites: Music Therapy 100 and consent of the Music Education Department Chairperson.

Second semester. Study of the dimensions, steps, and functions of the helping process. Practical application of skills within the music therapy process for understanding, comfort and crisis utilization, and positive action. Studies a number of current psychotherapeutic techniques and the application of music to each. It is recommended that this course be taken concurrently with Music Therapy 203 (Practicum). Prerequisites: Music Therapy 100 (Introduction to Music Therapy), Music Therapy 101 (Music in Special Education and Recreation), one course in either anthropology or sociology, junior or senior standing or the equivalent, and consent of the Music Education Department Chairperson.

201. Behavioral Principles of Music Therapy 3 hours Second semester. Study on the principles and methods of behavior modificatin in music therapy. Includes defining, observing, and recording musical and non-musical behaviors; application of music as discriminative stimulus and reinforcer; generalization of behaviors, fading, and graphing responses.

This course is to be taken concurrently with Music Therapy 203 (Practicum). Prerequisites: Music Therapy 100 and 101 and consent of the Music Education Department Chairperson. Next offered 1988-89.

First and second semesters. Provides students with a total of three semesters of experience in a community agency as a student music therapist. Each experience includes a musical and behavioral assessment of the group or individual, the development and implementation of ongoing treatment procedures, evaluation and progress reporting. Videotape observations, class discussions, and one-to-one conferences are utilized. May be repeated for credit. Prerequisite: Music Therapy 100,101 and consent of the Music Education Department Chairperson.

First semester. Study of the basic principles of music acoustics and the relationship between the human apparatus of hearing and actual perception of music. Research literature is reviewed for the psychology of musical abilities, emotion and meaning in music, and an introduction to research rationale and methodology. It is recommended that this course be taken concurrently with Music Therapy 200, 201, and 302, or with 300 or 301. Prerequisites: junior standing or the equivalent; consent of the Music Education Department Chairperson.

Second semester. This course provides students with practical exposure to research methods. Students will pursue independent research projects using the critical review of literature completed by them in the preceding course and augmented by instruction in test design and the most common methods of data analysis, such as correlation, analysis of variance, and tests. Prerequisites: Music Therapy 300, and consent of the Music Education Department Chairperson.

developmental, improvisation, Orff-Schulwerk, guided imagery, and eurhythmies. Includes preparation for internship, providing exposure to the treatment team concept, job interviewing, grant proposals, and program budgeting. Prerequisites: Music Therapy 200 and 300 and consent of the Music Education Department Chairperson. Concurrent enrollment in Music Therapy 203 (Practicum) is required.

hours), clinical experience in an NAMT approved facility. Involves general orientation to the institution, observation of the therapist, and personal involvement in observing, describing, and working with clients. Students will make application for positions according to NAMT guidelines available through the instructor. Credit/No Entry grading. Prerequisites: completion of all other degree requirements; consent of the Music Education Department Chairperson and the Consortium Director.

Students in the Introduction to Opera, Opera Workshop and Opera Seminar are expected to participate, within the limits specified, as cast or crew in the department productions for the Hall Auditorium stage. However, these productions are cast and staffed on the basis of open auditions and interviews, and all students in the Conservatory and College are welcome to participate in them.

First (202) and second (203) semesters. A two-semester course in the fundamentals of acting for the singer, emphasizing techniques of body movement through exercise and pantomimes; preparation and performance of opera scenes which stress ensemble work; 6-8 hours participation as cast or crew in a major Opera Theater production. Open to singers and to pianists interested in accompanying opera; sophomore status required. An equivalent introductory acting course can be substituted for OT 202 as a prerequisite to OT 203. Enrollment limit, 25.

Sem 1 960-202-01 TTh-11:00-12:15 Ms. Layng C-21 Sem 2 960-203-01 TTh-11:00-12:15 Ms. Layng C-21

First and second semesters. Serving as stage manager for a major Opera Theater production. May be repeated for credit. CR/NE grading. No prerequisite. Consent of instructor. 960-304-01 Hours to be arranged Ms. Layng B-124

First semester. A continuation of 202, 203. Emphasis is placed on eighteenth century period style, acting techniques unique to opera, and recitative; requirements include participation in the

Opera Scenes Program; 8 hours participation as cast or crew in a major Opera Theater production. Prerequisites: OT 202, 203 and consent of instructor. Enrollment limit, 20.

Second semester. A continuation of 202, 203. Emphasis is placed on nineteenth and twentieth century period styles, acting techniques unique to opera, and spoken dialogue; requirements include preparation and performance of opera scenes; 8 hours participation as cast or crew in a major Opera Theater production. Prerequisite: OT 202, 203 and consent of the instructor. Enrollment limit, 15.

First and second semesters. The preparation of a major operatic role, selected by the instructor with the approval of the voice teacher, followed by a public performance of a portion of that role, or public performance of a major role with the Opera Theater. May be repeated for credit. Prerequisite: consent of instructor.

First semester. A continuation of 305, 3( 1. Advanced work in role preparation, including individual cla"^v-presentations of research projects on selected operas, audit :>n techniques, preparation and performance of opera scer^s. Emphasis is placed on becoming familiar with operas in tne standard repertory and selected contemporary works. Prerequisites: OT 305, 306 and consent of instructor. Enrollment limit, 15. 960-404-01 MW-1:30-3:20 Ms. Layng C-21

Second semester. A continuation of 305,306. Advanced work in character development, including preparation of an aria or scena for class presentation; preparation and performance of opera scenes; acting in a foreign language. Emphasis is placed on becoming familiar with operas in the standard repertory and selected contemporary works. Prerequisites: OT 305, 306 and consent of the instructor. Enrollment limit, 10.

First (406) and second (407) semesters. A study of the steps in mounting a production, from title selection through use of scenery, lights and costumes to performance; discussion of major historical figures in the development of opera stage direction; projects in directing practices. Prerequisites: OT 305, 306 and consent of instructor.

First (500) and second (501) semesters. Advanced study in role development and performance practice, including research and repeated public performances. Off-campus performances will be scheduled. Enrollment is limited and open only to fifth year students, special students, and candidates for the Artist Diploma. Prerequisites: OT 404, 405 and consent of instructor. Sem 1 960-500-01 Hours to be arranged Ms. Layng C-21

First (502) and second (503) semesters. An advanced project of directed research into an opera (its sources, period, libretto and composer) culminating in a major paper. Priority is given to candidates for the master’s degree in Opera Theater. Includes preparation for the comprehensive examination required of master’s degree candidates. Prerequisites: OT 305, 306 and completion of, or concurrent enrollment in, OT 404, 405 and consent of instructor.

Sem 1 960-502-01 Hours to be arranged Ms. Layng B-124 Sem 2 960-503-01 Hours to be arranged Ms. Layng B-124

First and second semesters. A survey of the relationships between music and 20th century technology. Review of important figures and works in technological media. Discussion of the impact of new media on the esthetics, thought processes, and working methods of the composer. Introduction to electronic test equipment, tape recording and mixing techniques, and analog sound synthesis. Fundamental concepts of performance and composition using music synthesizers. Ear training for electronic sound and exercises in aural analysis. Practical work in Electronic Music Studios using analog synthesizers and stereo recording to gain an appreciation for the potential and limitations of new means of making music. Bibliography and discography of electronic music. Opportunities for individual creative projects. Preference is given to students for whom this course is required. Enrollment limit, 25.

Sem 1 980-103-01 TTh-1:30-2:45 Staff B-339 Sem 2 980-103-01 TTh-11:00-12:15 Staff B-224

First and second semesters. A continuation of Technology 103. Additional techniques for analog sound synthesis. More work in theoretical and esthetic issues relating to music technology. Elementary psychoacoustics (response of the human ear, thresholds of perception, subjective vs. objective measurements of sound). Mathematical concepts relating to sound synthesis and acoustic analysis. Acoustics of performance spaces, sound systems for performance of electronic music, and compositional techniques for mixing electronic sounds with traditional musical media. Analytical methods for approaching music technology literature. Prerequisite: Technology 103. Preference is given to students for whom this course is required. Enrollment limit, 25.

First semester. The theory and practice of work in a large analog sound synthesis studio. Instruction in the use of a variety of music synthesizers, multi-channel mixers, 4-and 8-track recorders, monitoring systems, and various interface and test equipment. Exploration of methods of timbre synthesis (additive, subtractive, frequency and amplitude modulation). Discussion of compositional techniques and problems of live electronic performance. Introduction to microcomputers as control devices for analog synthesizers. Programming in BASIC with applications to music processing. Emphasis on practical work and the realization of individual creative projects. Prerequisites: Technology 104 and consent of the instructor. In extraordinary cases students with a high level of preparation in music theory, composition, or electronic music may be admitted by consent of the instructor without having completed Technology 104. Enrollment limit, 15.

Second semester. Continuation of Technology 202. Expanding repertoire of analog studio techniques. Procedures for interfacing micro computers and analog synthesizers (hybrid systems) and methods of programming for the production and control of complex sound patterns. Introduction to the Oberlin Hybrid Synthesizer. Concentration on the consolidation and polishing of synthesis skills within the context of individual creative projects. Prerequisites: Technology 202 and consent of the instructor. Enrollment limit, 15.

First semester. Techniques for the creation and/or transcription of music for performance on a large digital computer. Introduction to the Musical Program Library (MPL). Instruction in APL (a general-purpose, interactive programming language) with problems drawn from music theory and composition. Concept and design of computer "instruments." General introduction to theories of digital sound generation and investigation of timbre synthesis by means of frequency modulation. Practical work on the Oberlin Time Sharing system and in the Computer Music Studio. Projects emphasizing individual creative goals. Aural and theoretical analysis of works composed with the aid of computers. Prerequisites: Technology 104 and consent of the instructor. In extraordinary cases students with a high level of preparation in music theory, composition, or computer music may be admitted with the consent of the instructor without having completed Technology 104. Enrollment limit, 15. 980-212-01 TTh-1:30-2:45 Mr. Nelson CMS

Second semester. Continuation of Technology 212. Investigation of theoretical aspects of digital synthesis in greater detail (sampling theory, signal processing, and program design). Relevant concepts in elementary mathematics will be introduced. Survey of computer music programs and systems in current use. Discussion and application of algorithms for computer-assisted composition. Investigation of real-time techniques using the Macintosh computer and digital sound synthesizers. Individual creative projects stressing the unique capabilities of digital music systems. Prerequisites: Technology 212 and consent of the instructor. Enrollment limit, 15. 980-213-01 TTh-1:30-2:45 Mr. Nelson CMS

First (220) and second (221) semesters. A year course offered in alternate years. The first semester concentrates on the theory and design of the basic components found in analog electronic music synthesizing systems. The second semester expands into systems design employing digital circuitry and components used in hybrid systems. Practical work in

TIMARA electronics laboratory. Prerequisite: Consent of the instructor. Enrollment limit, 15.

Semi 980-220-01 MW-11:00-11:50 Mr. Talbert 11-326 Sem 2 980-221-02 MW-11:00-11:50

First and second semesters. A year course. An advanced course in the use of technological media in public performance. Emphasis on the creation of original works and on the solution of performance problems relating to analog, digital, and hybrid music systems. In addition to individual and group projects, members of the Workshop will be required to provide technical and production assistance for TIMARA concerts. The goal of this course is to provide advanced students with "real world" experience complete with production deadlines, high expectations with regard to quality and productivity, and other demands which the program staff regards as consistent with professional life in the field of music technology. May be repeated for credit. Prerequisites: Technology 203, 213, and consent of the instructor. Enrollment limit, 15.

First and second semesters. An opportunity for students who have completed introductory and intermediate work in electronic and computer music techniques and wish to undertake an individual project on an advanced level. An abstract of the proposed project must be presented to the member of the TIMARA Program Staff who will supervise the project. Prerequisites: a minimum of 6 hours in Technology 320 and consent of the instructor. May be repeated for credit.

Second semester. This course in elementary acoustics, taught by the Physics Department, is designed specifically for Conservatory students. This course is not offered for Technology credit.

The dates indicate the years of beginning and ending of active service for Oberlin College.

The date (in parentheses) following the person’s rank and title indicates the beginning of service at Oberlin College.

B.S., University of Illinois, 1964 M.A., Stanford University, 1967 Ph.D., Stanford University, 1971

Absent, 1987-88 ²Absent, First Semester, 1987-88 ³Absent, Second Semester, 1987-88 ⁴Research Status, 1987-88

B.A., University of California, Los Angeles, 1964 M.A., University of California, Los Angeles, 1968 Ph.D., University of California, Los Angeles, 1977

B.F.A., University of Georgia, 1965 M.A., University of Georgia, 1967 Ph.D., Institute of Fine Arts, NYU, 1977

Eva and John Young-Hunter Professor of Studio Art (1972) N.D.D., Harrogate College of Art, England, 1960 Certificate, Royal Academy Schools, London, 1963 M.F.A., Northern Illinois University, 1966

B.A., University of Chicago, 1961 M.F.A., Princeton University, 1963 Ph.D., Princeton University, 1965

B.F.A., Oregon State University, 1977 M.A., Purdue University, 1979 M.F.A., S.U.N.Y. at Buffalo, 1981

B.A., Yale College, 1979 M.A., Yale University, 1982 Ph.D., Yale University, 1987

B.S., Indiana University, 1975 M.A., Indiana University, 1978 M.A., Columbia University, 1980

B.A., Miami University, 1959 M.S., University of Michigan, 1962 Ph.D., University of Michigan, 1965

B.A., Amherst College, 1957 M.S., Yale University, 1959 Ph.D., Stanford University, 1967

B.A., Harvard College, 1954 M.S., University of Washington, 1956 M.A., University of Washington, 1963 Ph.D., University of Iowa, 1968

B.Sc., University of Natal, 1961 M.Sc., University of Natal, 1963 D. Phil., University of Oxford, 1966

’Absent, 1987-88 ²Absent, First Semester, 1987-88 ³Absent, Second Semester, 1987-88 ⁴Research Status, 1987-88

B.S., University of the Philippines, 1971 M.S., University of the Philippines, 1974 Ph.D., University of California, Berkeley, 1982

B.A., New York University, 1973 M.S., University of Michigan, 1975 Ph.D., University of Michigan, 1978

B.S., Elmhurst College, 1949 M.S., University of Illinois, 1950 Ph.D., University of Michigan, 1959

B.A., University of Ghana, 1970 M.A., University of Ghana, 1972 Ph.D., Case Western Reserve University, 1977

B.A., Lincoln University, 1963 M.A., Howard University, 1966 M.A., Princeton University, 1970 Ph.D., Princeton University, 1972

B.S., Carnegie Institute of Technology, 1963 Ph.D., University of California, Berkeley, 1966

B.A., Oberlin College, 1953 M.A., Harvard University, 1955 Ph.D., Harvard University, 1957

B.A., Bard College, 1977 M.S., Yale University, 1979 M.Phil., Yale University, 1979 Ph.D., Yale University, 1982

B.S., University of Santa Clara, 1977 Ph.D., California Institute of Technology, 1981

BJ.Ed., Hebrew Teachers College of Boston, 1948 B.A., Harvard University, 1950 M.A., Harvard University, 1952 Ph.D., Harvard University, 1955

B.A., Elmhurst College, 1959 M.Div., Union Theological Seminary, 1963 M.A., University of Michigan, 1965 Ph.D., University of Michigan, 1968

B.A., Stanford University, 1969 M.A., Yale University, 1972 Ph.D., Stanford University, 1975

B.A., Carleton College, 1982 M.A., Princeton University, 1984 Ph.D., Princeton University, 1987

B.A., Swarthmore College, 1965 M.A., Yale University, 1967 M.Phil., Yale University, 1970 Ph.D., Yale University, 1970

B.A., Northwestern College, 1959 M.A., University of Minnesota, 1964 M.F.A., Southern Methodist University, 1967 Ph.D., University of Iowa, 1970

B.A., Oberlin College, 1973 M.A., Indiana University, 1975 Ph.D., Indiana University, 1978

B.A., Case Western Reserve University, 1974 B.S., Case Western Reserve University, 1974 M.S., University of Illinois, 1980 Ph.D., University of Illinois, 1980

B.A., Wisconsin State College, 1952 M.A., University of Wisconsin, 1953 Ph.D., University of Wisconsin, 1958

Mus.B., University of Utah, 1959 M.A., University of Michigan, 1962 Ph.D., University of Michigan, 1972

B.A., Swarthmore College, 1965 M.A., Washington University, 1966 Ph.D., University of Michigan, 1972

B.A., Canisius College, 1961 M.A., University of Kansas, 1964 M.A., Princeton University, 1972 Ph.D., Princeton University, 1978

B.A., Southwestern College, 1971 M.A., Yale University, 1976 M.A., Yale University, 1977 M.Phil., Yale University, 1978 Ph.D., Yale University, 1984

B.A., University of Washington, 1973 M.A., Yale University, 1977 M.Phil., Yale University, 1978 Ph.D., Yale University, 1982

B.A., Dartmouth College, 1970 M.A., Stanford University, 1972 Ph.D., Harvard University, 1986

B.S., Indiana University, 1975 M.A., Indiana University, 1978 M.A., Columbia University, 1980

B.A., Boston University, 1956 M.A., University of Minnesota, 1959 Ph.D., University of Minnesota, 1963

B.S., New York University, 1956 M.S., Northwestern University, 1959 Ph.D., Northwestern University, 1966

B.S., Bradley University, 1962 M.A., University of Oregon, 1967 Ph.D., University of Oregon, 1967

B.A., University of Missouri, 1973 M.A., University of Missouri, 1975 Ph.D., Washington University, St. Louis, 1980

B.A., Towson State University, 1981 M.A., Virginia Polytechnic Institute and State University, 1983 Ph.D., Virginia Polytechnic Institute and State University, 1986

B.A., Princeton University, 1961 M.A., Cornell University, 1962 Ph.D., Cornell University, 1966

B.A., University of Nebraska, 1949 M.A., University of Chicago, 1954 Ph.D., University of Chicago, 1958

B.A., Duke University, 1958 M.A., Harvard University, 1960 Ph.D., Harvard University, 1965

B.A., University of Western Ontario, 1964 M.A., Harvard University, 1965 Ph.D., Harvard University, 1972

B.A., Pennsylvania State University, 1952 M.A., Pennsylvania State University, 1953 Ph.D., University of Wisconsin, 1961

B.A., Allegheny College, 1956 M.A., Harvard University, 1957 Ph.D., Harvard University, 1964

B.A., Carleton College, 1958 M.A., Yale University, 1959 Ph.D., Yale University, 1965

B.A., Oberlin College, 1971 M.A., University of Chicago, 1972 Ph.D., University of Chicago, 1976

B.A., Carleton College, 1962 M.A., Yale University, 1963 Ph.D., Yale University, 1967

B.A., Harvard College, 1967 M.A., Harvard University, 1969 Ph.D., Harvard University, 1973

B.A., University of Chicago, 1965 M.A., Stanford University, 1967 Ph.D., Stanford University, 1973

B.S., Loyola University, 1962 M.A., University of Chicago, 1963 Ph.D., University of Chicago, 1974

B.A., Case Western Reserve University, 1970 M.A., Case Western Reserve University, 1970 Ph.D., Case Western Reserve University, 1975

B.A., Oberlin College, 1972 M.A., Cornell University, 1976 Ph.D., Cornell University, 1979

B.A., City College of New York, 1965 M.A., Columbia University, 1967 Ph.D., Columbia University, 1976

B.A., Auburn University, 1976 M.A., University of Alabama, 1978 Ph.D., University of Iowa, 1986

A.B., University of California, Los Angeles, 1978 Ph.D., Stanford University, 1986

B.A., Amherst College, 1957 M.S., Yale University, 1959 Ph.D., Stanford University, 1967

B.A., University of California, Berkeley, 1966 M.A., University of California, Berkeley, 1967 Ph.D., University of California, Berkeley, 1973

A.B., Case Western Reserve University, 1970 M.A., Case Western Reserve University, 1970 Ph.D., Case Western Reserve University, 1975

B.S., Brown University, 1974 M.A., Johns Hopkins University, 1976 Ph.D., Johns Hopkins University, 1982

B.A., Temple University, 1953 M.A., University of Illinois, 1958 Ph.D., University of Illinois, 1965

M.L.A., State University of New York, Stony Brook, 1970 M.A., State University of New York, Stony Brook, 1973 Ph.D., State University of New York, Stony Brook, 1977

B.A., University of Pennsylvania, 1972 M.A., Brown University, 1974 Ph.D., Brown University, 1982

B.A., Adelphi University, 1966 M.A., University of Minnesota, 1969 Ph.D., University of Minnesota, 1975

B.A., Arizona State University, 1980 M.A., Arizona State University, 1982 M.A., Princeton University, 1984

B.A., Davidson College, 1969 M.A., University of North Carolina, Chapel Hill, 1971 M.S.L.S., University of North Carolina, Chapel Hill, 1977 Ph.D., University of North Carolina, Chapel Hill, 1978

B.A., Rutgers University, 1964 M.A., University of Chicago, 1967 Ph.D., University of Chicago, 1973

B.S., Cornell University, 1969 M.A., University of Chicago, 1972 Ph.D., University of Chicago, 1978

B.S., Northwestern University, 1961 M.S., Northwestern University, 1963 M.A., Yale University, 1965 Ph.D., Yale University, 1973

B.A., Michigan State University, 1973 M.A., University of California, Berkeley, 1975 Ph.D., University of California, Berkeley, 1982

B.A., Leningrad University, 1973 M.A., Georgetown University, 1977 Ph.D., Princeton University, 1984

B.A., Bethel College, 1967 M.A., Emory University, 1968 Ph.D., University of Kansas, 1974

B.A., Oberlin College, 1953 M.A., Harvard University, 1956 Ph.D., Harvard University, 1961

B.A., Smith College, 1958 M.A., Yale University, 1959 Ph.D., Yale University, 1965

B.A., Williams College, 1947 B.A., Oxford University, 1949 M.A., Oxford University, 1953 Ph.D., Harvard University, 1953

B.A., Davidson College, 1954 M.A., Duke University, 1959 Ph.D., Duke University, 1968

B.A., Oberlin College, 1953 M.A., Harvard University, 1954 Ph.D., Harvard University, 1963

B.A., Washburn University, 1955 M.A., Kansas University, 1957 Ph.D., University of Wisconsin, 1963

B.A., Canisius College, 1961 M.A., University of Kansas, 1964 M.A., Princeton University, 1972 Ph.D., Princeton University, 1978

B.A., Northwestern University, 1971 M.A., The University of Michigan, 1976 Ph.D., The University of Michigan, 1981

B.A., Dartmouth College, 1970 M.A., Stanford University, 1972 Ph.D., Harvard University, 1985

B.A., University of Pennsylvania, 1973 M.A., Harvard University, 1975 Ph.D., Harvard University, 1982

B.A., Amherst College, 1973 M.A., Princeton University, 1975 Ph.D., Princeton University, 1983

B.A., Brandeis University, 1968 M.A., Columbia University, 1971 Ph.D., Columbia University, 1983

Professor of Romance Languages; Program Director (1961) B.A., University of Pittsburgh, 1950 M.A., Pennsylvania State University, 1952 Ph.D., New York University, 1960

B.A., University of Illinois, 1974 M.A., University of Pennsylvania, 1980 Ph.D., University of Pennsylvania, 1984

B.A., State University of New York, Stony Brook, 1976 M.A., Indiana University, 1979 Ph.D., Indiana University, 1985

B.A., Case Western Reserve University, 1970 M.A., Case Western Reserve University, 1970 Ph.D., Case Western Reserve University, 1975

B.A., Oberlin College, 1954 M.A., University of Michigan, 1955 Ph.D., University of Michigan, 1963

B.S., Columbia University, 1939 M.A., Columbia University, 1940 Ph.D., Columbia University, 1951

B.S., University of Washington, 1951 M.S., University of Washington, 1952 Ph.D., University of Rochester, 1956

B.A., Swarthmore College, 1965 M.A., Yale University, 1967 M.Phil., Yale University, 1969 Ph.D., Yale University, 1970

B.S., Massachusetts Institute of Technology, 1979 Ph.D., Massachusetts Institute of Technology, 1983

B.A., Brandeis University, 1975 M.A., Temple University, 1978 M.S., University of Pennsylvania, 1980 Ph.D., University of Pennsylvania, 1983

B.S., University of Wisconsin-LaCrosse, 1979 Ph.D., University of Minnesota, 1983

Lecturer; Developmental Mathematics Instructor (1981) B.S., Abilene Christian University, 1971 M.S., Southern Connecticut State College, 1976

B.A., New York University, 1973 M.S., The University of Michigan, 1975 Ph.D., The University of Michigan, 1978

B.A., Indiana University, 1959 M.A., University of Kansas, 1961 Ph.D., Yale University, 1964

B.A., University of Miami, 1956 M.A., Duke University, 1959 Ph.D., Duke University, 1963

B.A., Princeton University, 1954 M.A., University of Minnesota, 1958 Ph.D., University of Minnesota, 1962

B.A., Brandeis University, 1954 Ed.M., Boston University, 1959 Ed.D., Harvard University, 1963

B.A., University of Maryland, Baltimore County, 1971 M.A., University of Pittsburgh, 1973 Ph.D., University of Pittsburgh, 1976

B.S., Bradley University, 1961 M.S., Indiana State University, 1967 Ph.D., University of Minnesota, 1979

Associate Professor; Director of Men’s Athletics (1965) B.A., University of North Carolina, 1950 Ed.M., University of North Carolina, 1956

B.S., Northern Illinois University, 1978 M.S., Northern Illinois University, 1981

B.A., Ohio Wesleyan University, 1971 M.Ed., Bowling Green State University, 1972

B.S., State University of New York at Brockport, 1979 M.S., University of North Carolina, Greensboro, 1982

B.S., Harvard University, 1941 M.A., Harvard University, 1947 Ph.D., Harvard University, 1950

B.S., Brown University, 1954 M.A., Harvard University, 1955 Ph.D., Harvard University, 1959

B.A., University of California, Berkeley, 1943 M.A., University of California, Berkeley, 1944 Ph.D., University of California, Berkeley, 1947

B.A., University of Colorado, 1952 M.A., University of Colorado, 1960 Ph.D., University of Colorado, 1960 Diplomate in Clinical Psychology ABEPP

B.A., University of Pennsylvania, 1964 M.A., University of Pennsylvania, 1969 Ph.D., University of Pennsylvania, 1972

B.A., City College of New York, 1967 M.S., Syracuse University, 1972 Ph.D., Syracuse University, 1974

A.B., University of Southern California, 1976 Ph.D., University of Southern California, 1982

A.B., University of Michigan, Dearborn, 1974 M.A., University of Illinois, Urbana-Champaign,1979 Ph.D., University of Illinois, Urbana-Champaign, 1983

B.A., Barnard College, 1977 M.S., Princeton University, 1978 Ph.D., Princeton University, 1982

B.A., Concordia Senior College, 1968 M.Div., Concordia Seminary, 1972 Ph.D., Princeton University, 1976

B.A., Rice Institute, 1959 B.D., Duke University, 1962 Ph.D., Duke University, 1969

B.A., Abilene Christian University, 1971 M.A., Abilene Christian University, 1973 M.Div., Yale University, 1975 M.A., Yale University, 1977 M.Phil., Yale University, 1978 Ph.D., Yale University, 1982

B.A., Southwestern College, 1971 M.A., Yale University, 1976 Ph.D., Yale University, 1984

B.A., University of Illinois, 1974 M.A., University of Pennsylvania, 1980 Ph.D., Yale University, 1984

B.A., Oberlin College, 1974 M.A., Princeton University, 1977 M.A., University of Chicago, 1980 Ph.D., University of Chicago, 1983

Associate Professor; Department Chairperson (1972) B.A., University of Maryland, 1964 Ph.D., University of Wisconsin, Madison, 1977

B.A., City College of New York, 1953 M.A., Columbia University, 1958 Ph.D., Columbia University, 1963

B.A., University of Pittsburgh, 1950 M.A., Pennsylvania State University, 1952 Ph.D., New York University, 1960

B.A., Saint Joseph College, 1955 M.A., Fordham University, 1960 Ph.D., University of Illinois, 1966

B.A., Smith College, 1960 M.A., University of Texas, 1963 Ph.D., University of Wisconsin, 1970

B.A., University of Madrid, 1956 M.A., University of Hartford, 1970 Ph.D., University of Connecticut, 1975

Licence es Lettres, University of Paris (Sorbonne), 1960 Diplome d’Etudes Supeieures, University of Paris (Sorbonne), 1961

B.A., University of Wisconsin, 1962 M.A., University of Illinois, 1965 Ph.D., University of Illinois, 1974

B.A., Middlebury College, 1972 M.A., University of Pennsylvania, 1974 Ph.D., University of Pennsylvania, 1983

B.A., Brooklyn College, 1962 M.A., Stanford University, 1964 Ph.D., Stanford University, 1974

B.A., Oberlin College, 1952 M.A., University of Michigan,1953 Ph.D., University of Michigan, 1959

B.A., University of Arizona, 1965 M.A., University of Florida, 1969 Ph.D., Harvard University, 1977

B.A., Indiana State University, Bloomington, 1980 M.A., Indiana State University, Bloomington, 1982 Ph.D., Indiana University, Bloomington, 1986

Director; Asssociate Chair, Theater and Dance Program (1972) B.A., University of New Mexico, 1970 M.F.A., University of California, Los Angeles, 1972

B.A., Marshall University, 1957 M.A., Ohio University, 1959 Ph.D., Ohio University, 1964

Lecturer in Theater and Dance; Technical Director (1985) B.F.A., Wayne State University, 1979

B.A., University of Delhi, 1974 M.A., University of Delhi, 1976 M.A., University of Illinois, 1978

Absent, 1987-88 ²Absent, First Semester, 1987-88 ³Absent, Second Semester, 1987-88 ⁴Research Status, 1987-88

Richard H. Anderson, Associate Professor of Singing. B.M.E., Baldwin-Wallace College, 1967; M.M., Cleveland Institute of Music, 1971. Study with Eleanor Steber, Yi-Kwai Sze, Gerard Souzay, and Dalton Baldwin. Additional study with Winifred Cecil, Margaret Hoswell, New York City. On-going study in French Art Song with Thomas Grubb, Juilliard School of Music. Winner of the Eleanor Steber Foundation Award, 1970. Faculty, Baldwin-Wallace Conservatory, 1973-75. Faculty, Summer Music Experience, Hudson, Ohio, 1975-79. Faculty, Cleveland Institute of Music, Spring, 1982. Has appeared throughout the United States and Canada as a soloist in opera, oratorio and recital. Featured soloist in numerous radio and television broadcasts, most notably for the Canadian Broadcasting Company, Montreal, Canada. Presented in a recital of French Art Song at the Manhattan School of Music, New York City (1985). Study at the Sorbonne, Paris, Fall, 1986. Conducted master class in singing, Sheppard School of Music, Rice University, Houston, Texas (1986); adjudicator for Cleveland Institute of Music’s International Art Song Festival (1985-87); frequent adjudicator for concerto competitions, Cleveland Institute of Music, Baldwin-Wallace, other area schools. Coordinator of district auditions for National Association of Negro Business Women’s Annual National Vocal Competition, hosted by Oberlin Conservatory (1984-87). (Appointed 1975.)

Lawrence Angell, Teacher of Double Bass. B.M. and M.M., Eastman School of Music. Faculty, Scotia Chamber Players, Halifax, Nova Scotia; faculty, Florida Music Festival, Sarasota, Florida. Performance with the Rochester Philharmonic Orchestra with Erich Leinsdorf; chamber music teaching and coaching at the Blossom Festival School, the Summer Music Experience at Hudson, Ohio, and Cleveland Institute of Music. Principal Double Bass, the Cleveland Orchestra with George Szell, Lorin Maazel, and Christoph von Dohnanyi. Head, Double Bass Department, the Cleveland Institute of Music, since 1969. (Appointed 1980.)

Ronald Bishop, Teacher of Tuba. B.M. and Performer’s Certificate, Eastman School of Music; M.S., University of Illinois. Study with Donald Knaub and Arnold Jacobs.

Formerly tubist with the Buffalo Philharmonic, the San Francisco Opera Orchestra and the San Francisco Symphony Orchestra; principal tubist, the Cleveland Orchestra, 1967-.

Solo performances with the San Francisco Symphony and the Cleveland Orchestra; numerous recitals and clinics in the U.S., U.K., and Canada. Formerly a member of the faculties of the Eastman School of Music, the University of Buffalo, San Francisco State College, The University of Akron, Youngstown State University, Case Western Reserve University; currently on the faculties of the Cleveland Institute of Music and Baldwin-Wallace College Conservatory of Music; currently member of Cleveland Symphonic Winds, the Cleveland Low Brass, and the Severance Brass Quintet. Recorded by Agape, Angel, Columbia, CRI, Crystal, Harmony, London, Mercury, and Telarc. (Appointed 1967.)

David Boe, Professor of Organ and Harpsichord and Dean of the Conservatory. B.A., St. Olaf College, 1958; M.M., Syracuse University, 1960; University Fellow, Syracuse University, study with Arthur Poister, 1958-60. Fulbright Scholar, organ study with Helmut Walcha and harpsichord study with Maria Jaeger, Frankfurt 1960-61; harpsichord study with Gustav Leonhardt, Amsterdam, 1968; faculty, University of Georgia, 1961-62. Concerts in U.S. and Europe; recorded performances on Gasparo label. National President, Pi Kappa Lambda;

Per Brevig, Professor of Trombone. Doctor of Musical Arts, Juilliard School, 1970. Studies in conducting, Holland, Sweden and with Leopold Stokowski in his "Symposiums for Young Conductors." Awards and prizes include XIV International Music Competition in Prague, 1962; Koussevitzky Fellowship, 1960, 1966; Henry B. Cabot Award, Boston Symphony Orchestra in 1966, both from The Tanglewood Music Festival. Solo performances, master classes, Europe, U.S.A., Japan. Numerous commissions, recordings, premieres, compositions for solo trombone. Author, Avant-garde Techniques in Solo Trombone Music, Problems of Notation and Execution.

Currently principal trombonist, Metropolitan Opera Orchestra. Principal trombonist, American Symphony Orchestra under Leopold Stokoski, 1965-68. Member, Bergen (Norway) Symphony Orchestra, 1957-65. Who’s Who in America, Who’s Who in the World, The World Who’s Who of Musicians and Dictionary of International Biography (London). Artist-in-Residence, Aspen Music Festival since 1970. Trombone and Chamber Music Faculty, The Juilliard School, since 1966. Faculty, Mannes College of Music, since 1976. Member, National Society of Literature and the Arts, 1975; appointed to the Advisory Board of the journal Medical Problems of Performing Artists, 1986. (Appointed 1984.)

James Caldwell, Professor of Oboe. Diploma, 1961, Curtis Institute of Music. Study with John de Lancie. Soloist with Casals Festival Orchestra, The Philadelphia Orchestra.

Principal oboist and soloist, Puerto Rico Symphony, 1961-65, Chicago Little Symphony, 1961-65, Washington National Symphony, 1965-66, 1968-71, Chamber Symphony of Philadelphia, 1966-68; member, Soni Ventorum Quintet, 1961 -65; orchestral recordings on RCA and Columbia Records; chamber music recordings for Lyrichord, Desto, Cambridge, Phoenix, Gasparo, Vox, and Smithsonian labels; recitals at Carnegie Recital Hall, Town Hall; five summers at Marlboro Music Festival; concerts of early music at Smithsonian

Institution, Metropolitan Museum , and Aston Magna (Baroque Oboe and Viola da Gamba). Founding Director of the Oberlin Baroque Performance Institute, since 1972. (Appointed 1971.)

Alice Chalifoux, Teacher of Harp. B.M., Curtis Institute of Music, student of Carlos Salzedo. First Harpist, Cleveland Symphony Orchestra, 1931 to 1974. Director of Summer Harp Colony, Salzedo School, Camden, Maine, 1961 to present. (Appointed 1971.)

Loris O. Chobanian, Teacher of Lute. B.M., 1964, M.M., 1966, Louisiana State University; Ph.D., 1970, Michigan State University, composition study with H. Owen Reed and Paul Harder; conducting with Peter Paul Fuchs; guitar with Jacques Tchakerian, in Paris. Professor of Composition and Guitar, Baldwin-Wallace College, 1970-. Recent Commissions, Cleveland Ballet, Ohio Chamber Orchestra, the Toronto International Guitar Festival, the American Wind Symphony Orchestra; awards from American String Teachers Association and American Society of Composers, Authors and Publishers; grant from Cleveland Area Arts Council; Cleveland Arts Prize in Music, 1981. (Appointed 1978.)

Stephen Clapp, Professor of Violin. B.M., Oberlin, 1961; M.S., Juilliard, 1965. Violin study with Dorothy DeLay, Ivan Galamian, and Andor Toth. Winner of the Naumburg Competition "First Chamber Music Award" as a member of the Beaux-Arts String Quartet, the Josef Gingold Award of the Cleveland Society for Strings, and the Juilliard annual concerto competition, Formerly concertmaster of the Nashville Symphony, the Austin Symphony, and the Aspen Chamber Symphony, 1971-79, and member of Bernhard Paumgartner’s Camerata Academica of Salzburg. Chamber music, solo recitals, and occasional concerto appearances in much of the United States, Europe, Canada, Central and South America. On the violin faculty at the Juilliard School since 1987 and at the Aspen Music School, summers since 1971; a regular performer on the Aspen Festival chamber music series. Frequently invited to give master classes and clinics and to adjudicate competitions. Active in the American String Teachers Association since 1970; former editor of the ASTA Quarterly Violin Forum column; numerous articles for professional publications. Recordings on the Orion and Advance labels, and European radio in Berlin (RIAS), Salzburg, Hilversum, Brussels, and others. (Appointed 1978.)

Gerald Crawford, Associate Professor of Singing. B.M., Eastman School of Music, 1959; M.M., 1971; Performer’s Certificate in Voice, 1960. Five seasons with the New York City Opera; operatic roles performed with the New Orleans Opera, the Chautauqua, N.Y., Opera, and the Rochester, N.Y., Opera Under The Stars. Soloist with the Philadelphia Orchestra, the Akron Symphony, and the Mansfield Orchestra. Recital and oratorio appearances throughout the South and Midwest. Recordings by Mercury, Crescent, Mark IV Records. Assistant Professor of Music, Southeastern Louisiana University, 1966-74; Associate Professor of Music, Western Illinois University, 1974-79; faculty, Saratoga-Potsdam Choral Institute, 1979-85. Organist-choirmaster, West Park United Church of Christ, 1980-. (Appointed 1979.)

Fulbright grant to the Netherlands, 1965-66. Harpsichord study with David Fuller, Albert Fuller, Gustav Leonhardt. Fellow, Bunting Institute for Independent Study. Member, Oberlin Baroque Ensemble; faculty, Oberlin Baroque Performance Institute. Solo recitals at Smithsonian Institution, Boston Museum of Fine Arts, Duke University, SUNY, Buffalo, among others. Ensemble performances throughout the U.S. and in Japan. Recordings for Vox, Gasparo, and Smithsonian Recordings. (Appointed 1973.)

Mary Ann Danenberg, Teacher of Pianoforte. B.M., Oberlin, 1948; M.M., 1951. (Appointed 1951.)

Kenneth Davis, Teacher of Jazz Ensembles. Faculty, University of Michigan at Interlochen and Cleveland State University. Performances with Lou Rawls, Aretha Franklin, Paul Anka, Sammy Davis, Bill Cosby, and Lena Horne. Formerly with the Duke Ellington Orchestra. Appearances with Cleveland Jazz All Stars. Named Jazz Man of the Year 1981 by the Northeast Ohio Jazz Society. Recordings on the Motown and North Coast labels. (Appointed 1981.)

Robert Fries, Professor of French Horn. B.M., Curtis Institute of Music, 1957; M.M., University of Michigan, 1966; study of French Horn with Mason Jones; member of U.S.Marine Band, New Orleans Philharmonic; co-first horn with Philadelphia Orchestra; principal horn with Detroit Symphony; teacher, Transylvania Music Camp, Brevard, North Carolina; teacher, Wayne State University, Detroit, Michigan; teacher, Temple University. (Appointed 1965.)

Lydia Frumkin, Associate Professor of Pianoforte. Honour Diploma, Leningrad Conservatory, 1971. Degree in Piano Performance, Accompaniment, Chamber Music, and Pedagogy. Instructor of Accompanying, Chamber Music Performance, Leningrad Conservatory, 1971-73. Numerous performances, solo and chamber music in the U.S.S.R., U.S.A., and Europe. (Appointed 1975.)

Gregory Fulkerson, Associate Professor of Violin. B.M., Oberlin College Conservatory of Music, 1971; B.A., with honors in Mathematics, Oberlin College, 1971; M.M., The Juilliard School, 1977; D.M.A. candidate at The Juilliard School. Violin study with Ivan Galamian, Paul Kling, Daniel Majeske, David Cerone, Dorothy DeLay. First Prize Winner of the 1980 International American Music Competition. Member of The Cleveland Orchestra 1971-74; Audubon Quartet 1974-75; New York New Music Ensemble 1976-79; Honolulu Symphony (concertmaster) 1979-81. Visiting Associate Professor, Indiana University 1981-82. Grand Teton Music Festival 1974-present. Management by TRM Inc. (NY) 1981-present. Active concert career has included solo performances with the Philadelphia Orchestra, Cincinnati Symphony, Milwaukee Symphony, American Symphony, North Carolina Symphony, Honolulu Symphony, Louisville Orchestra, Albany Symphony, and recitals on the series of Kenyon College, Pennsylvania State University, and the Columbus Chamber Music Society. European tour in 1983 sponsored by the Rockefeller Foundation. New York recitals in 1981 (Kaufmann Hall) and 1983 (Alice Tully Hall). Carnegie Hall appearances in 1982 (Barber Concerto, American Symphony) and 1986 (Wernick Concerto, Philadelphia Orchestra). Recordings: a recital of works by Copland, Ornstein, Wernick, Glass, New World Records #313; Concerto for violin, English horn, and tape by John Melby, CRI #SD528; Violin Concerto (1950) by Roy Harris, Louisville Orchestra (in press). (Appointed 1982.)

Jeffrey Irvine, Assistant Professor of Viola. B.M., Philadelphia Musical Academy, 1975; M.M., Eastman School of Music,

1977. Viola study with Heidi Castleman, Martha Katz, William Primrose, and Karen Tuttle. Winner of the annual Aspen Music Festival Viola Competition, and the Cleveland Quartet Competition as a member of the Carmel Quartet. Chamber music concerts, solo recitals, and master classes throughout much of the Midwest and East. Master classes at Beijing Central Conservatory and Shanghai Conservatory, China, 1985. Faculty, Aspen Music Festival since 1981. Visiting Assistant Professor of Viola, Eastman School of Music, 1984-85.

Principal violist, Wichita Symphony, 1977-81. Instructor of viola, Wichita State University, 1977-81. (Appointed 1983.)

Lynne Ramsey Irvine, Teacher of Viola. Bachelor’s and Master’s degrees from the Juilliard School, 1976. Member of the Pittsburgh Symphony, 1976-85; faculty, Duquesne University, 1976-85; member, Gateway to Music String Quartet, 1977-85; frequent guest, Pittsburgh Chamber Soloists and the Heinz Hall Chamber Music Series, 1976-87; guest, National Musical Arts, 1976-82. Soloist with the Beijing Philharmonic in China, 1985. Prizes in several international competitions, including the Lionel Tertis International Viola Competition, the Bryan Young Artist Competition and the Juilliard Competition. Principal violist, Aspen Festival Orchestra, summers, 1981-. Principal violist of the Rochester Philharmonic Orchesta. (Appointed (1985.)

Wendell Logan, Professor of Afro-American Music. B.S., Florida A and M University, 1962; M.M., Southern Illinois University, 1964; Ph.D., University of Iowa, 1968. Faculty member, Ball State University, 1967-69; Florida A and M University, 1969-70; Western Illinois University, 1970-73. Visiting Professor, Valdosta State College, Georgia Southern College, Jamaica School of Music, University of California, Berkeley. Composer-in-residence with Georgia Commission on the Arts. A.S.C.A.P. awards 1980-86, National Endowment for the Arts Grants, 1973, 1978, 1985.; Martha Baird Rockefeller Fund for Music Grant, 1979; National Endowment for the Humanities Grant for a seminar for college teachers on the Jazz Avant Garde, 1980; Ohio Arts Council Grant, 1984 and 1985. Extensive work as a composer-arranger, performer, conductor, and adjudicator in the jazz idiom. Performances in Africa and the Caribbean. Tour of the major cities of Brazil with the Oberlin Jazz Ensemble, 1985, sponsored by the United States Information Agency. Recordings on Orion, Golden Crest, University of Michigan Press, Morehouse College Press, and RPM Records. Articles in Perspectives of New Music, the Black Perspective in Music, and NUMUS West. Absent, 1986-87. (Appointed 1973.)

Michael Lynn, Assistant Professor of Recorder and Baroque Flute. B.S., Oakland University, 1976. Has served on the faculties of the Aspen Choral Festival, Oakland University, the University of Michigan, of workshops throughout the United States, and of The Oberlin Baroque Performance Institute. Regular performances as flutist and recorder player with the American Baroque Ensemble. Has performed extensively with "Ars Musica" Baroque Orchestra, The Jongleurs, performers of Medieval and Renaissance Music, and, with Max von Egmond and Edward Parmentier, the ensemble Capriccio.

General editor of the Baroque Series published by the American Recorder Society and Galaxy Music; general editor and founder of the Courant, Journal of the Academy for the Study and Performance of Early Music, and publisher and founder of Early Music Facsimiles. Currently on the board of advisors of the Westfield Center for Historical Keyboard Studies. Recordings for Gasparo, Radius, and Timegate. (Appointed 1977.)

Daune Mahy, Associate Professor of Singing. B.M., M.M., Westminster Choir College; D.M., Indiana University, 1978. Additional study Hamburg Hochschule fur Musik, Academic d’Ete (Nice, France). Study with Jean Berbie, Giuseppe Giardina, Margaret Harshaw, Gianna D’Angelo, Zinka Milanov, Walter Bricht, and Agnes Davis. Artist-in-Residence with Rome Festival Orchestra ("Magic Flute" and "Cosi fan tutte," 1983). Concert tour of southern Spain (1982). Appearances with Buffalo Philharmonic, Omaha Symphony, Nebraska Sinfonia, Akron Symphony, Cleveland Chamber Symphony, Mansfield Symphony, Ashland Symphony, Opus I Orchestra, Suburban Symphony, Nebraska Choral Arts Society, and Toledo Choral Arts Society. Performances with the Kentucky Opera Association, Opera Omaha, St. Louis Municipal Opera and John Kenly Players. Premieres: "Beyond the Dream," "Time and Remembrance" and "Songs of Darkness" by Warren Darcy, "Good Tidings from the Holy Beaste" by Dan Locklair, "The Legend of Ruth’s House" and "Requiem" by Jon Polifrone, and "Landscapes" by Joseph Baber. New York Recital Debut, 1984. Guest Artist, New York Carnegie Recital Hall, 1980. Assistant Professor of Voice, University of Nebraska, Omaha, 1974-80; General Director, the Nebraska Opera Ensemble, 1977-80. Soloist, Trinity Cathedral, Cleveland, 1980-. Roster of Great Lakes Performing Artist Associates, 1981-. Pi Kappa Lambda, 1974. (Appointed 1980.)

Michael Manderen, Lecturer in Lute and Associate Director of Conservatory Admissions. B.A., Oberlin, 1976; study with Loris O. Chobanian, Paul O’Dette, Toyohiko Satoh, Suzanne Bloch; Faculty Associate, Baroque Performance Institute,

1977-82; appearances with the Cleveland Orchestra on lute and guitar; solo recitals and ensemble appearances throughout the Eastern states. (Appointed 1979.)

Sanford Margolis, Professor of Pianoforte. B.A., University of Minnesota, 1961; M.M., Manhattan School of Music, 1963. Pianist, Minneapolis Symphony Orchestra, 1967-68; Instructor of Piano, University of Iowa, 1968-69; Assistant Professor of Piano and Piano Literature, Baylor University, 1969-72. Winner, Minneapolis Symphony Orchestra Young Artist Contest, 1961; winner, Hour of Music Competition, New York City, 1963; Harold Bauer Memorial Award as Outstanding Pianist, Manhattan School of Music, 1963. (Appointed 1972.)

Julian Martin, Assistant Professor of Pianoforte. Artist Diploma, Peabody Conservatory of Music; Diplomas from the Ecole d’Art Americaines in Fontainbleau, and Accademia Musicale Chigiana in Siena. Study with Leon Fleisher, Nadia Boulanger, Robert Casadesus, Edward Kilenyi, Guido Agosto and Dorothy Taubman. Winner, Montevideo International Competition, Accompanying Prize in the 1982 Tchaikovsky Competition (Moscow), Second Grand Prize in the 1975 Casadesus International Competition (Cleveland), the Baldwin Prize in the Maryland International Competition, and the

Bosendorfer Prize in the Gina Bachauer International Competition (Utah). Recipient of grants from the Rockefeller Foundation and the Institute of International Education. Frequent concert appearances throughout North and South America. Formerly Chairman, Piano Department, Peabody Conservatory of Music, Preparatory Division (1979-83). (Appointed 1984.)

M.M., 1966, Northwestern University; Ph.D., 1975, University of Michigan; student of Robert Marcellus, Clark Brody,

Jerome Stowell; co-principal clarinet, Honolulu Symphony Orchestra; principal clarinet, Toledo Symphony Orchestra and Peninsula Symphony Orchestra; faculty, University of Michigan; member, Oberlin Woodwind Quintet; member of Artist Faculty, Aston Magna Academy; solo or chamber music performances at the Library of Congress, Alice Tully Hall, Metropolitan Museum of Art, Smithsonian Institution, Jordan Hall, Abraham Goodman House, Carnegie Hall; appearances at the Mostly Mozart Festival, in Avery Fisher Hall, and the Tanglewood Festival. Artistic Director, 1985 International Clarinet Society Conference. Recordings for Decca, Orion, Gasparo, Arabesque, Advance, Oiseau Lyre, and Smithsonian Recordings. (Appointed 1970.)

Marilyn McDonald, Professor of Violin and Teacher of Baroque Violin. B.M. with Highest Honors, 1964, Northwestern; M.M. with Honors, Indiana University, 1965; Performer’s Certificate, Indiana University; study with Angel Reyes, Josef Gingold; member, Oberlin Baroque Ensemble and Smithson String Quartet; concertmaster, Smithsonian Chamber Players and Ohio Chamber Orchestra; faculty member, Oberlin Baroque Performance Institute, Eastern Michigan University, Case Western Reserve University; performances with Music from Aston Magna; soloist with the Milwaukee Symphony; recitals at Yale University, Wigmore Hall, Versailles, Smithsonian Institution, Caramoor Festival, Metropolitan Museum of Art, Alice Tully Hall. Recordings for Decca, Vox, Gasparo, Pro Arte, Harmonia Mundi, and Smithsonian Recordings. (Appointed 1977.)

Catharina Meints, Teacher of Viola da Gamba and Baroque Cello. B.M., Performers Certificate, 1966, Eastman School of Music; viola da gamba study with August Wenziger, Basel, Switzerland, 1968-71; member, Rochester Philharmonic, 1964-66; assistant principal cellist, Chamber Symphony of Philadelphia, 1966-68; National Symphony, 1968-71, Washington Consort, 1968-71, Cleveland Orchestra, 1971-. Faculty member, Case Western Reserve University, 1971-; Oberlin Baroque Performance Institute, 1971-. Performances throughout the U.S. as member of the Oberlin Baroque Ensemble, Cleveland Baroque Soloists, and Oberlin Consort of Viols, 1971-. Solo recitals at Carnegie Recital Hall and Smithsonian Institution; Recordings for Cambridge, Vox, Gasparo, Nonesuch. (Appointed 1977.)

Richard Miller, Professor of Singing. B.Mus., M.Mus., University of Michigan; Diploma di canto (artist diploma) L’Accademia di Santa Cecilia, Roma. Fulbright scholar, Rome. Silver Medal Winner, Geneva International Competition.

Study with Jose Tyrand, John Finley Williamson, Harold Haugh, Kurt Rapf, Luigi Ricci, Riccardo Picozzi, Mario Basiola, Otto Guth, and Samuel Margolis. Over 400 performances of some 50 leading lyric tenor roles with opera companies including Stadttheater Zurich and San Francisco Opera. Over 600 solo appearances in recital, oratorio and symphonic literatures, often with major orchestras and conductors. Frequent presentations of master classes throughout the United States, Canada, and Europe, including the International Summer Academy CMozarteum), Salzburg (1972,-76,-77,-78,-79,-80,-81,-82), (British) Association of Teachers of Singing (1977,-78,-79,-84), Numerous courses for Atelier voix et musique, Paris (1980,-81,- 82,-83), Fondation Royaumont (1983,-84,-85), and continuing sessions for the French Ministry of Culture (1984,-85,-86,-87). Major national and international adjudication, including Munich International Competition (1982) and Paris International Competition (1984). Vocal Research projects pursued in France, England, Germany, Austria, Italy, Netherlands, Sweden, Finland,

Norway, Poland, Czechoslovakia, and Hungary (1971,-72,-76,-77,-84,-85,-86). Author, English, French, German, and Italian Techniques of Singing (Scarecrow Press, 1977) and The Structure of Singing (Schirmer/Macmillan, 1986). Editor, The NATS Journal (official publication of the National Association of Teachers of Singing), 1980 to present. Editorial Committee, The Journal of Research in Singing (1978 to present). Editorial board, The Journal of Voice, 1987. Publications in numerous professional journals. Elected to American Academy of Teachers of Singing (1983) and to Collegium Medicorum Theatri (1985). (Appointed 1964.)

Daniel T. Moe, Professor of Choral Conducting. B.A., Concordia College, 1949; M.A., University of Washington,

1959-60; D.M., (honorary), Gustavus Adolphus College, 1976. Director of Choral Music, University of Denver, 1953-59; Visiting Professor of Music, University of Southern California, summer 1963; Professor of Music and Director of Choral Activities, University of Iowa, 1961-72. Canticum Novum Award, Wittenberg University, 1974. Conductor of choral workshops and festivals throughout the United States, Canada, and Mexico; conductor of choral works widely performed in high schools, colleges, and churches; guest conductor for All State choirs in 20 states; concerts at Carnegie Hall and the Kennedy Center with the Oberlin Choir and Orchestra,

Garth Peacock, Professor of Organ. B.M., Oberlin College, 1951; M.M., 1955. Selby Houston Memorial Award (Organ and Theory), 1951. Member, Pi Kappa Lambda. Student of Andre Marchal, 1965. Faculty, Southwestern College, Winfield,

Byron Pearson, Professor of Trumpet. B.M.E., University of Michigan, 1969; M.M., University of Michigan, 1976. Study with Clifford Lillya and Gilbert Johnson. Soloist with the U.S. Marine Band; Associate First Trumpet with the New Orleans Philharmonic and the Baltimore Symphony Orchestra; currently first call extra and substitute for the Baltimore and St. Louis Symphony Orchestras; member, New Orleans Symphony Brass Quintet. Recitalist and soloist throughout the United States. Two solo recordings on Crystal Records; ensemble recordings on Vanguard, Orion, Vox, and Telarc. Absent, First Semester, 1987-88. (Appointed 1979.)

Larry RachlefT, Associate Professor and Conductor of Wind Ensemble and Contemporary Ensemble. B.S., University of

Connecticut, 1977; M.M. in Performance, M.M. in Conducting, University of Michigan, 1979. Professional appearances with Philadelphia and Aspen Music Festival Orchestras and with ensembles throughout the East, Midwest, and Southwest. Former faculty member, University of Michigan, 1983-86; University of Connecticut, 1981-83; University of Texas, Arlington, 1979-81. Ensembles conducted at Connecticut and Michigan toured extensively in the U.S. and Europe, and performed in major concert halls. Residencies given at the Shepherd School of Music (Rice University); Hartt School of Music, University of Wisconsin, Stevens Point; University of Maine; Interlochen Arts Academy; Michigan State University; Northwestern University. Summer faculty member, National Music Camp and Interlochen Center for the Arts. Guest conductor for all-state bands and festival orchestras in 25 states throughout the U.S. and in Italy, Switzerland, and England; conductor of 1985 All-East MENC Symphony Band. Articles published in CBDNA Journal and Band magazine; papers presented at several College Band Directors National Association conventions. Member, Pi Kappa Lambda, Music Educator’s National Conference, CBDNA. (Appointed 1986.)

John Rautenberg, Teacher of Flute. M.M.E., Oberlin, 1958. Member of the Cleveland Orchestra since 1961; currently serving as Associate Principal Flutist. Formerly member of the Indianapolis Symphony, North Carolina Symphony, Santa Fe Opera Orchestra, and the Chautauqua Symphony. Formerly on the faculties of the Cleveland Institute of Music, University of Akron, and Summer Music Experience in Hudson, Ohio. (Appointed 1985.)

Beverley Rinaldi, Associate Professor of Singing. B. Mus., M. Mus., Cincinnati College-Conservatory of Music. Vocal study and coaching with Franklin Bens, Fenton Pugh, Helen Laird, Iona Harms, Kelly Hale, Max Walmer, Italo Tajo, Martin Katz, and John Alexander. Faculty, Farleigh-Dickenson University, 1971- 72; private studio, 1972-76; adjunct faculty, Northern Kentucky State University, 1977-78; Adjunct Assistant Professor, College-Conservatory of Music, Cincinnati, Ohio,

1978-80. Voice faculty, National Music Camp at Interlochen, summers 1982, -83, -85, -86, guest artist since 1980; master workshops conducted nationally; Assistant Professor of Voice, School of Music, University of Michigan, 1980-84. Board Member of the Michigan State Committee for NATS, 1981-84. Soloist with the New Jersey Symphony Orchestra, the New York Choral Society, the Pro Arte Chamber Orchestra, the Greater Bridgeport Symphony Orchestra, the Cincinnati Symphony, and other orchestras. Opera roles in Magic Flute, La Boheme, Lucia di Lammermoor, Abduction From the Seraglio, Rossini’s Barber of Seville, The Ballad of Baby Doe, The Legend of Sleepy Hollow and Die Fledermaus.

Michael R. Rosen, Professor of Percussion. B.M.E., Temple University, 1964; M.M., University of Illinois, 1966. Teacher of percussion, Wisconsin College Conservatory; principal percussionist and soloist with Milwaukee Symphony, 1966-72; member of Board of Directors of the Percussive Arts Society and columnist in the journal Percussive Notes; member of the editorial staff of Percussive Notes Research Edition. Many solo recitals and clinics throughout the United States and Europe, including PASIC, 1973 and 1981. Visiting teacher and coach at Internationale Sommerkurse, Schloss Weikersheim in Weikersheim, Germany, 1976. Teacher and Coach at

International Summer School of the Performing Arts, George Brown College of Applied Arts and Technology, Toronto, Canada, 1977. During 1978: visiting teacher at the Sweelinck Conservatorium, Amsterdam, Holland; concerts and clinics throughout Holland and Germany. Director of three-day Marimba Workshop in Breukelen, Holland, for the Eduard van Beinum Foundation in 1978 and 1980. Master classes and clinics at the Conservatoire National Superieur de Lyon, Lyon, France, 1983. Percussionist of the Grand Teton Music Festival,

1984. Associate editor of Percussive Notes. Recordings for Lumina, CRI and Opus One labels, and for the Bayerische Rundfunk. (Appointed 1972.)

Sedmara Zakarian Rutstein, Professor of Pianoforte. Honour Diploma, Leningrad Conservatory, 1959; post-graduate (Doctor of Music equivalency) study in Piano Performance, Leningrad Conservatory, 1959-62; soloist with Leningrad Philharmonic and other Soviet Orchestras; solo recitals in major Soviet cities, 1957-73; radio and TV performances and recordings in Leningrad, 1957-73; solo recitals in New York City, Washington, D.C., Philadelphia, Massachusetts, Texas, Florida, West Virginia, Oklahoma, and throughout the Midwest. Faculty of the Leningrad Conservatory, 1962-73; Artist-in-Residence, Grinnell College, Grinnell, Iowa, 1974-76. Solo albums for Orion and Musical Heritage Society. (Appointed 1976.)

Joseph Schwartz, Professor of Pianoforte. B.S., Juilliard School of Music, 1954; M.S., 1957. Study with Rosina Lhevinne, Irwin Freundlich, Eric Harrison, Guido Agosti, Wilhelm Kempff.

First prize winner, Walter W. Naumburg Competition; winner, Young Artists Division, KFI--Hollywood Bowl Auditions; gold medal winner, Artists Division, American Guild of Piano Teachers; winner Music Education League Concerto Competition; Town Hall debut, 1957; ten subsequent New York recitals; under management with National Music League,

1957-61; many appearances with orchestras and solo recitals throughout the U.S. and Brazil; European tours, 1974, 1981, London, Brussels, Hamburg; Martha B. Rockefeller Foundation grand. Member of faculty, Juilliard Preparatory Division, 1959-60. Director, Oberlin Summer Piano Institute, 1983 to present. (Appointed 1960.)

B.M., Oberlin College, 1972, M.A., Juilliard, 1973. Studies with Klaus Goetze, Arthur Dann, Jack Radunsky, Ania Dorfmann, Dorothy Taubmann, Vladimir Ashkenazy (summer, 1969). Winner, Hurlbutt, Rudolf Serkin Awards, Oberlin Conservatory; winner, National Arts Club of New York Auditions, 1974, and Piano Teachers’ Congress Competition, 1976; member of winning duo in 1980 Rockefeller International American Music Competition; participant, Grand Teton Music Festival, 1979-81; guest artist, Festival of American Music, Sacramento, California, 1981, 1983; appeared with Chicago Contemporary Chamber Players. Faculty member, Oberlin Summer Piano Institute and Dorothy Taubman Piano Institute (Amherst, Mass.). New York debut recital sponsored by the International Society of Contemporary Music, 1983; solo recitals, ensemble concerts, and master classes throughout the United States, Europe, and South America. National Endowment for the Arts Solo Recitalist Grant, 1985. National Endowment for the Arts Consortium Commission Grant, 1986. Heard on WQXR, National Public

Michel Singher, Professor of Orchestral Conducting. A.B., Harvard College, magna cum laude, 1962; M.Mus., with highest honors, Indiana University, 1966. Instrumental conducting study, Stuttgart State Conservatory, 1962-64. Music Director of the Mid-Columbia Symphony, Chamber Orchestra, and Youth Symphony, 1982-84; Conductor of Symphony, Sinfonietta, Opera Theater, University of Washington, 1978-81; First Conductor, Freiburg (Germany) State Opera, 1975-77; First Conductor of the Opera Forum (Netherlands), 1972-74; First Conductor of the Regensburg (Germany) Municipal Opera, 1970-72. Assistant conductor/coach at the Hamburg State Opera, 1966-70, the Santa Fe Opera, 1961, the Stratford Festival (Ontario), 1960, and the Marlboro Music Festival,

1964-1981, Freiburg State Conservatory, 1975-77, University of Washington, 1978-81; lecturer for the Seattle Opera Guild, 1979, 1982; adjudicator at the Metropolitan Opera Regional Auditions, 1979, and the Seattle Opera Cecelia Schultz Auditions, 1981. Guest conductor with the Basel Symphony Orchestra, the Berlin Radio Symphony Orchestra, the Hamburg Chamber Orchestra, the Hamburg Symphony (two seasons), the Seattle Symphony Orchestra (three seasons), and other orchestras; guest conductor of opera performances at the Arizona Opera, the Braunschweig State Theater, the Bremen Municipal Opera, the Hamburg State Opera, the Juneau Lyric Opera, the Kassel State Theater, the Music Academy of the West, the Royal Flemish Opera, and the Wuppertal Municipal Opera. Recordings on Crystal, Teldec. (Appointed 1984.)

Martha Stacy, Associate Professor of Piano Pedagogy. B.M.E., M.M., Louisiana State University. Pedagogical study with Polly Gibbs; Robert Pace, Teachers College of Columbia University; Lawrence Rast at Ohio State University; Haruko Kataoka of the Suzuki Music Institute in Japan. Teacher in the public schools of Dallas, Texas; Instructor of Piano, Berea College, Kentucky; Assistant Professor of Piano, University of Kansas; Associate Professor of Piano, Kent State University; Lecturer, clinician and writer on pedagogical and group piano; teacher-trainer for the Suzuki Association of the Americas. (Appointed 1971.)

Peter Takacs, Professor of Pianoforte. B.M., with Honors, Northwestern University, 1968; M.M., University of Illinois, 1969; D.M.A. in progress, Peabody Conservatory; study with Guy Duckworth, Howard Karp and Leon Fleisher.

C.D. Jackson Master Award, Berkshire Music Center, 1976. Winner, concerto competitions, Northwestern University, 1968, and Peabody Conservatory, 1971; winner, First Prize,

University of Maryland International Piano Competition, 1973; Prizewinner, North Carolina Symphony Competition, 1973, and Rhode Island International Master Pianist Competition, 1974. Numerous solo recitals and appearances with major orchestras throughout the U.S.; featured recitalist, MTNA National Convention, 1978; guest artist with Milwaukee and Baltimore Chamber Music Societies and Theatre Chamber Players of Kennedy Center; participant, Monadnock Music Festival, since 1979; highly acclaimed New York debut, Abraham Goodman House, 1980; special award, Rockefeller American Music Competition, 1982; Lederer Research Institute Career Grant, 1983; winner, La Gesse Foundation

Recital Prize, 1983; National Endowment for the Arts Solo Recitalist Grant, 1984; faculty, Eastern Music Festival, summer, 1984; debut recording, Owl Records, 1983; keyboard faculty, East Carolina University, 1972-76. (Appointed 1976.)

Haskell Thomson, Professor of Organ. Mus.B., Oberlin College, 1958; M.M., Yale University, 1961; Fulbright Scholar, Study of North German tradition, 1958-59; McCandless grant, study of Cavaille-Coll tradition in France, 1980; winner of Jepson Prize at Yale; organ study with Finn Videro and Frank Bozyan; awarded Theodore Presser Prize and elected to Pi Kappa Lambda at Oberlin; study of French improvisation techniques with Andre Marchal, 1964. Many Concerts and radio broadcasts in both the U.S. and Europe. Absent Second Semester, 1987-88. (Appointed 1961.)

Andor Toth, Jr., Professor of Violoncello. Study with George Neikrug at Oberlin College, 1965-67, and University of Texas at Austin, 1967-69; private study with Gabor Rejto; faculty member at San Francisco Conservatory of Music, 1969-72; member, San Francisco Symphony and Chamber Orchestra,

1969-72; soloist with Joffrey Ballet, Houston and San Francisco symphonies; solo recitals as well as chamber music recitals; member of the New Hungarian Quartet; records by Vox and Angelicum. (Appointed 1972.)

Frances Walker, Professor of Pianoforte. B.M., Oberlin, 1945; M.A. and Professional Diploma, Columbia University, 1971; elected to Pi Kappa Lambda; study with Rudolph Serkin and Miecyslaw Horszowski at the Curtis Institute of Music, and Robert Goldsand at the Manhattan School of Music; Carnegie Recital Hall debut, 1959; subsequent performances there and in Town Hall, Alice Tully Hall, Abraham Goodman Concert Hall, Carnegie Hall, and Kennedy Center, Washington, D.C.; soloist with Symphony of the New World and the Washington Urban Philharmonic; performances throughout the U.S., Europe, and in Jamaica, W.I., Solo album for Orion Recording, Inc. Assistant Professor, Lincoln University, 1967-71; Assistant Professor, Rutgers University, 1971-76; Adjunct Professor of Piano, University of Delaware, 1971-72. (Appointed 1976.)

Carol S. Webber, Associate Professor of Singing. B.Mus., Oberlin; special studies at the Mozarteum in Salzburg, Austria; graduate studies at the University of Washington. Faculty, Willamette University, 1970-72; Artist-in-Residence, SUNY at Stonybrook, 1986-87. Ten years of leading roles in opera in major and regional U.S. houses, including contracts with the Metropolitan Opera. A frequent soloist with major symphonies, including Houston, Seattle, and Miami; the conductors include Sergiu Commissiona and Gerard Schwartz. Most recent appearances as chamber and contemporary soloist include Music Today, Merkin Hall 1986 (Schwartz conducting); Shostakovich #14, Illinois Chamber Orchestra; Alice Tully Hall, 1987. Soprano soloist with the Bach Aria Group; master teacher at the Bach Aria Festival and Institute, 1986,1987, and on-going. Recordings in progress include cantatas with the Bach Aria Group and chamber selections with Itzak Shotten, violist. Guest artist, the Maui Music Festival, 1984-86 and the Contemporary Festival, New Paltz, New York, 1986. Frequent appearances in opera and symphony, as well as presenter of master classes in major cities throughout the U.S. Adjudicator, Western Coast Regional Metropolitan Opera auditions and prize competitions for young artists. (Appoinred 1987.)

Robert Willoughby, Professor of Flute. Robert W. Wheeler Professor of Performance, 1979-84. B.M., Eastman School of Music, 1942; M.M., New England Conservatory, 1949; study with Kincaid, Laurent, and Mariano; member of Cleveland Orchestra; principal flutist with Cincinnati Symphony; principal flutist and soloist, Dartmouth Congregation of the Arts; recitals in Carnegie Recital Hall; concerts of early music at Smithsonian Institution; solo and ensemble performances on Vox, Coronet, Gasparo, Composers Recordings Incorporated, and Smithsonian Labels; founding member, Oberlin Woodwind Quintet and Oberlin Baroque Ensemble. (Appointed 1955.)

Kathleen Winkler, Associate Professor of Violin. B.M., magna cum laude, Performer’s Certificate, Indiana University, 1972; M.M., summa cum laude, University of Michigan, 1974. Violin study with Josef Gingold, Ivan Galamian, Franco Gulli, and Paul Makanowitzky. Artistic Ambassador for the United States Information Agency Tours of Singapore, Korea, Malaysia, Indonesia, and New Zealand, presenting recitals, solo orchestral performances and master classes, 1987; First Prize -gold medal - Carl Nielsen International Violin Competition (Denmark), 1980. Sponsored recital debuts in New York (Alice Tully Hall) and London (Queen Elizabeth Hall, and Purcell Room). Soloist with Philadelphia Orchestra, Pittsburgh Symphony, Detroit Symphony, Danish Radio Orchestra, Odense By-Orkester, Helsingborg Symfoniorkester, Gladsaxe Symfoniorkester. Two tours of Poland as orchestral soloist. Frequent radio appearances for the BBC (England),

Norwegian State Radio, Danish National Radio, Australian Broadcasting Corporation, National Public Radio and Voice of America. Chamber music appearances include Brahms Chamber Music Festival (Australia), Canary Islands International Festival. Summers on the faculty of the Encore School for Strings. (Appointed 1986.)

Randolph Coleman, Professor of Composition and Music Theory. B.M., Northwestern University, 1960, M.M., 1961,

D.M., 1963. William Faricy Award for Excellence in Creative Music, Northwestern University, 1960; award, International Society for Contemporary Music, 1963; award, Fromm Music Foundation, 1964. Assistant Professor, Winthrop College,

Rock Hill, S.C., 1963-65; Assistant Professor of Music Theory, University of Texas, summer, 1965; Assistant Professor of Music Theory and Composition, University of Michigan (Interlochen), summers 1969,1970. Senior Fulbright Scholar,

1982. Former Chairman, National Council, American Society of University Composers. (Appointed 1965.)

Michael Daugherty, Assistant Professor of Composition and Music Theory. B.A., North Texas State University, 1976; M.A., Manhattan School of Music, 1978; M.M.A., Yale University, 1986; D.M.A., 1986. Additional study at the Hamburg Musikhochschule, Koninklijk Conservatorium (The Hague), Tanglewood/Berkshire Music Center, I.R.C.A.M. (Paris), and the Massachusetts Institute of Technology. Studied with Gyorgy Ligeti and Gil Evans. Awards and honors: Meet the Composer, 1986; Rotary Fellow (Germany), 1982; Yale University’s Greenwald Prize, 1982; Rockefeller Foundation Conposer’s Grant, 1980; Bradley-Keeler Scholarship (Yale), 1980; Tanglewood Composition Fellow, 1980; Fulbright

Scholar (France), ASCAP Composition Award, 1979; National Endowment for the Arts Composer Fellowship, 1979. Performances at I.R.C.A.M. (Paris), International Computer Music Conference, and in numerous cities throughout North America and Europe. Published "New Techniques in Composing Computer Music with Synthesizers, Microcomputers, and MIDI." (Appointed 1986.)

Richard Hoffmann, Professor of Composition and Music Theory. Study of violin, Vienna, Austria. B.M., University of New Zealand; graduate study, University of California in Los Angeles; pupil, secretary-amanuensis of Arnold Schoenberg,

1947-51. Coeditor of the Schoenberg Gesamtausgabe. Award, National Institute of Arts and Letters, 1966; Guggenheim Fellowship, 1970-71 and 1977-78; National Endowment for the Arts Grant, 1976-77, 1978, 1979-80. Senior Fulbright Scholar to Vienna, 1984. Visiting Professor, University of California, Berkeley, 1966-67; University of New Zealand, Wellington, summer 1968; Harvard University, summer 1970; University of Iowa, winter 1976; Vienna University, 1984. Director of the Schonberg Seminar, Internationale Schonberg Gesellschaft and Vienna University, January 1980-83, 1985-86. (Appointed 1954.)

Edward J. Miller, Professor of Composition and Music Theory. B.M., University of Miami (Florida), 1953; M.M., Hartt College of Music, 1955. Fulbright scholar to Berlin, studies with Boris Blacher and Josef Rufer, 1956-58. Faculty, Hartt School of Music, 1959-71. Guggenheim Fellowship to Rome, Italy, 1967-68; Koussevitzky Prize at Tanglewood, 1955; Library of Congress/Koussevitzky Foundation commission, 1968;

Hartford Symphony/Katherine Long Day Foundation commission, 1969; Handel and Haydn Society/E.C. Schirmer award, 1970; Hartford Symphony Bicentennial Commission, 1976. Publications with Bote und Bock, McGinnis & Marx, Music for Percussion, lone Press, Associated Music Publishers. Recordings with CBS, Orpheus, CRI, Advance, Opus One, Owl, NMC. Orchestral music performed by Berlin Philharmonic, Buffalo Symphony, Cleveland Orchestra, Dallas Symphony, Hartford Symphony, Minnesota Orchestra, San Francisco Symphony, Indianapolis Symphony, and others. (Appointed 1971.)

Mary Miller, Assistant Professor of Italian for Conservatory Students. A.B., Denison University; M.A., University of Wisconsin. Study at L’Universit per gli stranieri, Perugia,

Italy. Teaching assistantship, University of Wisconsin; Instructor, Kent State University, Albion College. (Appointed 1973.)

Herbert Henke, Professor. B.M.E., Oberlin, 1953; B.M., 1954; M.M.E., 1954; Ed.D., University of Southern California, 1966; graduate study, University of Michigan and University of Toronto (Orff School Music), postgraduate study in Eurhythmies, Rotterdams Conservatorium; teacher, Cleveland Public Schools, 1954-56; vocal music supervisor, Oberlin City Schools, 1956-58; Assistant Professor of Music and Music Education, University of Maryland, 1958-62. Choral Director and Music Department Chairman, the American School in London, 1981-82. Guest lecturer in choral music and eurhythmies, Sweden (Univ. of Gothenburg and elsewhere), Fall, 1985. (Appointed 1962.)

Catherine Jarjisian, Associate Professor of Music Education. B.S. in Music Education, Susquehanna University, 1968; M.M.E., Temple University, 1973; D.M.A. in Music Education, Temple University, 1981. Graduate study at West Chester State College and at Westminster Choir College. Doctoral Fellow in Music Education, Temple University, 1975-79. Elementary General Music Teacher, Rose Tree Media School District, Media, PA, 1969-75; Teacher, Children’s Music Workshop, Temple University, 1976-78; affiliate faculty, Temple University, 1978-79; Lecturer, Rosemont College, Rosemont, PA, 1977-80; Lecturer, University of Wisconsin-Whitewater, 1980-82; Assistant Professor, Iowa State University, 1982-83. (Appointed 1983.)

John Knight, Associate Professor. B.M.E., University of Central Arkansas, 1969; M.M.E., Louisiana State University, 1973; Ph.D., Louisiana State University, 1979. H.H. Powers Travel Grant for research in West Germany, Oberlin College,

1985. Visiting Professor of Conducting, Salford College of Technology, Salford, England, 1985, and Winter Term, 1987. Conducting workshop at the European Council of International Schools Conference, The Hague, 1985. Adjudicator of National Wind Band Festival, Cheshire, England, 1987; paper presented at Conducting Symposium, University of Buffalo, 1987; Band director, Great Lakes Music Camp, Valparaiso, summer 1987; participant in the National Conducting Symposium, University of Northern Colorado, summer 1980. Conductor, Oberlin Symphonic Band. O.M.E.A. adjudicator, member of O.M.E.A. Committee on Teacher Education, 1980-85. Music Department Head and Conductor of Bands, Cassville High School, Cassville, Missouri, 1969-77. Master classes at Northwestern University in Wind Pedagogy with Robert Marcellus, Clark Brody, Ray Still, Dale Clevenger, and Arnold Jacobs, summer 1982, and Vincent Cichowicz and Walfrid Kujala, summer 1983. Contributor to The Instrumentalist. Pi Kappa Lambda. (Appointed 1978.)

B.S., 1949, M.S., 1956, Indiana State University; postgraduate study, Indiana University and University of Wisconsin; Assistant Professor of Education, Florida State University,

1959-61; cello study with Luigi Silva and Fritz Magg; study at Suzuki Institute, Japan, 1980; conducting study with Ernst Hoffman and James Barnes; conductor of summer youth orchestras; lecturer and clinician on string pedagogy and music education; member, MENC Standards Committee, 1984-86; faculty, National String Institute, University of Wisconsin,

1980-; member, Indianapolis Philharmonic, Ft. Lauderdale, Miami Beach, and Tallahassee Symphonies; music department head, Arlington High School, Indianapolis, 1961-73; associate conductor, Northern Ohio Youth Orchestras, 1976-81, music director, 1982-83. Absent Second Semester, 1986-87. (Appointed 1973.)

James A. Hepokoski, Professor of Music History . B.S., University of Minnesota, Duluth, 1968; M.A. in Musicology, Harvard University, 1974; Ph.D., Harvard University, 1979; Danforth Fellowship, 1972-77; Frederick Sheldon Traveling Fellowship for study in Italy, 1975-76; H.H. Powers Travel

Grant, Oberlin College, 1984; Research Status awarded, Oberlin College, 1984-85; American Council of Learned Societies Fellowship, 1984-85; Member of Advisory Board, American Institute of Verdi Studies (New York University); papers delivered at National Meetings of the American Musicological Society, 1978,1979,1982,1984; participant in Sixth International Congress of Verdi Studies, 1980, and the International Verdi-Wagner Conference, 1984; publications on Debussy and Verdi in 19th-Century Music, The Musical Quarterly, and Journal of the American Musicological Society, chapter in the English National Opera Guide to Verdi’s Simon Boccanegra (1985); books, Giuseppe Verdi: Falstaff (Cambridge University Press, 1983 and 1987); program booklet notes, for

C.M. Giulini’s recordings of Falstaff and Das Lied von der Erde (Deutsche Grammophon). (Appointed 1978.)

B.A., (clarinet) University of California, Santa Barbara, 1964; M.A., University of California, Los Angeles, 1968; Ph.D., 1973. Music Teacher and band director, Sierra Leone, (W. Africa)

Senegal, Guinea, and Mali (1970-71, 1982,1987); field research on Muria, Baiga, and Pardhan tribal music of India (1978,

1981-82); teaching posts in ethnomusicology, University of California, Santa Barbara, University of Washington,

University of Georgia, and University of Ottawa, Semester at Sea (University of Pittsburgh). (Appointed 1976.)

Steven E. Plank, Associate Professor of Music History, B.Mus., with honors, University of Louisville, 1973; M.Mus., 1974; Ph.D., Washington University (St. Louis), 1980; studies in early music performance with Trevor Pinnock, James Tyler, Edward Tarr, and Bruce Dickey; member, The Louisville Orchestra,

1970-76; orchestral recordings, Louisville Orchestra First Editions; visiting assistant professor of trumpet, University of Massachusetts, 1975; teaching assistant (Collegium Musicum, historical winds), Washington University, 1977-79; affiliated teacher, St. Louis University, 1978-79; faculty member, Danenberg Oberlin-in-London Program, 1985; member, Early Music Ensemble of St. Louis, 1978-79; organist-choirmaster, Christ Episcopal Church, Oberlin, 1981-. Papers on 17th-century music read before the American Musicological Society, 1983,1984. Contributor to Music and Letters, The Consort, Bach, Franciscan Studies, and The Courant. Absent First Semester, 1986-87. (Appointed 1980.)

Sylvan Suskin, Professor of Music History and Chairman of the Department. B.A., City College of New York, 1959; M.A., Yale University, 1961; Ph.D., 1972. Fulbright award, 1965-66; Martha Baird Rockefeller Fund for Music Grant, 1966-67; teaching assistant, City College of New York, 1961-63; acting instructor, Yale University School of Music, 1963-67. Associate Dean of Oberlin Conservatory of Music, 1971-74; Research Status in France, 1974-75; Curriculum Development Fellowship, Oberlin College, 1979. Member, Collge Board Committee to develop Advanced Placement examination in Music, beginning 1986. (Appointed 1968.)

Conrad Cummings, Associate Professor of Music Theory and Technology. B.A., Yale University, 1970, M.A., State University of New York at Stony Brook, 1973; D.M.A., Columbia University, 1977. Carnegie Teaching Fellow at Yale University,

1970-71; Rapoport Prize in Composition, Columbia University, 1974; Composition Fellow, Tanglewood, 1974; I.S.C.M. Special Commendation, 1975; Ditson Fund Grant for research in computer music at Stanford University, Summer 1976; staff member, Columbia-Princeton Electronic Music Center, 1974-77; Indianapolis Symphony Competition, 1978; Technical Director, Brooklyn College Electronic Music Studio, City University of New York, 1977-79; Visiting Researcher,

Institute for Research and Coordination of Acoustics and Music (Paris) 1979-80; MacDowell Fellowship (1980,1984, 1986; National Endowment for the Arts Fellowship, 1981; Martha Baird Rockefeller Fund for Music Grants, 1980,1981; American Music Center Grant, 1986; recordings on C.R.I. label. Computer music studies with John Chowning and Loren Rush; Composition studies with Bulent Arel, Mario Davidowski, Vladimir Ussachevsky, and Jacob Druckman. Absent 1987-88. (Appointed 1980.)

Warren Darcy, Professor of Music Theory. B.M., Composition and Music Theory, Oberlin, 1968; M.M. in Composition, University of Illinois, 1969; D.M.A. in Composition, 1973. Graduate Teaching Assistant, University of Illinois, 1969-72. Lecturer in Music Theory, University of Illinois, 1969-72; lecturer in Music Theory, University of Illinois, 1972-73. University of Illinois Fellowship in Music, 1968-69, summers of 1971 and 1972. Curriculum Development Fellowship, Oberlin College, 1982. Papers delivered at the 1982 and 1984 National Meetings of the Society for Music Theory, the 1986 National Meeting of the American Musicological Society, and the 1983 Wagner Centennial Conference. Composition performed at the 1983 Annual Meeting of the American Society of University Composers. Oberlin College Sesquicentennial Commission, 1983. Orchestral works performed by the Buffalo Philharmonic and the Cleveland Chamber Symphony. Composition studies with Richard Hoffmann, Walter Aschaffenburg, Ben Johnston, and Edwin London. (Appointed 1973.)

Robert Drummond, Professor of Music Theory and Associate Dean of the Conservatory. B.M., Oberlin, 1949, B.A., 1950, M.A., 1955; M.A., Middlebury College, 1955; faculty member, Middlebury Summer German School, 1955-57, 1959-64, 1970. (Appointed 1954.)

Paul Mast, Professor of Music Theory and Chairman of the Department. B.M., Texas Tech University, 1968; M.A.,

Eastman School of Music, 1971; Ph.D., Eastman School of Music, 1974. NDEA Title IV Fellowship, Eastman School of Music, 1968-71; Teaching Assistant, Eastman School of Music and the University of Rochester (River Campus), 1970-72. Postdoctoral study in analysis with Carl Schachter, 1979, 1981-

82. Chairman, Program Committee, 1982 National Meeting, Society for Music Theory. (Appointed 1972.)

Gil Miranda, Associate Professor of Music Theory. Diploma in Composition, National Conservatory, Lisbon, 1964. Composition study with Nadia Boulanger, Paris, 1965-68. B.S. in Law, Lisbon University, 1953, M.S. in Law, 1954. Study with

Groupe de Recherches Musicales de L’O.R.T.F., Paris, France, 1961. American Conservatory of Music, Fontainbleau, France, 1966-67. Professor of Music, Academia de Musica de Santa Cecilia, Lisbon, Portugal, 1968-71; Assistant Professor of Law, University of Lisbon, 1968-75; Lecturer in Music Theory, University of California, Santa Cruz, 1976-80; Assistant Professor of Theory, Dartmouth College, Hanover, N.H., 1980-

83. Gulbenkian Foundation Scholarship for study in France, 1961 and 1965-68; Research Grants from Dartmouth College, 1981,1982, and from Instituto de Cultura e Lingua Portuguesa, 1983. Research Status, Oberlin College, July 1985 to January 1986. Oberlin College H.H. Powers grant for June 1987. (Appointed 1983.)

Gary Nelson, Associate Professor of Music Theory and Technology. B.M., Youngstown University, 1963; M.A., Washington University, 1968, Ph.D., 1974. Graduate study at University of Michigan, Southern Illinois University and Institute of Sonology (Utrecht, Holland). Visiting researcher at Institute for Research and Coordination of Acoustics and Music (Paris) and Bell Laboratories, 1978-79. Visiting lecturer in Computer Music, University of Melbourne, summer 1979, January 1981, and academic year 1985-86. Music Theory and Composition Faculty, National Music Camp, Interlochen,

1985-. Composition study with John Krueger, Robert Wykes, and Paul A. Pisk. Member of the board of the Computer Music Association. (Appointed 1974.)

L. Dean Nuernberger, Professor of Music Theory and Director of the Collegium Musicum. B.M., University of Michigan, 1950, M.M., 1951, Ph.D., 1963; study with Nadia Boulanger, Fountainebleau, France; Fulbright scholar, Austria, 1954-56; Assistant Professor of Theory, Berea College, 1959-64; Visiting Professor of Music History, University of Missouri, summer, 1964. Winner, Barlow International Competition for choral composition, 1985. (Appointed 1964.)

Gail Rehman, Instructor in Music Theory. B.M. in viola, Mannes College of Music, 1973; M.A. in music theory, Yale University, 1974, M. Phil., 1976; Ph.D. candidate, Yale University. Viola study with Paul Doktor, Lotte Bamberger. Solo recitals, 1973, 1980; chamber recitals, 1979, 1983. Study in analysis (Schenker approach) with Ernst Oster, Carl Schachter. Worked with Oster on his translation of Schenker’s Dcrfreie Satz, 1971-80. Acting Instructor, Yale University, 1976-77; Instructor and Chair of Music Department, Trinity College,

1977-80; Assistant Professor, University of Louisville, 1980-85. (Appointed 1985.)

Sandra L. Curtis, Adjunct Instructor in Music Therapy. Registered Music Therapist - Board Certified. B.Mus. in School Music, McGill University, 1978; M.Mus. in Music Therapy, Florida State University, 1982. Canadian Federation of University Women’s Scholarship, 1981. Music Therapist and Clinical Training Director, The Toronto Grace Hospital and The Riverdale Hospital, 1983-86; Music Therapy consultant, The Cleveland Music School Settlement, 1986-; Vice-President, Ohio Association for Music Therapy, 1987- (Appointed 1987.)

Linda M. Wright, Adjunct Instructor in Music Therapy. Registered Music Therapist-Board Certified. B.A. in Music,

University of Akron, 1977; postbaccalaureate study in Music Therapy at the Music Therapy Consortium at Cleveland State University; M.S. in Technical Education with teaching emphasis, University of Akron, 1983; Masters Certificate in Life Span Development and Gerontology, University of Akron,

1983. Registered Music Therapist and Clinical Training Director, Hannover House Nursing Center, Massillon, Ohio, and Child Guidance Center of Greater Cleveland. President, Ohio Association for Music Therapy, 1984-; member,

Assembly of Delegates, National Association for Music Therapy, Inc., 1984-; Great Lakes Region Representative, Clinical Training Committee, NAMT, 1984-. (Appointed 1984.)

Judith Layng, Professor of Opera Theater. B.A., Colorado College, 1955; M.A., University of Chicago, 1971; additional study, Indiana University School of Music, 1961-62,1964-66. Faculty and opera director: Tougaloo College, 1965-69, Hiram College, 1972-75. Stage Director: University of Miami Opera Theater, Southeastern Louisiana State Opera Theater, Rollins College, Northeast Missouri State College, Charleston Opera Company, Palm Beach Opera, Ithaca Opera Company, Grant Park Concerts. Assistant Stage Director, Metropolitan Opera National Company, 1965, 1966. National Endowment for the Humanities research grant in early American musical theater, 1974; Ford Foundation Travel Grant, 1968. Coeditor, The Disappointment (America’s first comic opera), 1976. Guest Editor, Opera Journal, 1975. Phi Beta Kappa, 1955; Pi Kappa Lambda, 1965. National Opera Association, Governor for Ohio, 1982-86. Oberlin College Research and Development Grant, 1981; Oberlin College Teaching Grant, 1983. H.H. Powers Travel Grant, 1986. Translation of Wolf-Ferrari’s "II Campiello," 1986. (Appointed 1979.)

The date (in parentheses) following the person’s title indicates the beginning of term of service for Oberlin College.

R.N., St. Elizabeth School of Nursing, 1961 B.S.N., Case Western Reserve University, 1968 M.Ed., Kent State University, 1974 Ph.D., Kent State University, 1978

B.S., University of Wisconsin, 1964 M.A., Northern Illinois University, 1966 Ph.D., Pennsylvania State University

B.S., University of Wisconsin, Oshkosh, 1966 M.A., University of Wisconsin, Madison, 1968 M.S., University of Wisconsin, Madison, 1972

Director of the Allen Memorial Art Museum (1986) B.A., University of Virginia, 1965 M.A., Case Western Reserve University, 1967 Ph.D., Case Western Reserve University, 1974

B.Mus., University of Michigan, 1973 M.Mus., University of Wisconsin, 1974 B.S., University of Maryland, 1983

Administrative Director, Alumni Campaign to Involve Oberlinians Now (ACTION) (1983)

B.A., University of Keele, England, 1972 M.A., University of Essex, England, 1975 Ph.D., University of Essex, England, 1984

B.A., Sacred Heart Dominican College, 1964 M.Ed., Claremont Graduate School, 1971 M.L.S., University of California, Los Angeles, 1981

B.A., Aquinas Institute, 1965 M.A., Aquinas Institute, 1969 M.S., California State University, 1981

B.A., Western Washington State College, 1965 M.A., Cleveland State University, 1974

B.M., Oberlin College, 1949 B.A., Oberlin College, 1950 M.A., Middlebury College, 1955 M.A., Oberlin College, 1955

Director of External Affairs for the Conservatory of Music; Lecturer in Clarinet (1981)

B.M., New England Conservatory, 1954 M.M., New England Conservatory, 1956 M.B.A, Northeastern University, 1967

B.A., Dartmouth College, 1951 M.R.P., Cornell University, 1954 M.P.A., Cornell University, 1955

Acting Assistant to the Curator of the Collections/Allen Memorial Art Museum (1985)

Head of Reference; Associate Director of Libraries for Personnel and Budget; Lecturer in German (1979)

M.A., University of North Carolina, Chapel Hill, 1971 M.S.L.S., University of North Carolina, Chapel Hill, 1977 Ph.D., University of North Carolina, Chapel Hill, 1978

Judicial Coordinator; Assistant Director of Residential Life and Services (1986)

Chief Curator of the Allen Memorial Art Museum (1986) B.A., Northwestern University, 1977 M.A., Harvard University, 1979

B.A., Brooklyn College, 1970 M.A., University of Rochester, 1973 Ph.D., University of Rochester, 1976

Associate Director of Conservatory Admissions; Associate Dean of the Conservatory of Music (1973)

Counselor-Coordinator to Black Students; Associate Director of Upward Bound (1986)

B.A., University of North Carolina, 1973 M.A., Washington University, 1977 Ph.D., St. Louis University, 1986

Scene Designer; Assistant Professor of Theater (1980) B.A., St. Vincent College, 1971 M.F.A., Carnegie-Mellon University, 1976

B.A., State University of New York at Buffalo, 1968 M.Ed., Colorado State University, 1973

B.A., State University of New York, Stony Brook, 1974 M.A., Indiana University, 1979

B.A., Elmhurst College, 1959 M.Div., Union Theological Seminary, 1963 M.A., University of Michigan, 1965 Ph.D., University of Michigan, 1968

B.A., Cleveland State University, 1980 M.A., International Training School, 1984

Technical Director/Lecturer in Theater and Dance (1985) B.F.A., Wayne State University, 1979 M.A., University of Louisville, 1981 M.F.A., University of Louisville, 1985

B.S., Elmhurst College, 1949 M.S., University of Illinois, 1950 Ph.D., University of Michigan, 1959

Director of Sponsored Research; Associate Provost; Instructor in Philosophy (1970)

B.A., University of Bristol, England, 1963 B.A., University of Bristol, England, 1964

B.M., London Academy of Music and Dramatic Art, 1957 M.A., Northwest Polytechnic, 1974

B.A., Oberlin College, 1978 M.A., University of Cincinnati, 1982 Ph.D., University of Cincinnati, 1984

B.A., Davidson College, 1954 M.A., Duke University, 1959 Ph.D., Duke University, 1968

B.M.E., Indiana University, 1969 M.M., Indiana University, 1971 Mus.D., Indiana University, 1977

B.S., Brown University, 1954 M.A., Harvard University, 1955 Ph.D., Harvard University, 1959

Assistant to the Dean for Evaluation Services within Developmental Services (1976)

B.A., University of Chicago, 1962 M.A., University of Chicago, 1964 Ph.D., University of Chicago, 1965

Acting Dean of Developmental Services; Acting Associate Dean of Students; Associate Professor of Physical Education (1973)

Director of Residential Services and Assistant Manager of Housing and Dining Halls (1980)

B.A., College of William and Mary, 1978 M.A., Bowling Green State University, 1981

B.A., State University of New York, Stony Brook, 1970 M.A., State University of New York, Albany, 1976

Assistant Dean of the College of Arts and Sciences (1985) B.A., Swarthmore College, 1970 M.A., University of Pennsylvania, 1976

B.A., Lincoln University, 1963 M.A., Howard University, 1966 M.A., Princeton University, 1970 Ph.D., Princeton University, 1972

B.A., Brandeis University, 1954 Ed.M., Boston University, 1959 Ed.D., Harvard University, 1963

B.A., Bennington College, 1959 M.A., University of Arizona, 1962 Ph.D., University of Massachusetts, 1973

B.A., University of Colorado, 1952 M.A., University of Colorado, 1960 Ph.D., University of Colorado, 1960 Diplomate in Clinical Psychology ABEPP

A.B., Hamilton College, 1967 M.A., Indiana University, 1969 Ph.D., Indiana University, 1982 M.L.S., Indiana University, 1982

B.A., University of California, Davis, 1974 M.S., California State University, Sacramento, 1977

Listed below are members of the Board of Trustees and the beginning and ending years of their terms of service. The designation * indicates that person’s election by fellow-alumni to a six-year term; the designation ** indicates that person’s election to a three-year term by alumni of the three most recent graduating classes.

NOTE: First and second module courses may be added, dropped or changed to the CR/NE grading option no later than the 14th calendar day of the module.

1. Hsiang Hsi K'ung, Class of 1906, China's minister of finance. Among the positions Kung held were commissioner of finance of Kwantung Province and minister of industry for the Nationalist government under Sun Yat-sen. He was appointed China's minister of finance in 1933, and served as chairman of the board of the Bank of China, Manufacturer's Bank of China, and Shanshi Yu Hwa Commercial Bank. Kung established the Oberlin-Shanshi Memorial College at Shanshi. He died in 1967.

2. Max Robinson, attended Oberlin between 1957 and 1958, journalist. Robinson is former anchorman for ABC's "World News Tonight" and a frequent guest host of the syndicated television program "Essence."

3. Nikos Psacharopoulos, Class of 1951, theater director and educator. Psacharopoulos founded the Williamstown Theatre Festival in 1955 and has been its executive and artistic director ever since. Between 1955 and 1970, he also worked as the stcige director for New York Pro Musica. He has taught at Yale University since 1955. At Oberlin, he majored in art history and studio art.

4. Mary Church Terrell, Class of 1884 (honorary doctorate, 1948), activist and lecturer. The first black woman to serve on a board of education, Terrell was elected to the board in Washington, D.C., in 1887 and served on it for 11 years. She represented American black women at numerous conferences abroad, and she was the first president of the National Association of Colored Women. A charter member of the NAACP, she received several awards for her efforts to abolish segregation. She died in 1954.

5. Natalie Hinderas Monagas, Class of 1946, concert pianist. Through her performances as a concert pianist, Hinderas has done much to bring the works of black composers before a wider audience. She also is a professor of music at Temple University. At Oberlin, she was a piano major.

6. James Fixx, Class of 1957, editor, writer, and author. Among the publications Fixx worked on during his career are the Saturday Review, McCall's, and Life. The author of The Complete Book of Running, he was the donor of Oberlin's fitness trail. He died in 1984. At Oberlin, he majored in general and English literature.

7. Mary Dent Crisp, Class of 1946, self-employed consultant. Crisp is former co-chair of the Republican National Committee, and she headed John Anderson's 1980 presidential campaign. Today, she is a senior advisor to Business Executives for National Security, a Washington-based lobbying group that seeks a more businesslike approach to military spending. She was a botany major at Oberlin.

8. Robert Krulwich, Class of 1969, journalist. Krulwich is a business and economics correspondent for CBS News. He appears regularly on the "CBS Morning News," using creative ways to explain economics to noneconomists. At Oberlin, he majored in history.

9. John Kander, Class of 1951, composer. Kander has composed scores for 10 Broadway shows, including Cabaret (for which he won a Tony Award and a New York Drama Critics' Circle Award), 70 Girls 70, and Woman of the Year. Among the seven films for which he composed music are Funny Lady, Kramer vs. Kramer, and Places in the Heart. He won an Emmy Award for his work on the 1974 television film "Liza with a Z." At Oberlin, Kander was a music major.

10. John Mercer Langston, Class of 1849, congressman and university official. Langston was admitted to the Ohio Bar in 1854; he is believed to have been the first practicing black lawyer in Ohio. He was dean of the law department at Howard University from 1869 to 1876 and was elected to the U.S. House of Representatives from Virginia in 1890. A former slave, he was an ancestor of the poet Langston Hughes. He died in 1897.

11. William Goldman, Class of 1952, novelist and screenplay writer. The most recent of Goldman's 16 novels is Heat, published in 1985. His novel The Color of Light, published in 1984, is set primarily in Oberlin and New York, and three of his other novels include Oberlin scenes. Among his screenplays are two for which he won Academy Awards, Butch Cassidy and the Sundance Kid (best original screenplay) and All the President's Men (best screenplay adaptation). Goldman majored in general and English literature at Oberlin.

12. Carol Wincenc, attended Oberlin from 1967 to 1969, concert flautist. In addition to her concert career, which has brought her great acclaim, Wincenc is professor of flute at the Manhattan School of Music.

Oberlin College does not discriminate in admission, financial aid, employment, or education programs and activities on the basis of race, color, national origin, religion, creed, age, sex, sexual orientation, marital status, family relationship to an employee of Oberlin College, physical handicaps, or veteran status, except where such a distinction is required by law or proved to be a bona fide occupational qualification. This policy is consistent with relevant governmental statutes and regulations including, but not necessarily limited to, those pursuant to Title IX of the Federal Educational Amendments of 1972; Section 504 of the Federal Rehabilitation Act of 1973; and Section 501(c)(3) and Revenue Procedure 75-50 of the Internal Revenue Code applicable to tax exempt institutions.

One foreign language is required, to be chosen from the following: German 101 (Elementary German)

Two courses in diction are required, not to include the language which completes the language elective requirement, to be chosen from the following:

One appearance on a departmental or studio recital. (Students who fail to receive a majority of satisfactory grades on the Second Minor Committee Examination will not be permitted to continue in the Minor.)

The requirement may be satisfied by two semesters of Secondary Private Study, or by two semesters of class instruction to be chosen from the following courses:

If a person meets this requirement earning two hours of credit, an additional two hours of music electives are added to the requirements for the major. No course may be used to meet both the Secondary Private Study requirement and the Ensemble or Performance Practice elective requirement.

Two performances on a departmental or studio recital, or on an honors recital are required before the Junior Recital.

The Junior and Senior Recitals may be performed during the first or the second semester, or during Winter Term.

Music Theory Requirement. The Historical Performance Program expects its majors to register for the appropriate Fundamentals of Music Theory course (beginning with that indicated by placement test scores) each semester until he or she has completed the Fundamentals of Music Theory courses required for the major. Double-degree students will resolve any conflicts with these expectations in consultation with their advisors.

The principal private study is normally an orchestral instrument. The secondary private study must be piano unless waived by audition.

A minimum of 76 hours of Conservatory courses are required; a minimum of 24 hours of Liberal Arts are required.

Four semesters of ensembles are required, to be chosen from APST 710 (Oberlin Orchestra), APST 711 (Oberlin Chamber Orchestra), APST 720 (Oberlin Wind Ensemble), APST 722 (Oberlin Symphonic Band), or APST 740 (Jazz Ensemble-Large Group). For wind, brass and percussion students, two of the hours must be in APST 722 (Oberlin Symphonic Band).

These courses (APST 190, 290, 740 or 803, Music History 290) constitute the basic courses for the major (eight hours). They may be waived by audition or on the basis of examination of previous study; if waived, a corresponding number of credit hours are added to the sixteen hours of music electives, so as to total twenty-four hours for the major.

To be selected in consultation with the student’s advisor. Not to include ensembles.

Senior Project. The Senior Project for composers/arrangers will be a recital of their works, and for performers, a recital with a small group in which the candidate is the main soloist.

One year of French, German, or Italian is required. It is recommended that a second year of one language be taken.

To be selected from advanced Music Theory or Music History courses, or graduate-level Private Applied or Private Composition Study.

	1st Sem.	2nd Sem.	Total
Tuition...................	......$6,344.00	$5,191.00	$11,535.00
Medical Fee.........	............115.00	115.00	230.00
Activity Fee .........	..............49.50	49.50	99.00
Room (double
occupancy) ...........	........ 1,084.00	886.00	1,970.00
Board.....................	1,128.00	922.00	2,050.00
	$8,720.50	$7,163.50	$15,884.00

First semester			Limit:
550-133-01	MTWTh-8:00	Mr. Pollack-Johnson	30
550-133-02	MTThF-9:00	Mr. Mittleman	30
550-133-03	MTThF-10:00	Mr. Andrews	30
550-133-04	MTThF-11:00	Mr. Henle	30
550-133-05	MTThF-1:30	Ms. Colley	30
550-133-06	MF-2.-30, TTh-2:00	Mr. Witmer	30
Second semester
550-133-01	MTThF-8:00	Mr. Mittleman	30

First semester			Limit:
550-134-01	MTThF-8:00	Mr. Leaiy	35
550-134-02	MTThF-1:30	Mr. Henle	35
Second semester
550-134-01	MTThF-8:00	Mr. Exner	30
550-134-02	MTThF-10:00	Mr. Henle	30
550-134-03	MTThF-11:00	Mr. Andrews	30
550-134-04	MTThF-1:30	Mr. Mittleman	30

Sec 1	590-105-01	TTh-11:00-11:50 Th-1:30	Mr.	Care
Sec 2	590-105-02	TTh-11:00-11:50 Th-3:00	Mr.	Care
Sec 3	590-105-03	TTh-11:00-11:50 F-l:30	Mr.	Care

Team Sports Skills 610-182 Basketball I 610-282 Basketball II 610-185 Flag Football 610-187 Indoor Field Hockey 610-188 Team Handball 610-190 Lacrosse 610-193 Softball 610-194 Volleyball I 610-294 Volleyball II
610-195 Softball, Soccer and Volleyball* First Semester 1987-88 Varsity Sports - Men 610-402-01
Football 610-401-01	Daily	4:30	Hunsinger 2	NL
Cross Country 610-403-01	Daily	4:30	Michaels 1	NL
Soccer 610-400-01	Daily	4:30	Shults 1	NL
Basketball 610-404-01	Daily	4:30	Penn 1	NL
Swimming Varsity Sports 610-451-01	Daily - Women	4:30	Michaels 1	NL
Cross Country 610-452-01	Daily	4:30	Michaels 1	NL
Field Hockey 610-453-01	Daily	4:30	Setzler 1	NL
Volleyball 610-454-01	Daily	4:30	Milkovich 1	NL
Swimming 610-455-01	Daily	4:30	Ennis 1	NL
Basketball 610-460-01	Daily	4:30	Greene 1	NL
Soccer Daily 4:30 Second Semester 1987-88 Varsity Sports - Men 610-400-01			TBA 1	NL
Basketball 610-404-01	Daily	4:30	Penn 1	NL
Swimming 610-405-01	Daily	4:30	Michaels 1	NL
Outdoor Track 610-406-01	Daily	4:30	Gurtis 1	NL
Baseball 610-407-01	Daily	4:30	Karpinski 1	NL
Tennis 610-408-01	Daily	4:30	Hunsinger 1	NL
Lacrosse 610-409-01	Daily	4:30	Donovan 1	NL
Indoor Track Varsity Sports 610-454-01	Daily - Women	4:30	Gurtis 1	NL
Swimming 610-455-01	Daily	4:30	Ennis 1	NL
Basketball 610-459-01	Daily	4:30	Greene 1	NL
Indoor Track 610-457-01	Daily	4:30	Culhane 1	NL

050-403-01	Hours	to	be	arranged	Mr.	Benzing
050-403-02	Hours	to	be	arranged	Mr.	Egloff
050-403-03	Hours	to	be	arranged	Mr.	Levin
050-403-04	Hours	to	be	arranged	Mr.	Miller
050-403-05	Hours	to	be	arranged	Mr.	Sherman
050-403-06	Hours	to	be	arranged	Mr.	Zimmerman
050-403-07	Hours	to	be	arranged	Ms.	Bennett
050-403-08	Hours	to	be	arranged	Ms.	McCormick
050-403-09	Hours	to	be	arranged	Mr.	Braford
050-403-10	Hours	to	be	arranged	Ms.	Cruz
050-403-11	Hours	to	be	arranged	Mr.	Luck

250-108-01	MWF-9:00	Mr.	Ganzel
250-108-02	MWF-9:00	Mr.	Longsworth
250-108-03	MWF-9:00	Ms.	Zagarell
250-108-04	MWF-10:00	Mr.	Hobbs
250-108-05	MWF-10:00	Ms.	Linehan
250-108-06	MWF-11:00	Mr.	Ganzel
250-108-07	MWF-1L00	Ms.	Zagarell
250-108-08	MWF-1:30	Mr.	Hobbs
250-108-09	MWF-1:30	Ms.	Linehan
250-108-10	MWF-2:30	Mr.	Linehan
250-108-11	MWF-2:30	Mr.	Longswonh
250-108-12	TTh-3:00-4:15	Mr.	Day
Semester 2
250-108-01	MWF-9:00	Mr.	Peterson
250-108-02	MWF-11:00	Mr.	Peterson
250-108-03	MWF-10:00	Mr.	Day
250-108-04	MWF-1:30	Mr.	Day
250-108-05	TTh-11:00-12:15	Mr.	Robertson
250-108-06	TTh-3:00-4:15	Mr.	Robertson

250-198-01	TTh-11:00-12:15	Mr.	Olmsted
250-198-02	TTh-1:30-2:45	Mr.	Olmsted
Semester 2
250-198-01	MWF'-10:00	Mr.	Hobbs
250-198-02	TTh-11:00-12:15	Mr.	Walker

Prerequisite:	English 108, 111,	or 112.
Semester 1
250-199-01	MWF-11:00	Ms. Helms
250-199-02	TTh-11:00-12:15	Ms. Tufts
Semester 2
250-199-01	MWF-10:00	Mr. Pierce
250-199-02	MWF-11:00	Ms. Helms
250-199-03	MWF-2:30	Ms. Helms

108 Genetics and Society	Sem 1	Levin
205 Plant Ecology	Sem 1	Zimmerman
318 Population Biology	Sem 2	Zimmerman
Black Studies
220 Black Women	Sem 2	A. Jones
321 Cont. Social Issues	Sem 2	A. Jones
Chemistry
163 Cancer	Sem 2	Fuchsman
176 Energy Technology	Sem 2	Carlton
Classics
206 Drama in Translation	Sem 2	Greenberg
East Asian Studies
109 Women/Men in Modern	Sem 2	Hsu

Law-Related Courses
Classics
*103	History of Greece
104	History of Rome
206	Greek and Roman Drama in Translation
Economics
219	Labor-Management Relations
517	Public Regulation of Business
Government
108	Freshman and Sophomore Colloquium:
	Constitutional Law and Politics
203	Congress: Politics and Policymaking
204	Federal Courts, Bureaucracies, and the Environment
231	European Political Theory: Classical to Early
	Modern
232	European Political Theory: Hobbes to Marx
233	American Political Theory
History
208	England: 1558-1688
209	England: 1688-1832
210	England Since 1832
250	American Foreign Policy
253	Recent America, 1945 to the Present
*254	The Emergence of Modern America
257	American Intellectual History
315	Liberalism and Radicalism in America
Philosophy
105	Philosophy and Values
200	Deductive Logic
204	Ethics
*354	Seminar: The Theory of the Social Contract
Psychology
214	Abnormal Psychology
218	Social Psychology
410	Seminar: Social Personality
Religion
245	Moral Problems in Religious Perspective
246	Themes in Christian Ethics

Lacrosse	Daily	4:30	Setzler
610-458-01
Tennis	Daily	4:30	Ennis
610-456-01
Outdoor Track	Daily	4:30	Culhane

A.	Introduction to Theater (102)	3
B.	History of the Western Theater (120,121)	6
C.	Acting and Dance (Acting 107 and
	Modern Dance I)	5
D.	Production modules (Theater 115,116,117,118,
	2 credits each)	6
E.	Production crews (Theater 188, 288)	4
F.	Electives selected in consultation with advisor in the student’s area of interest (acting, directing, criticism, history, dance, or
	production/design)	15

A.	Introduction to Theater (102)	3
B.	History of the Western Theater (121,122)	6
C.	Acting (107)	3
D.	Production modules (Theater 115,116,117,118,
	2 credits each)	4
E.	6 semester hours at the intermediate level in the
	student’s area of interest	6

A.	Modern Dance II or III and Ballet I or II	6
B.	Choreography I or II	3
C.	Dance History and Aesthetics	3
D.	Production modules (Theater 117 or 118,
	2 credits each)	2
E.	Electives from other Theater and Dance courses or other related courses approved by the Dance
	faculty advisor	6

Credit Hours:	0-23	24-56	57-89	90-124	125-152
	Fresh	Soph	Junior	Senior	5th-Year

Sciences (B.A.)	Music	(B.Mus.)
56 Oberlin hours	62	Oberlin hours
56-76 Arts and Sciences hours	76-96	Conservatory hours
4 semesters in residence	4	semesters in residence
3 Winter Terms	3	Winter Terms
Completion of a major		Completion of a major

32	Principal Private
	Study I-VIII	4	4	4	4	4	4	4	4
8	Secondary Private
	Study 1-IV							(2)	(2) (2)		(2)
12	Music Theory 110,
	111,210,211	(3) (3) (3) (3)
6	Upper Division Music
	Theory- electives	-	-	-	-	(3) (3)
4	Music History 101	-	-	4
6	Music History electives							(3)	(3)
4	Ensemble electives	-	-	-	-	(1) (1)		-	-	(1)	(1)
4	Music electives									2	2
76	Arts and Sciences major, Arts and Sciences or Conservatory
	electives	8	8	5	8	8	7	6	6	10	10
152		15	15	16	15	16	15	15	15	15	15

Hrs.	Fresh		Soph	Junior	Senior
76 Music Courses¹	8	8	10 10	10 10	10 10
20 Free electives	4	4	2 2	2 2	2 2
96	12	12	12 12	12 12	12 12
2 Non-Course Requirements
Aural Skills Test 2²	-	*
Sight-Singing Test 2²	-	*
Private Study Committee Exams:
First Major Committee	-	*
Second Major Committee²	-	-	*
Performance Requirement:
Junior Recital²	-	-	- -	() ()
2 Senior Recital	-	-	-	(*) P)	() ()

2	Music Education 102
	(Practicum)	- 2
10	Music Education 400
	(Student Teaching)			10
6	Music electives*¹³	- -	2 - 2	2
20	Free electives¹⁴	- -	- 4 2	2
21	Liberal Arts electives	3 3	6 3 3	3
3	Education 300
	(Principles of Education)			3

4	2 Ensemble electives	-	-	1	1	1	1
4	APST 260, 261 (Elementary
	Conducting)	-	-	2	2
5	APST 272,273 (String Class)¹⁵	-	-	-	-	2	3
5	APST 276,277 (Brass Class)³	-	-	-	-	2	3
5	APST 274,275 (Woodwind
	Class)¹⁶	-	-	2	3
1	APST 235 (Percussion
	Instruments)³	-	-	-	1
6	Music Theory electives	3	3
7	Music History electives*¹	4	3
5	Music Education 200,300,304	-	-	1	-	4
1	Music Education 101 (Introduction to Music Education)	1
2	Music Education 102 (Practicum)		2
10	Music Education 400 (Student Teaching)
13	Free electives⁶	-	-	3	2	-	2
21	Liberal Arts electives	1	2	3	3	3	3
3	Education 300 (Principles of Education)
124		15	16	16	16	16	16

124	Undergraduate
	credits 16 16 16 16	13	11	13 13	7	3
6G	Principal Private
	Study. PVST IX ....					6
4G	APST 350,351
	(Conducting) ....	2	2
6G	Adv. Theory or Music History
	electives ....		3	- 3
6G	Music Education 500 (Student
	Teaching/Seminar) ....				6
2G	Music Education 502 (Rev. of Research
	in Music Education) ....				2
5G	Music Education 503
	(Graduate Project) ....					5
2G	Graduate electives ....					2
31G	Graduate credits ....	2	5	- 3	8	13
(G =	Graduate credit courses)
155	Credits required for
	graduation 16 16 16 16	15	16	13 16	15	16

28	Principal Private Study
	PVST I,II,III,IV,V,VI
	VII,VIII¹ 4	4 4 4 4 4 4
4	Secondary Private Study,
	PVST I,II 2	2
4	o Ensemble electives	- 1 1 1 1
4	APST 260, 261 or 262 (Elementary
	Conducting)	- 2 2
3	Music Education 300 (Music
	in the Secondary School)	- - 3
1	Music Education 101
	(Introduction to Music
	Education) 1
2	Music Education 102
	(Practicum)	2
4	Music Education 400 (Student
	Teaching/Seminar)	......4
6	Music Theory electives 3	3
7	Music History electives² 4	3
3	Education 300 (Principles of
	Education)	.....3’

66	Undergraduate credits	14 14 7 7 8 5 7 4
8G	Principal Private Study
	PVST VIII,IX	.......4-4
8G	Music Education 500
	(Student Teaching)	.......8
2G	Music Education 502
	(Review of Research in
	Music Education)	........2
1G	Music Education 201
	(Special Topics in
	Music Education)	.........1
9G	Music Theory or Music
	History electives	.......3 6
3G	Psychology elective²	.....3

5	Music Education 301,
	302,303	. . . . i	4
8	Music electives	- - 2 2 2	2
27	Performance major and
	free electives	- 2 6 3 5	2

18	Liberal arts electives	2	-	-	3	-	-	6	4	3
58	Vocal emphasis	2	2	8	8	8	8	8	4	6	4
155	Credits required to
	graduate	16	16	15	15	16	16	15	15	16	15
Instrumental Emphasis
5	APST 272,273
	(String Class)²	-	-	-	-	2	3
5	APST 274,275
	(Woodwind Class)*’	-	-	2	3
5	APST 276,277
	(Brass Class)²	-	-	-	-	2	3
1	APST 235
	(Percussion Class)²	-	-	-	-	1
1	Music Education 200
	(Elementary
	Music Survey)	-	-	1
1	Music Education
	304 (Instrumental
	Music Programs)	-	-	-	-	1
2	Music Theory 300 (Practical
	Instrumentation)	-	-	-	-	2
20	Performance Major and
	free electives	2	2	2	-	-	2	4	-	3	5
18	Liberal Arts electives	-	-	3	6	-	-	5	4
58	Instrumental emphasis	2	2	8	9	8	8	9	4	3	5
155	Credits required for
	graduation	16	16	15	16	16	16	16	15	13	16

810-110-01	TTh-9:00	Beginning
810-110-02	MW-1:30	Beginning
810-110-03	WF-9:00	Beginning
810-110-04	WF-10:00	Elementary
810-110-05	MW-2.-30	Elementary
810-110-06	TTh-11:00	Elementary
810-110-07	TTh-2:00	Intermediate
810-110-08	TTh-3:00	Intermediate
Ms. Stacy and Staff B-340
Semester 2
810-111-01	TTh-9:00	Continuing beginners
810-111-02	MW-1:30	Beginning
810-111-03	WF-9:00	Beginning
810-111-04	WF-10:00	Elementary
810-111-05	MW-2.-30	Elementary
810-111-06	TTh-11:00	Elementary
810-111-07	TTh-2:00	Intermediate
810-111-08	TTh-3:00	Intermediate

to learn to read music. Enrollment limit, 25 per section.
Semester 1
920-110-01	MWF-1:30-2:20	Staff	B-339
920-110-02	MWF-9:00-9:50	Staff	B-224
920-110-03	MWF-2:30-3:20	Staff	B-224
Semester 2
920-110-01	MWF-1:30-2:20	Staff	B-326
920-110-02	MWF-2:30-3:20	Staff	B-326

Admissions/Carnegie Building.........................................	.........................52	Kettering Hall...................................................................	..............................49
Allen Art Building................................................................	.........................57	King Building....................................................................	..............................22
Allen Memorial Art Museum..........................................	.........................56	Lord......................................................................................	................................9
Allencroft................................................................................	...........................5	Mallory House.................................................................	..............................60
Arboretum..............................................................................	...........................1	Memorial Arch.................................................................	..............................23
Asia House..............................................................................	.........................53	Mudd Library....................................................................	..............................30
Athletic Fields.......................................................................	.........................36	Noah Hall...........................................................................	..............................45
Bailey House..........................................................................	.........................44	North Hall..........................................................................	..............................41
Baldwin Cottage....................................................................	.........................16	Oberlin College Inn........................................................	..............................59
Barnard....................................................................................	.........................47	Old Barrows......................................................................	................................3
Barrows Hall...........................................................................	.........................48	Peters Hall..........................................................................	..............................25
Bosworth Hall........................................................................	.........................54	Philips Physical Education Center.............................	..............................37
Burton Flail.............................................................................	.........................43	President’s House............................................................	..............................11
Communications Building.................................................	.........................31	Price......................................................................................	................................8
Conservatory		Rice Hall.............................................................................	..............................21
Bibbins Hall............................................................................	.........................14	Saunders.............................................................................	..............................10
Central Unit and Warner Concert Hall........................	.........................15	Security Building..............................................................	..............................32
Robertson Hall......................................................................	.........................16	Service Building................................................................	..............................33
Cox Administration Building...........................................	.........................27	Severance Hall..................................................................	..............................50
Dascomb Hall........................................................................	.........................20	Shurtleff Cottage.............................................................	................................4
East Hall..................................................................................	.........................46	South Hall..........................................................................	..............................12
Fairchild House.....................................................................	........................13	Stadium...............................................................................	..............................40
Finney Chapel........................................................................	........................28	Talcott Hall........................................................................	.............................18
Hales Gymnasium................................................................	........................34	Tank Hall............................................................................	.............................61
Hall Auditorium...................................................................	........................58	Tappan Square..................................................................	.............................24
Harkness House....................................................................	........................19	Tennis Courts....................................................................	..............................35
Harvey......................................................................................	..........................7	Warner Center..................................................................	.............................26
Johnson House......................................................................	..........................2	Wilder Hall........................................................................	.............................29
Jones Field House................................................................	........................39	Williams Ice Rink............................................................	..............................38
Kade..........................................................................................	...........................6	Wright Laboratory of Physics......................................	..............................51
Keep Cottage.........................................................................	.........................55	Zechiel.................................................................................	..............................42