Message from the President - Hartwick College
Message from the President - Hartwick College
Message from the President - Hartwick College
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<strong>Message</strong> <strong>from</strong> <strong>the</strong> <strong>President</strong><br />
Education at <strong>Hartwick</strong> is a collaborative experience. It is <strong>the</strong> result of <strong>the</strong> willing<br />
and cooperative commitment of you and <strong>the</strong> <strong>College</strong>, <strong>the</strong> faculty, and staff to a<br />
common purpose: preparing you to be a contributing citizen to <strong>the</strong> world of <strong>the</strong><br />
future.<br />
You are <strong>the</strong> primary architect of that experience. As you design your education,<br />
think of this catalog as a guide which maps out important information about <strong>the</strong><br />
alternatives, choices and challenges ahead of you. It will help you as you start your<br />
exploration, and it will be invaluable as you consider different approaches to life<br />
ahead.<br />
<strong>Hartwick</strong> takes pride in its longstanding tradition of “Liberal Arts in Practice,”<br />
and you will see our commitment to this tradition in nearly everything we do. We<br />
believe that a liberal arts education demands practical experiences—both inside<br />
and outside <strong>the</strong> classroom.<br />
All of us are poised and prepared to assist you. We will offer suggestions based on<br />
our experiences and what we know about you. Remember, however, that you are<br />
responsible for exploring and choosing <strong>from</strong> diverse combinations of<br />
opportunities that will contribute to your educational experience: courses, on- and<br />
off-campus study, internships, J Term opportunities, community service, clubs,<br />
sports, and local and international programs and activities.<br />
Use this catalog as questions arise about your educational choices. It is a helpful<br />
starting point for any dream or aspiration; it is a valuable compendium of <strong>the</strong><br />
people, resources and opportunities that make <strong>Hartwick</strong> an innovative, challenging<br />
and exciting place to begin building and shaping your life.<br />
Richard P. Miller, Jr.<br />
<strong>President</strong>
All matters pertaining to major offerings or course offerings, cost,<br />
Admission, and o<strong>the</strong>r areas as printed in <strong>the</strong> catalog may be subject to<br />
change by trustee, faculty, or administrative action without notice.<br />
<strong>Hartwick</strong> <strong>College</strong> is a recycling community.<br />
<strong>Hartwick</strong> <strong>College</strong> does not discriminate on <strong>the</strong> basis of race, color,<br />
national or ethnic origin, religion, sex, sexual orientation, marital or<br />
parental status, age, or handicap in its policies and procedures of admission,<br />
financial aid, instruction, athletics or o<strong>the</strong>r <strong>College</strong>-administered<br />
activities.
An Introduction to <strong>the</strong> <strong>College</strong><br />
One of <strong>the</strong> first things a newcomer to <strong>Hartwick</strong> notices is <strong>the</strong> beautiful hillside<br />
setting of <strong>the</strong> campus and <strong>the</strong> sense of spaciousness provided by <strong>the</strong> striking view<br />
of <strong>the</strong> Susquehanna Valley. It is <strong>the</strong> same vista that attracted <strong>the</strong> Iroquois Indians<br />
centuries ago. For <strong>the</strong>m, <strong>the</strong> hill we call Oyaron was a very special place—a “place<br />
of transformation”—where a young person could rise above <strong>the</strong> paths along <strong>the</strong><br />
river, spend some time in quiet reflection and prepare for full adulthood. Today<br />
along <strong>the</strong> ancient trails, <strong>the</strong>re are carefully maintained buildings filled with books,<br />
computers and state-of-<strong>the</strong>-art scientific equipment. But young people still return<br />
to <strong>the</strong> world <strong>from</strong> <strong>the</strong>ir time on Oyaron Hill feeling that something special has<br />
happened to <strong>the</strong>m.<br />
<strong>Hartwick</strong> exists to make a difference in <strong>the</strong> lives of its students. This means<br />
providing a rich and challenging academic program and effective, engaging<br />
teachers. It means creating a friendly and supportive campus atmosphere where<br />
individual growth can be nurtured. It means developing within this community an<br />
array of activities and opportunities for expanding interests and sharpening<br />
personal skills. It means students and faculty working toge<strong>the</strong>r, often producing<br />
publishable research. It means weaving <strong>the</strong>se strands into a coherent pattern for<br />
<strong>the</strong> education of <strong>the</strong> whole person.<br />
<strong>Hartwick</strong>’s faculty is teaching-oriented. Its members are well-trained scholars<br />
devoted to sharing with students <strong>the</strong>ir own enthusiasm for and competence in<br />
<strong>the</strong>ir disciplines. Their active pursuit of <strong>the</strong>ir own research interests supports <strong>the</strong>ir<br />
work as teachers. With small classes and close advising relationships, students<br />
can come to know <strong>the</strong> faculty well.<br />
The curriculum is designed to assure that students will explore <strong>the</strong> fundamental<br />
components of <strong>the</strong> kind of liberal education to which <strong>Hartwick</strong> is committed.<br />
The <strong>College</strong>’s Curriculum XXI emerged <strong>from</strong> a thoughtful assessment of <strong>the</strong><br />
probable characteristics of <strong>the</strong> future in which our graduates will live and work. It<br />
guides <strong>the</strong> student through a program that is both broad and deep while still<br />
permitting appropriate attention to <strong>the</strong> special skills needed in particular career<br />
paths.<br />
A wide variety of optional learning opportunities enables students, as early as <strong>the</strong>ir<br />
first year, to study overseas, pursue independent study and research under a faculty<br />
member’s direction, join <strong>the</strong> enriching Honors Program, work on an internship,<br />
learn <strong>from</strong> alumni mentors, or even assemble an individually constructed program<br />
as an alternative to a traditional major.<br />
Finally, <strong>the</strong> extracurricular aspects of life at <strong>Hartwick</strong> contribute in important<br />
ways to <strong>the</strong> growth and learning of students. Residential life, participation in<br />
campus organizations, athletic competition, cultural activities on campus, even <strong>the</strong><br />
part-time work opportunities many students find on campus—all <strong>the</strong>se are
considered part of <strong>the</strong> total educational experience.<br />
Throughout this experience, <strong>the</strong>re is a consistent emphasis on <strong>the</strong> Liberal Arts in<br />
Practice. People learn best when <strong>the</strong>y are fully engaged in <strong>the</strong> learning process.<br />
This involves more than just being active. It requires interaction with faculty, with<br />
fellow students, with challenging ideas <strong>from</strong> <strong>the</strong> past and present, with raw<br />
materials of various fields of study in <strong>the</strong> laboratory or studio and with <strong>the</strong> world<br />
outside <strong>the</strong> campus. It allows every student <strong>the</strong> opportunity to learn how to access<br />
data and communicate effectively with <strong>the</strong>ir own notebook computer. It is<br />
through <strong>the</strong>se interactions and hands-on experiences that students grow.<br />
Our Purpose<br />
Our purpose as a college of <strong>the</strong> liberal arts and sciences is to educate people who<br />
will thrive in and contribute to <strong>the</strong> world of <strong>the</strong> future; people who are prepared<br />
to meet <strong>the</strong> personal, intellectual, and social challenges of a rapidly changing and<br />
increasingly interdependent world.<br />
<strong>Hartwick</strong> graduates will be noted as being able to thrive in <strong>the</strong> Webbed world of<br />
<strong>the</strong> new millennium; a world of global interdependence in which people of <strong>the</strong><br />
broadest range of national, ethnic, social, and personal backgrounds will interact<br />
personally and technologically.<br />
To thrive in this context will require that <strong>Hartwick</strong> students learn to: understand<br />
<strong>the</strong> world <strong>from</strong> a variety of perspectives; work constructively with people <strong>from</strong> a<br />
variety of backgrounds and life experiences; be avid learners and critical thinkers;<br />
communicate effectively and have a well-developed personal presence; be<br />
purposeful in <strong>the</strong>ir actions and value-based in <strong>the</strong>ir decisions; and know how to<br />
use information technology resources as a routine tool to enhance effectiveness.<br />
Our Values<br />
We are:<br />
• a college concerned with <strong>the</strong> Liberal Arts in Practice, focusing on <strong>the</strong><br />
development of <strong>the</strong> disciplines of thinking, learning, analyzing, communicating,<br />
and values-based judgment;<br />
• a relationship college, focusing on <strong>the</strong> development of a 24<br />
hour per day, seven day per week, residential educational experience characterized<br />
by personal responsibility and collaborative relationships among faculty, students,<br />
and staff; and<br />
• a future-directed college, focusing on educating people in ways which will make<br />
<strong>the</strong>m effective and contributing citizens to <strong>the</strong> world of <strong>the</strong>ir future.<br />
Our Character<br />
By being intentional in fulfilling our values we are a college of both quality and<br />
distinctiveness. We are a future-directed community of learners where students,<br />
faculty, and staff are mutually engaged in intellectual, social, and personal learning
inside and outside of <strong>the</strong> classroom. Our curricular and co-curricular educational<br />
experience emphasizes: shared and interdependent learning; a balance of challenge<br />
and support; a caring commitment to <strong>the</strong> individual; intellectual, social, and<br />
individual rigor; <strong>the</strong> development of personal responsibility; and approaches<br />
that link <strong>the</strong>ory and practice.
<strong>Hartwick</strong>’s History<br />
The roots of <strong>Hartwick</strong> <strong>College</strong> reach back to 1797 with <strong>the</strong> founding of <strong>Hartwick</strong><br />
Seminary as stipulated in <strong>the</strong> will of John Christopher <strong>Hartwick</strong>. <strong>Hartwick</strong> was born in<br />
Germany in 1714 and educated as a Lu<strong>the</strong>ran minister at <strong>the</strong> University of Halle. He<br />
arrived in America in 1746 to serve as a missionary for <strong>the</strong> German settlers along <strong>the</strong><br />
Hudson and Mohawk rivers in what is now upstate New York. <strong>Hartwick</strong> obtained a<br />
24,000 acre patent with hopes of establishing a “New Jerusalem”—a community<br />
dedicated to <strong>the</strong> principles of pious living. He died in 1796 without having fulfilled his<br />
dream, but left detailed instructions in his will for <strong>the</strong> founding and organization of a<br />
seminary. Despite numerous delays, <strong>the</strong> school’s first building was constructed on<br />
<strong>Hartwick</strong>’s Patent in 1815, and <strong>the</strong> following year <strong>the</strong> New York State Legislature<br />
incorporated it as a classical and <strong>the</strong>ological Seminary—<strong>the</strong> first Lu<strong>the</strong>ran seminary in<br />
America.<br />
The Seminary and Academy had a long and dedicated history, training more than 300<br />
ministers and educating over 3,000 young men and women. In 1927, <strong>Hartwick</strong> Seminary<br />
and <strong>the</strong> New York Synod conducted a $500,000 campaign for a “Greater <strong>Hartwick</strong>.”<br />
Included in this plan was an expansion of its collegiate program to a four-year college. An<br />
enthusiastic Oneonta Chamber of Commerce offered to guarantee $200,000 and a piece<br />
of land if <strong>the</strong> <strong>College</strong> would be located in <strong>the</strong>ir city, and in 1928 <strong>Hartwick</strong> <strong>College</strong><br />
opened in Oneonta, New York, just 20 miles <strong>from</strong> <strong>the</strong> original site of <strong>the</strong> Seminary.<br />
Dr. Charles R. Myers, who had been president of <strong>Hartwick</strong> Seminary, became its<br />
first president. He was succeeded by Dr. Charles Leitzell, president of <strong>the</strong> New<br />
York Synod. In 1947 <strong>the</strong> charters of <strong>the</strong> Seminary and <strong>the</strong> <strong>College</strong> were<br />
combined, confirming <strong>the</strong> lineage of <strong>the</strong> <strong>College</strong> even as <strong>the</strong> Seminary closed.<br />
The <strong>College</strong> developed slowly and ga<strong>the</strong>red strength through <strong>the</strong> 1940s and ’50s<br />
under <strong>the</strong> presidencies of Dr. Henry J. Arnold and Dr. Miller A.F. Ritchie. From<br />
1959 to 1969, under Dr. Frederick M. Binder, <strong>the</strong>re was significant growth in<br />
size, physical plant, budget, and endowment. In 1968 <strong>the</strong> <strong>College</strong> and <strong>the</strong><br />
Lu<strong>the</strong>ran Church concluded that <strong>the</strong> time had come for an amicable separation,<br />
and <strong>Hartwick</strong> became an independent college. Dr. Adolph G. Anderson served as<br />
president <strong>from</strong> 1969 to 1976, a period during which <strong>Hartwick</strong> developed more<br />
flexible and innovative curricular approaches. From 1977 to 1992, under Dr.<br />
Philip S. Wilder Jr., <strong>the</strong> <strong>College</strong> was characterized by <strong>the</strong> streng<strong>the</strong>ning of its<br />
faculty and student body and by <strong>the</strong> building of a strong foundation of financial<br />
support. During his tenure, 1992-2003, <strong>President</strong> Richard A. Detweiler<br />
integrated computer technology into <strong>the</strong> curriculum and classroom, streng<strong>the</strong>ned<br />
<strong>Hartwick</strong>’s international programs, and expanded and renovated <strong>the</strong> Science<br />
Center. Richard P. Miller, Jr. became <strong>Hartwick</strong>’s ninth president on July 1, 2003.
Academic Opportunities<br />
Academic Advising<br />
Making <strong>the</strong> most effective use of <strong>the</strong> learning opportunities a college experience<br />
offers is a basic challenge each student faces. <strong>Hartwick</strong> provides special help in this<br />
process with its system of academic advising. Every student will be assigned a<br />
faculty member as <strong>the</strong>ir regular academic advisor. For first-year students, every<br />
effort is made to have this advisor be a professor <strong>the</strong> student has in a Fall Term<br />
course, so that advisor and advisee come to know each o<strong>the</strong>r. If students declare a<br />
major, every effort will be made to have an advisor in that department. Students<br />
must meet with <strong>the</strong>ir advisors prior to each course registration period, but<br />
students are urged to visit <strong>the</strong>ir advisors regularly as <strong>the</strong> year proceeds.<br />
Helping <strong>the</strong> student plan a challenging, satisfying and coherent program is one of<br />
<strong>the</strong> best ways an advisor can be of assistance, but often <strong>the</strong> advisor also can discuss<br />
career options or <strong>the</strong> resources available at <strong>the</strong> <strong>College</strong> for dealing with specific<br />
problems a student may be facing. Students may change advisors as <strong>the</strong>ir needs or<br />
interests change and, when a major field is selected, <strong>the</strong> advisor should be <strong>from</strong> <strong>the</strong><br />
major department. To change advisors, students complete <strong>the</strong> necessary form in<br />
<strong>the</strong> Academic Center for Excellence or Registrar’s Office and return to <strong>the</strong><br />
Academic Center for Excellence.<br />
A special element in <strong>the</strong> advising of students is <strong>the</strong> “Early Evaluations.” Faculty<br />
are asked to identify those who seem to be doing poorly in class after <strong>the</strong> first four<br />
weeks of <strong>the</strong> Fall and Spring terms. These students, <strong>the</strong>ir parents and <strong>the</strong>ir<br />
advisors are notified of <strong>the</strong> problems, and <strong>the</strong> students are encouraged to seek <strong>the</strong><br />
special help <strong>the</strong>y need.
Components of a Degree Program<br />
<strong>Hartwick</strong> <strong>College</strong> recognizes its responsibility to help students pursue a program<br />
of study that provides both depth and breadth of understanding. In addition to<br />
demonstrating competence in at least one specialized area, graduates should have a<br />
basic, multidisciplinary education that includes an acquaintance with major<br />
alternative ways of knowing, an understanding of <strong>the</strong> cultural heritage shared by<br />
liberally educated persons and a broad foundation for a lifetime of continued<br />
learning. Since <strong>the</strong>re is no single path to this goal, students should be able to<br />
choose, in consultation with <strong>the</strong>ir advisors, <strong>the</strong> particular courses of study best<br />
suited to <strong>the</strong>ir interests and needs, within <strong>the</strong> framework of general degree<br />
requirements.<br />
To qualify for graduation a student must:<br />
1. Satisfactorily complete <strong>the</strong> equivalent of four academic years of full-time study<br />
or its equivalent, which <strong>Hartwick</strong> defines as 120 credits (semester hours) with a<br />
minimum grade point average of 2.000. At least 60 credits must be earned at<br />
<strong>Hartwick</strong>, with <strong>the</strong> final 30 credits completed as a matriculated <strong>Hartwick</strong> student.<br />
(Performance music credits beyond 12 semester hours and physical education<br />
credits do not count toward this requirement.)<br />
2. Fulfill <strong>the</strong> requirements of Curriculum XXI.<br />
3. Earn an overall average of at least 2.000 in <strong>the</strong> major program or Individual<br />
Student Program.
Curriculum XXI Graduation Requirements.<br />
The following is a summary of <strong>the</strong> degree requirements under Curriculum XXI. In<br />
most of <strong>the</strong> categories, students may choose <strong>from</strong> among a range of courses<br />
approved as fulfilling <strong>the</strong> requirement. These are identified in <strong>the</strong> course<br />
registration materials available on <strong>the</strong> <strong>College</strong> Web site and in <strong>the</strong> Registrar’s<br />
Office. Each “course” requirement must be met by a single course or courses<br />
totaling a minimum of 3 credits.<br />
I. To prepare for a future of CONTINUITY with cultural<br />
achievements and tradition:<br />
A. Two courses in <strong>the</strong> major works of Western literature, philosophy or<br />
religion (one treating a period before 1660, <strong>the</strong> o<strong>the</strong>r a later period).<br />
B. One course in <strong>the</strong> creative or performing arts.<br />
C. One history course that surveys a major period of Western history.<br />
II. To prepare for a future of social and global INTERDEPENDENCE:<br />
A. Two courses in social and behavioral analysis in two different<br />
departments, <strong>from</strong> <strong>the</strong> departments of anthropology, economics or<br />
management; nursing; political science; psychology; sociology.<br />
B. Foreign language experience consisting of one course at <strong>the</strong><br />
intermediate (or higher) level for students continuing a language<br />
studied at <strong>the</strong> secondary level; or, for students with two years or less of a<br />
language at <strong>the</strong> secondary level, one of <strong>the</strong> following:<br />
1. A two-course elementary sequence.<br />
2. One language course and a related civilization course.<br />
3. An off-campus program with a language component and its<br />
related preparatory course.<br />
This requirement also may be satisfied by examination. A score of 3 is<br />
required on <strong>the</strong> Advanced Placement Examination or 500 on <strong>the</strong> ETS<br />
Achievement Test.<br />
C. One course dealing with a non-Western or Third World culture.<br />
III. To prepare for a future with heavy reliance on SCIENCE and<br />
TECHNOLOGY:<br />
A. A course in ma<strong>the</strong>matics, logic or <strong>the</strong> use of <strong>the</strong> computer.<br />
B. Two courses in science, one in <strong>the</strong> areas of chemistry or physics and<br />
one in <strong>the</strong> areas of biology or geology, with at least one of <strong>the</strong>se being a<br />
laboratory course.<br />
IV. To prepare for a future requiring CRITICAL THINKING and<br />
EFFECTIVE COMMUNICATION:<br />
A. Competence in writing, demonstrated by completion of <strong>the</strong> Writing<br />
Competency Program.<br />
B. A major program (see <strong>the</strong> requirements of <strong>the</strong> particular major or <strong>the</strong><br />
description of <strong>the</strong> Individual Student Program).<br />
C. A baccalaureate <strong>the</strong>sis in <strong>the</strong> major field, publicly presented and<br />
defended.<br />
V. To prepare for a future of CHOICES:<br />
A. The First-Year Experience (including a First-Year Seminar).
B. A Contemporary Issues Seminar (taken no earlier than January of <strong>the</strong><br />
junior year).<br />
VI. Physical Education:<br />
Four half-term skill courses.<br />
VII. Off-Campus Study:<br />
While not required, each student is strongly encouraged to take part in at least one<br />
course that is carried out in significant measure off campus (such as an internship<br />
or a study program in ano<strong>the</strong>r country).<br />
Note: Independent and directed studies and internships may not be used toward<br />
Curriculum XXI general education requirements even though <strong>the</strong>y may count<br />
toward <strong>the</strong> overall number of credits required for graduation.
Writing Competency Requirement<br />
In order to graduate, students at <strong>Hartwick</strong> <strong>College</strong> must demonstrate competence<br />
in writing at <strong>the</strong> college level, as defined in Writing Competency: A Handbook.<br />
Such demonstration must be made in one of two ways:<br />
1. By progressing to Level 4 through a sequence of courses outlined<br />
below, beginning with <strong>the</strong> course at <strong>the</strong> level where <strong>the</strong> student was placed<br />
upon admission to <strong>the</strong> <strong>College</strong>.<br />
2. By achieving Level 4 in <strong>the</strong> Writing Proficiency Examination. The<br />
student may not take <strong>the</strong> examination before completing <strong>the</strong> course at <strong>the</strong><br />
level at which he or she was placed upon admission to <strong>the</strong> <strong>College</strong>.<br />
Students should take <strong>the</strong>ir first writing course during <strong>the</strong>ir first year and are<br />
expected to satisfy <strong>the</strong> requirement by <strong>the</strong> middle of <strong>the</strong>ir junior year.<br />
Students admitted to <strong>Hartwick</strong> will be placed in one of four levels of competency<br />
according to results <strong>from</strong> a writing sample. The writing sample will be required<br />
during summer orientation. The sequence of courses described below is designed<br />
to offer increasingly complex and challenging writing tasks. Accordingly, <strong>the</strong><br />
courses must be taken in sequence. That is, a student placed at Level 1 must take<br />
English 101 before taking English 110. A student may take a Level 3 course at<br />
any time but may not receive writing credit unless he or she is at Level 3.<br />
Level 1 students needing review work in English grammar and in writing and<br />
revising short compositions will register for English 101: Writing Tutorial.<br />
Students who successfully complete English 101 will pass to Level 2.<br />
Level 2 students needing instruction in composing and developing whole essays<br />
will register for English 110: Composition. Students who earn a grade of A- or<br />
higher will pass to Level 4; those who complete 110 with a grade of C through<br />
B+ will pass to Level 3. Students receiving a grade of D- through C- will pass to<br />
Level 2b.<br />
Level 2b students passing English 110 with a grade of D through C- and needing<br />
extended work in <strong>the</strong> writing and particularly <strong>the</strong> revision of compositions will<br />
register for English 111: Composition Workshop. Students who successfully<br />
complete English 111 will pass to Level 3.<br />
Level 3 students needing additional practice in writing and revising (but not an<br />
entire course in writing) will register for lower-level courses offered in many<br />
departments and in all divisions, and designated by a WL3 as a CXXI in <strong>the</strong> class<br />
schedule. These courses feature instruction in writing within a discipline.<br />
Instructors may recommend fur<strong>the</strong>r Level 3 course work for a student or pass <strong>the</strong><br />
student into Level 4. The instructor will determine whe<strong>the</strong>r a student is passed to<br />
Level 4 at <strong>the</strong> completion of <strong>the</strong> course and will make such recommendation<br />
independent of <strong>the</strong> course grade.<br />
Level 4 students placed at Level 4 as first-year students or who attain Level 4<br />
through testing or course work are considered able to write at <strong>the</strong> college level of<br />
competency. They should maintain and sharpen <strong>the</strong>ir skills by taking courses that<br />
require essays, reports, short papers and essay examinations. Students admitted as<br />
transfers who before entry have attained a grade of C or better in a college-level
composition course will receive college credit for <strong>the</strong> course, but will be assigned<br />
to a writing level by means of testing at entry. Should review of <strong>the</strong> writing sample<br />
and, when available, SAT scores indicate that <strong>the</strong> student’s writing is not yet at<br />
Level 3, such a student must take ei<strong>the</strong>r English 110 (see above under Level 2) or<br />
English 111 (under Level 2b), which will allow <strong>the</strong> transfer student to pass to a<br />
higher writing level.
First-Year Experience at <strong>Hartwick</strong><br />
<strong>Hartwick</strong>’s first-year experience is specially designed to provide <strong>the</strong> support and<br />
encouragement students need to make <strong>the</strong> exciting and sometimes challenging<br />
transition <strong>from</strong> high school to college. Our three-stage program, which includes<br />
Day on Campus, Orientation, and Registration, is a “pathway” to building a firm<br />
foundation so students may realize <strong>the</strong>ir academic, personal, and professional<br />
potentials while developing awareness, respect, and understanding of o<strong>the</strong>rs.<br />
Upon returning in <strong>the</strong> fall, all first-year students participate in intensive<br />
orientation sessions intended to blend <strong>the</strong> curricular and co-curricular aspects of<br />
student life. Students will meet with faculty and register for <strong>the</strong>ir fall classes.<br />
Orientation programs may include challenge education, student life meetings,<br />
social activities, and o<strong>the</strong>r learning opportunities. Students also will meet with a<br />
First-Year Seminar mentor in and outside of <strong>the</strong>ir seminar class to provide<br />
opportunities to better adjust to college life.<br />
In addition, each first-year student takes a First-Year Seminar, a special course in<br />
which a small group of freshmen meet with a faculty member to study a subject in<br />
a format especially adapted to help introduce students to college-level academic<br />
work. Special opportunities exist to use <strong>the</strong> resources of <strong>the</strong> Career Services<br />
Center.<br />
<strong>Hartwick</strong>’s first-year programs are elements of Curriculum XXI, reflecting <strong>the</strong><br />
importance <strong>the</strong> <strong>College</strong> places on early development of lifelong skills so students<br />
prepare <strong>the</strong>mselves for <strong>the</strong> choices <strong>the</strong>y face in life—on <strong>the</strong> personal level as well<br />
as in <strong>the</strong>ir intellectual development.
Contemporary Issues Seminar<br />
In <strong>the</strong> junior or senior year of Curriculum XXI, students take a Contemporary<br />
Issues Seminar. This is an opportunity for students who are developing as liberally<br />
educated people and maturing in an area of study to integrate <strong>the</strong>ir knowledge<br />
with o<strong>the</strong>r fields of study. This is done by having students interact with one<br />
ano<strong>the</strong>r, across academic divisions, in <strong>the</strong> analysis, discussion and research of<br />
issues or problems of common concern. The seminar should <strong>the</strong>reby help students<br />
to:<br />
• understand <strong>the</strong> complex personal, social and moral issues that must be<br />
confronted when dealing with important societal problems;<br />
• understand <strong>the</strong> relevance of <strong>the</strong>ir major fields in a broader social<br />
and cultural context by making connections to o<strong>the</strong>r areas of scholarship<br />
and life;<br />
• communicate <strong>the</strong> views and values of <strong>the</strong>ir disciplines to persons outside<br />
of <strong>the</strong>ir majors while understanding and being sensitive to o<strong>the</strong>r points of<br />
view;<br />
• take initiative for <strong>the</strong>ir life-long learning and recognize <strong>the</strong> social<br />
responsibility that accompanies <strong>the</strong> role of an informed citizen.<br />
Normally <strong>the</strong> Contemporary Issues Seminar will be taken no earlier than January<br />
of <strong>the</strong> junior year.
Major Programs<br />
A good liberal education combines breadth and depth. Along with a wide-ranging<br />
general background, it is important to have studied some field deeply and<br />
developed significant intellectual competence in a particular area of interest. While<br />
<strong>the</strong> choice of a major is sometimes influenced by particular career goals, <strong>the</strong> most<br />
important driving force behind <strong>the</strong> choice should be sincere interest. <strong>Hartwick</strong><br />
offers a wide spectrum of major programs, any one of which could help a student<br />
prepare for a rewarding life as well as many different career paths. Some lead to<br />
<strong>the</strong> Bachelor of Arts degree and o<strong>the</strong>rs to <strong>the</strong> Bachelor of Science degree,<br />
depending on <strong>the</strong> proportion of <strong>the</strong> program devoted to <strong>the</strong> major specialization<br />
as opposed to liberal studies.<br />
• Accounting (Bachelor of Arts or Bachelor of Science)- CPA<br />
• Anthropology (Bachelor of Arts)<br />
• Art (Bachelor of Arts)<br />
• Art History (Bachelor of Arts)<br />
• Biochemistry (Bachelor of Science)<br />
• Biology (Bachelor of Arts)<br />
• Chemistry (Bachelor of Arts or Bachelor of Science)<br />
• Computer Science (Bachelor of Science)<br />
• Economics (Bachelor of Arts)<br />
• Education (Certification Program—see Note)<br />
• English (Bachelor of Arts)<br />
• French (Bachelor of Arts)<br />
• Geology (Bachelor of Arts)<br />
• German (Bachelor of Arts)<br />
• History (Bachelor of Arts)<br />
• Individual Student Program (Bachelor of Arts or Bachelor of Science)<br />
• Information Science (Bachelor of Science)<br />
• Management (Bachelor of Arts)<br />
• Ma<strong>the</strong>matics (Bachelor of Arts)<br />
• Medical Technology (Bachelor of Science)<br />
• Music (Bachelor of Arts)<br />
• Music Education (Bachelor of Science)<br />
• Nursing (Bachelor of Science)<br />
• Philosophy (Bachelor of Arts)<br />
• Philosophy/Religious Studies (Bachelor of Arts)<br />
• Physics (Bachelor of Arts)<br />
• Political Science (Bachelor of Arts)<br />
• Psychology (Bachelor of Arts)<br />
• Religious Studies (Bachelor of Arts)<br />
• Sociology (Bachelor of Arts)<br />
• Spanish (Bachelor of Arts)<br />
• Theatre Arts (Bachelor of Arts)<br />
Note: Two <strong>Hartwick</strong> programs, while not majors <strong>the</strong>mselves, incorporate majors<br />
<strong>from</strong> <strong>the</strong> list above. Students preparing for a career in education may complete a<br />
program leading to Provisional Certification by <strong>the</strong> New York State Education<br />
Department while pursuing a major program in a subject matter field. <strong>Hartwick</strong>’s
program is registered to prepare for certification at <strong>the</strong> Secondary School level<br />
(grades 7-12) in <strong>the</strong> fields of biology, chemistry, English, French, German,<br />
ma<strong>the</strong>matics, physics, social studies and Spanish, and at <strong>the</strong> Elementary and<br />
Secondary School levels (grades K-12) in music.<br />
Students in <strong>the</strong> Environmental Science and Policy Program select <strong>from</strong> a set of<br />
courses designed to provide a broad exposure to many different perspectives on<br />
<strong>the</strong> environment, <strong>from</strong> <strong>the</strong> physical and life sciences to <strong>the</strong> social sciences. By<br />
fulfilling <strong>the</strong>se requirements, students in <strong>the</strong> program earn a minor in<br />
Environmental Science and Policy.
Individual Student Programs<br />
A student whose main interests are not met by one of <strong>the</strong> standard departmental<br />
majors may design an individual program of concentration, comparable in depth<br />
of study and number of courses to departmental majors. In designing and carrying<br />
out such a program, <strong>the</strong> student will work closely with <strong>the</strong> Faculty Committee on<br />
Individual Student Programs, which oversees this part of <strong>the</strong> curriculum.<br />
Individual Student Programs have been developed in a wide variety of areas. Some,<br />
for example, focus on fields in which <strong>Hartwick</strong> offers programs of study but not<br />
majors, as suggested by <strong>the</strong> following recent titles: “Photo Journalism,” “Crime<br />
and Justice” and “Comparative Study of Religion and Society.” Sometimes<br />
programs are combinations of a major interest in one discipline with a<br />
complementary secondary specialization, or an interest that cuts across many<br />
disciplines, such as “Scientific Writing and Illustration,” “Graphic Design and<br />
Communications” and “International Economics.”<br />
Some programs center on areas of concentration which lead toward specific career<br />
objectives, such as “Human Resources Management,” “Political Journalism,”<br />
“Horticulture” and “Marketing Communications.” Occasionally programs<br />
emphasize a particular field within a discipline, such as, “Analytical Technology,”<br />
“Creative Writing,” and “Cognitive Science.”<br />
The program of study is developed by <strong>the</strong> student in consultation with faculty<br />
members of <strong>the</strong> student’s choice along with <strong>the</strong> coordinator for Individual Student<br />
Programs. The program must meet all requirements of Curriculum XXI. The<br />
student <strong>the</strong>n meets with <strong>the</strong> Committee for its consideration of <strong>the</strong> proposed<br />
program, working through whatever modifications seem appropriate to <strong>the</strong><br />
Committee. When <strong>the</strong> program is approved, <strong>the</strong> student pursues it with guidance<br />
<strong>from</strong> a program advisor selected <strong>from</strong> among <strong>the</strong> faculty by <strong>the</strong> student. Any<br />
changes in <strong>the</strong> approved program must be accepted in advance by <strong>the</strong> Committee.<br />
Students interested in developing an ISP should contact <strong>the</strong> coordinator for <strong>the</strong><br />
Faculty Committee on Individual Student Programs as early as possible. At <strong>the</strong><br />
latest, a preliminary proposal for an Individual Student Program should be<br />
submitted to <strong>the</strong> committee during <strong>the</strong> spring term of <strong>the</strong> student’s sophomore<br />
year, and a full proposal must be completed and approved by <strong>the</strong> committee<br />
before <strong>the</strong> beginning of <strong>the</strong> Fall Term of <strong>the</strong> student’s junior year, unless <strong>the</strong><br />
student receives financial aid <strong>from</strong> New York state (TAP, Regents or nursing<br />
scholarships). Recipients of such financial aid should be aware that <strong>the</strong>y cannot be<br />
certified for payment after <strong>the</strong> end of <strong>the</strong> sophomore year without a declared<br />
major or an approved ISP. These students must submit ISP proposals no later<br />
than <strong>the</strong> beginning of <strong>the</strong> spring term of <strong>the</strong> sophomore year.<br />
Students who have an approved Individual Student Program are listed as “ISP”<br />
majors, and <strong>the</strong> Faculty Committee on Individual Student Programs becomes <strong>the</strong>ir<br />
home “department.” They also may elect to pursue a minor in addition to <strong>the</strong> ISP<br />
major by fulfilling <strong>the</strong> requirements of any regular department.
For more information about ISP, contact <strong>the</strong> coordinator for <strong>the</strong> Faculty<br />
Committee on ISP.
Second Degree<br />
Students who wish to earn two degrees must satisfy <strong>the</strong> major requirements of a<br />
department in each area and complete an additional 30 credits for a total of at<br />
least 150 credits. (Performance music credits beyond 12 credits, foundations and<br />
physical education credits do not count toward this requirement.) Curriculum<br />
XXI waivers specific to certain majors do not apply to <strong>the</strong> second degree; e.g., a<br />
nursing major who wishes to complete a sociology major cannot request an<br />
exemption <strong>from</strong> <strong>the</strong> language requirement.
Interdisciplinary Programs<br />
The <strong>College</strong> offers minors or programs in <strong>the</strong> following areas, which draw <strong>from</strong><br />
several disciplines:<br />
• Education<br />
• Environmental Science and Policy (minor)<br />
• Graphic Communications (minor)<br />
• Latin American and Caribbean Studies (minor)<br />
• Museum Studies Minor<br />
• Pre-Med and Pre-Allied Health<br />
• U.S. Ethnic Studies (minor)<br />
• Women’s Studies (minor)<br />
Complete descriptions can be found in <strong>the</strong> “Courses of Study” section. In<br />
addition to formal course work, <strong>the</strong>re are many co-curricular events offered in<br />
support of <strong>the</strong>se minors and programs.
Disciplinary Minors<br />
<strong>Hartwick</strong> encourages its students to consider adding a minor or o<strong>the</strong>r secondary<br />
concentration to <strong>the</strong>ir programs. While not required for graduation, such a group<br />
of courses can frequently help a student organize his or her electives in a way that<br />
complements a major, develops a second interest or streng<strong>the</strong>ns career preparation.<br />
Requirements of different minors vary but include at least 18 credits with an<br />
average of 2.000 earned in those courses. Students wishing to declare a minor or<br />
o<strong>the</strong>r course cluster should consult <strong>the</strong> appropriate department or coordinator and<br />
notify <strong>the</strong> registrar’s office as early as possible, but no later than <strong>the</strong> Spring Term<br />
of <strong>the</strong> senior year.<br />
Minors are offered by all departments except education, nursing, and physical<br />
education and are described in <strong>the</strong> departmental listings.
Honors Program<br />
<strong>Hartwick</strong> <strong>College</strong>’s Honors Program provides outstanding students diverse<br />
opportunities to broaden and deepen <strong>the</strong>ir liberal arts education, to enhance <strong>the</strong><br />
intellectual rigor oft <strong>the</strong>ir curriculum, and to participate in a community of<br />
scholars within <strong>the</strong> greater college community. The Honors Program encourages<br />
students <strong>from</strong> all majors to set high standards for <strong>the</strong>mselves, which reflect <strong>the</strong>ir<br />
commitment to academic excellence. The program is flexible enough so that each<br />
Honors student can pursue <strong>the</strong> subjects he or she finds particularly interesting. At<br />
<strong>the</strong> same time, it is structured enough so that each participant is assured of<br />
experiencing a broad range of academic challenges.<br />
The program has three parts. The Honors Program co-directors coordinate <strong>the</strong>se<br />
components of <strong>the</strong> program and serve as special advisors to Honors students, and<br />
<strong>the</strong> Honors Program Committee provides oversight and guidance.<br />
• Honors Challenge An Honors Challenge is a project an Honors student<br />
undertakes in close collaboration with a faculty member. At least four<br />
Honors Challenges must be successfully completed. An Honors Challenge<br />
may assume various forms, including a detailed exploration of some aspect<br />
of a course that <strong>the</strong> student has enrolled in during <strong>the</strong> semester, a reexploration<br />
of a question raised in a course in which <strong>the</strong> student was<br />
enrolled during a previous semester, a special research project, a public<br />
presentation of a substantive essay, a performance of original work,<br />
completion of a 300-level course outside <strong>the</strong> major discipline without<br />
prior experience in <strong>the</strong> discipline, an NCHC honors semester abroad<br />
program or participation in a year-long study-abroad program.<br />
An Honors Challenge assumes a high level of independence by <strong>the</strong><br />
student, with guidance <strong>from</strong> faculty member. Honors students are<br />
expected to attempt an Honors Challenge during each Fall and Spring<br />
term after <strong>the</strong>ir acceptance into <strong>the</strong> Honors Program. Under special<br />
circumstances, students also may complete an Honors Challenge during<br />
January Term, although <strong>the</strong> normal demands of concentrated study make<br />
<strong>the</strong> timely completion of January Term challenges more difficult.<br />
• The Honors Seminar This special course for honors students is<br />
designed to bring toge<strong>the</strong>r <strong>the</strong> methods of various academic disciplines<br />
while focusing on a significant contemporary problem or issue. A<br />
Curriculum XXI Contemporary Issues Seminar, it is taken any time after<br />
a student’s first full term of <strong>the</strong> junior year. Each honors student must<br />
successfully complete this course in order to complete <strong>the</strong> Honors<br />
Program. An Honors Challenge may not be added to <strong>the</strong> Honors<br />
Seminar.<br />
• Superior work overall and in all college work All Honors students must<br />
maintain a 3.5 grade point average. This requirement is fulfilled by<br />
completing <strong>the</strong> requirements for Departmental Distinction in <strong>the</strong><br />
student’s major field of study. (See Educational Policies and Procedures<br />
for details.)
Each year Honors students have <strong>the</strong> opportunity to live on <strong>the</strong> Honors Floor of a<br />
dormitory and to participate in various Honors activities, such as cardboard boat<br />
regattas, pizza parties, and trips to Boston or New York City. Honors students<br />
also enjoy special privileges, including early pre-registration for courses and<br />
discounts on books (o<strong>the</strong>r than required textbooks) ordered through <strong>the</strong> <strong>College</strong><br />
bookstore.<br />
Students who have completed <strong>the</strong> first year with a grade point average of 3.50 or<br />
better are invited to participate in <strong>the</strong> Honors Program. In addition, a small<br />
number of students with particularly strong secondary school records are invited<br />
to join <strong>the</strong> program as <strong>the</strong>y enter <strong>Hartwick</strong>. In very special cases, <strong>the</strong> admissions<br />
office may recommend transfer students with outstanding academic records for<br />
admission to <strong>the</strong> program as late as <strong>the</strong> junior year. In recognition of <strong>the</strong>ir<br />
outstanding achievement, students who complete <strong>the</strong> Honors Program graduate<br />
“With <strong>College</strong> Honors.”
Global Pluralism Programs<br />
The Sondhi Limthongkul Center for Interdependence<br />
The Sondhi Limthongkul Center for Interdependence is dedicated to enhancing<br />
<strong>Hartwick</strong>’s Global Pluralism Initiative, which aims to increase intercultural<br />
experiences for all students and prepare <strong>the</strong>m to be successful in an increasingly<br />
interdependent world. SLCI offers a variety of opportunities—both on and off<br />
campus, both in <strong>the</strong> United States and abroad—that enable students to recognize<br />
<strong>the</strong> essential interrelatedness of <strong>the</strong> world’s peoples, problems and solutions;<br />
understand, respect and work effectively with people of different national and<br />
cultural backgrounds; and be contributing, responsible citizens.<br />
SLCI, which was established in 1994 by a major grant <strong>from</strong> <strong>the</strong> Chaiyong<br />
Limthongkul Foundation of Bangkok, Thailand, is directed by <strong>the</strong> dean of global<br />
studies and includes <strong>the</strong> offices of U.S. Pluralism Programs, International Student<br />
Advisement and Off-Campus Study. Working closely with faculty, staff and<br />
student groups across <strong>the</strong> campus, <strong>the</strong>se offices promote <strong>Hartwick</strong>’s emphasis<br />
on global pluralism in <strong>the</strong> following ways.<br />
U.S. Pluralism Programs<br />
<strong>Hartwick</strong> is committed to <strong>the</strong> simultaneous celebration of ethnicity and<br />
community, in which each citizen of <strong>the</strong> campus is encouraged to understand<br />
differences in thinking, life experiences and world views while affirming <strong>the</strong><br />
central importance of our common humanity and shared needs. Located in SLCI,<br />
<strong>the</strong> associate dean and director of U.S. pluralism programs serves as a resource to<br />
students, faculty and staff in planning instruction and events that explore cultural<br />
and racial diversity in <strong>the</strong> U.S. The associate dean also assists students with<br />
academic and social transition to <strong>the</strong> <strong>College</strong>; assists with experiential learning<br />
activities supportive of <strong>Hartwick</strong>’s minor in U.S. Ethnic Studies; offers a cocurricular<br />
genealogy course; promotes usage of a collection of primary research<br />
materials pertaining to <strong>the</strong> Abolition Movement, local underground railroad and<br />
Civil War pensions for a select group of U.S. Colored Troops; and co-sponsors<br />
speakers and exhibits with academic departments and student groups.<br />
As a co-curricular sponsor, Pluralism Programs is responsible for:<br />
• Pluralism Associates League for Students for <strong>College</strong> Transition: an<br />
academic-year program in which selected second-, third- and fourth-year<br />
students of ALANA (African, Latino, Asian and Native American)<br />
heritage are trained to assist o<strong>the</strong>r students with academic support, social<br />
adjustment, leadership development and learning <strong>the</strong> “ins and outs” of <strong>the</strong><br />
<strong>Hartwick</strong> community;<br />
• Oyaron Hill Project: a primary research project that allows<br />
opportunities for students to explore <strong>the</strong> past of early citizens of Otsego<br />
County and o<strong>the</strong>r locales, including forebears of African, African-<br />
American, Asian, Caribbean, European, Latino and Native American<br />
descent, while learning of <strong>the</strong> similarities and differences between <strong>the</strong><br />
groups;
• Heritage Education Series: an individualized study in which a student is<br />
assisted with tracing his/her family lineage, while also learning <strong>the</strong><br />
Historical events of <strong>the</strong> ancestors’ time period; and<br />
• <strong>Hartwick</strong> Partnerships for Diversity: an outreach function aligning <strong>the</strong><br />
<strong>College</strong> with community, regional and national organizations,<br />
foundations, governmental bodies, educational entities and heritage and<br />
cultural associations that support <strong>the</strong> <strong>College</strong>’s pluralism goals.<br />
In addition, such student organizations as <strong>the</strong> Society of Sisters United, PALS,<br />
and <strong>the</strong> International Club provide peer support to students of various ethnic and<br />
racial backgrounds, as well as promote cultural diversity throughout <strong>the</strong> <strong>Hartwick</strong><br />
community.<br />
The Office of U.S. Pluralism Programs also serves as <strong>the</strong> host site for <strong>the</strong> U.S.<br />
Colored Troops Institute for Local History and Family Research, which is a<br />
national membership dedicated to <strong>the</strong> research, preservation, and remembrance of<br />
<strong>the</strong> 200,000 black soldiers and <strong>the</strong>ir 7,000 white officers of <strong>the</strong> U.S. Colored<br />
Troops regiments of <strong>the</strong> Civil War. <strong>Hartwick</strong> students serve <strong>the</strong> Institute as<br />
undergraduate research assistants and as members of <strong>the</strong> Daniel A. Payne Gospel<br />
Choir. The associate dean of U.S. Pluralism serves as <strong>the</strong> elected president of <strong>the</strong><br />
USCT Institute.
International Student Advising<br />
Students <strong>from</strong> o<strong>the</strong>r countries form an integral part of <strong>the</strong> <strong>Hartwick</strong> <strong>College</strong><br />
community and <strong>the</strong> Global Pluralism Initiative. The international student<br />
advisor’s office in SLCI, which is overseen by <strong>the</strong> associate director for<br />
International Programs, is responsible for providing logistical support to students<br />
<strong>from</strong> abroad, developing orientation programs and o<strong>the</strong>r activities to help <strong>the</strong>m<br />
become part of <strong>the</strong> <strong>Hartwick</strong> and Oneonta communities and assisting students<br />
with <strong>the</strong>ir immigration status. This office also provides support for visiting faculty<br />
<strong>from</strong> abroad.<br />
The office advises <strong>Hartwick</strong>’s International Club (which includes American and<br />
international members) and arranges lectures, conferences, socials and joint<br />
programs with various <strong>College</strong> constituencies, as well as assisting in <strong>Hartwick</strong>’s<br />
participation in <strong>the</strong> Harvard National Model United Nations. In addition to<br />
serving as a primary institutional resource on international student policy matters,<br />
<strong>the</strong> associate director works closely with <strong>the</strong> Office of Admission on international<br />
student enrollment issues, with Student Life on retention and social integration<br />
issues, and with Academic Center for Excellence on international students’<br />
educational progress.
Off-Campus Study<br />
SLCI’s Office of Off-Campus Study promotes <strong>Hartwick</strong>’s global emphasis by<br />
offering a variety of interactive learning opportunities to explore differences of<br />
culture, both internationally and in <strong>the</strong> United States. Guided by <strong>the</strong> off-campus<br />
study advisory committee and in close collaboration with faculty regarding <strong>the</strong><br />
curricular and co-curricular aspects of global education, this office facilitates <strong>the</strong><br />
following types of experiences:<br />
January Term January Term programs directed by <strong>Hartwick</strong> faculty are offered<br />
each year. Programs change annually and range in number <strong>from</strong> 15 to 20 in a<br />
variety of locations that have included biology in Costa Rica, <strong>the</strong>atre arts in New<br />
York City, studio art in <strong>the</strong> Caribbean, geology in Hawaii, religious studies in<br />
India, anthropology in South Africa, and German in Vienna, to name a few. Fees<br />
vary depending on <strong>the</strong> program.<br />
Study Abroad A fall semester in India is offered annually by <strong>Hartwick</strong> in<br />
cooperation with four o<strong>the</strong>r New York state institutions —Bard, Hobart and<br />
William Smith, St. Lawrence, and Skidmore—which comprise <strong>the</strong> New York<br />
State Independent <strong>College</strong> Consortium for Study in India. The program takes<br />
place in four locations in India. Courses include Hindi, selected topics in Indian<br />
cultural history, development issues since independence and an independent<br />
research project. The cost of <strong>the</strong> semester in India is covered by regular <strong>College</strong><br />
fees.<br />
Study-abroad programs for a semester or year are also available to students<br />
through <strong>the</strong> <strong>College</strong>’s affiliations with U.S. institutions that conduct programs in a<br />
range of countries (e.g., Central <strong>College</strong> of Iowa; Syracuse University; and <strong>the</strong><br />
School for International Training in Vermont), as well as with overseas<br />
institutions with which <strong>Hartwick</strong> has formal exchange agreements. In addition,<br />
<strong>Hartwick</strong> students can enroll in programs approved by o<strong>the</strong>r U.S. institutions or<br />
by direct enrollment in an institution abroad.<br />
Independent and Directed Studies The SLCI works with students who are<br />
interested in conducting independent and directed studies off campus under<br />
faculty supervision.<br />
Study in <strong>the</strong> U.S. <strong>Hartwick</strong> is affiliated with <strong>the</strong> National Outdoor Leadership<br />
School, for which academic credit can be arranged in advance. Programs are<br />
offered primarily in <strong>the</strong> United States, although several are available abroad.<br />
Academic Leave of Absence Students apply for an academic leave of absence<br />
through SLCI. The leave is granted for approved programs of study off campus,<br />
for which credit will be transferred into <strong>Hartwick</strong> and applied toward <strong>the</strong><br />
<strong>Hartwick</strong> <strong>College</strong> degree.<br />
Detailed information on financial aspects of off-campus study are described under<br />
Expenses. Also, students may apply for scholarships to support international
experiences through <strong>the</strong> Duffy Family Ambassador Fund for independent and<br />
directed studies abroad and <strong>the</strong> Emerson International Internship Fund.
Preparation for Graduate or Professional Study<br />
A solid education in <strong>the</strong> liberal arts and sciences prepares students to choose well<br />
among <strong>the</strong> array of options for life after graduation. In many career areas, fur<strong>the</strong>r<br />
study is ei<strong>the</strong>r essential or advisable. Students planning such study should begin as<br />
early as possible, consulting with those familiar with <strong>the</strong>ir field of interest. Faculty<br />
advisors are frequently good sources of insight into preparation for graduate study<br />
in <strong>the</strong> disciplines <strong>the</strong>y represent. The Career Services Center also provides<br />
assistance in planning for graduate school and offers a collection of graduate and<br />
professional school catalogs and information on financial assistance.<br />
<strong>Hartwick</strong> has established special advisory committees in three pre-professional<br />
areas:<br />
Pre-Engineering Advisory Committee<br />
<strong>Hartwick</strong> <strong>College</strong> participates in engineering programs with Clarkson University<br />
and <strong>the</strong> Columbia University <strong>College</strong> of Engineering and Applied Sciences. Under<br />
<strong>the</strong>se programs, a student spends three years at <strong>Hartwick</strong> <strong>College</strong> and two years at<br />
Clarkson or Columbia or ano<strong>the</strong>r approved engineering program. At <strong>the</strong> end of<br />
this time he or she receives a B.A. <strong>from</strong> <strong>Hartwick</strong> <strong>College</strong> and a B.S. <strong>from</strong> <strong>the</strong><br />
cooperating school of engineering. Students completing <strong>the</strong> 3-2 engineering<br />
program are exempt <strong>from</strong> Curriculum XXI language and biology/geology<br />
requirements. It also is possible to earn of master of science in engineering under<br />
<strong>the</strong> 4-2 option.<br />
The <strong>Hartwick</strong> Pre-Engineering Advisory Committee serves as an advising and<br />
recommending body for students interested in one of <strong>the</strong>se programs. Students<br />
who are following a Dual Degree Program should maintain close contact with <strong>the</strong><br />
committee through <strong>the</strong> chair, Professor Roger Hickey.<br />
Pre-Law Advisory Committee<br />
The Pre-Law Advisory Committee serves as an advisory body providing guidance<br />
for students interested in law and law-related careers. Information about law<br />
schools, law school admission bulletins and pre-law handbooks are available to<br />
students through <strong>the</strong> committee. The <strong>College</strong> maintains membership in <strong>the</strong><br />
National Association of Pre-Law Advisors and <strong>the</strong>reby stays current with<br />
procedures and policies of <strong>the</strong> Law School Admission Service.<br />
Students intending to go to law school should undertake an academic program<br />
that:<br />
• provides basic information about economic, political, and social<br />
institutions and values;<br />
• cultivates an appreciation for historical documentation and analysis;<br />
• develops skill in <strong>the</strong> oral and written use of <strong>the</strong> English language;<br />
• develops <strong>the</strong> ability to think creatively and critically.
No single disciplinary major is recommended. History, English, political science,<br />
economics, and philosophy are major programs that challenge students to meet <strong>the</strong><br />
above objectives.<br />
<strong>Hartwick</strong> offers an accelerated undergraduate pre-law program through Albany<br />
Law School. Students accepted in this highly competitive track complete general<br />
education requirements and a major at <strong>Hartwick</strong> in three years and matriculate<br />
into Albany Law School at <strong>the</strong> beginning of <strong>the</strong>ir senior year. O<strong>the</strong>r students<br />
interested in attending law school after <strong>the</strong>ir graduation <strong>from</strong> <strong>Hartwick</strong> may, in<br />
<strong>the</strong>ir senior year, ask <strong>the</strong> Advisory Committee for assistance in selecting law<br />
schools and in preparing applications.<br />
For more information about pre-law study at <strong>Hartwick</strong>, contact Andrew<br />
Seligsohn, assistant professor of political science.<br />
Pre-Health Professions Advisory Committee<br />
The Pre-Health Professions Advisory Committee serves as an advising and<br />
recommending body for those students interested in a career in medicine. The<br />
committee assists students in formulating career plans and preparing <strong>the</strong>m for <strong>the</strong><br />
medical professional school application. The Pre-Medical portion of <strong>the</strong> advisory<br />
committee assists students interested in a career as a physician, dentist,<br />
veterinarian, optometrist or podiatrist. The Pre-Allied Health portion of<br />
<strong>the</strong> advisory committee assists students interested in a career as a physician<br />
assistant, chiropractor, physical or occupational <strong>the</strong>rapist or athletic trainer.<br />
It is important that all students considering a career in health sciences identify<br />
<strong>the</strong>mselves to <strong>the</strong> Pre-Health Professions Advisory Committee as early as possible<br />
and maintain regular contact with <strong>the</strong> committee.
Special Programs and Institutes<br />
In addition to its regular academic programs for undergraduate students, <strong>Hartwick</strong><br />
offers a number of special opportunities for o<strong>the</strong>r constituencies. Many of <strong>the</strong>se<br />
take place in <strong>the</strong> summer, when <strong>the</strong> campus is a busy place with a variety of camps,<br />
workshops and conferences, <strong>the</strong> largest of which is <strong>the</strong> <strong>Hartwick</strong> <strong>College</strong> Summer<br />
Music Festival and Institute, now in its 59th year.<br />
The <strong>Hartwick</strong> Humanities in Management Institute is a research and educational<br />
foundation headquartered at <strong>Hartwick</strong> <strong>College</strong>. Its purpose is to encourage and<br />
support <strong>the</strong> study of <strong>the</strong> great literary, philosophical, biographical and dramatic<br />
works in terms of <strong>the</strong>ir practical value to managers in corporate, institutional,<br />
profit and not-for-profit settings. The Institute conducts management training<br />
seminars around <strong>the</strong> country and holds forums that bring toge<strong>the</strong>r scholars and<br />
managers for mutually beneficial interchange. <strong>Hartwick</strong> students are heavily<br />
involved in <strong>the</strong> daily running of <strong>the</strong> Institute.<br />
The Institute for Ancient Equestrian Studies is located in <strong>the</strong> anthropology<br />
department in Yager Hall. The IAES is a research foundation dedicated to<br />
exploring <strong>the</strong> links between horses and early human history. The IAES conducts<br />
archaeological excavations in <strong>the</strong> steppes of Russia to investigate <strong>the</strong> origins of<br />
horseback riding and <strong>the</strong> development of early horse-riding societies in <strong>the</strong> steppe<br />
grasslands of Eurasia. It also advises museums and o<strong>the</strong>r educational organizations.<br />
<strong>Hartwick</strong> students helped to design <strong>the</strong> IAES Web page and have participated in<br />
archaeological excavations at Bronze Age burial mounds and settlements in Russia.
Academic Awards<br />
Each year at Honors Convocation <strong>the</strong> <strong>College</strong> recognizes academic excellence by<br />
awarding prizes, scholarships, and special honors. The highest distinction is to be<br />
named a John Christopher <strong>Hartwick</strong> Scholar, an award given to up to six rising<br />
seniors on <strong>the</strong> basis of academic achievement, leadership, and character. Students<br />
nominated for this award by <strong>the</strong>ir respective departments are designated Faculty<br />
Scholars. Membership in <strong>the</strong> <strong>Hartwick</strong> <strong>College</strong> Honor Society is awarded to top<br />
students. O<strong>the</strong>r academic awards are:<br />
• Carol Bocher & Earl Deubler Scholarship Award<br />
• The Deborah M. Allen Brennan Award<br />
• American Institute of Chemists Award<br />
• The Close Family Scholarship<br />
• Beta Beta Beta Award in Biological Science<br />
• Outstanding First-Year Biology Award<br />
• Sarah Keyes Bresee Scholarship<br />
• CRC Press First-Year Chemistry Achievement Award<br />
• The Dornburgh Memorial Award in History<br />
• Dornet Awards for Economics, Political Science, and Psychology<br />
• The Linda S. French Memorial Award in Management<br />
• The Linda S. French Scholarship established by Wilber National Bank<br />
• Joan B. Gratz Prize in English<br />
• H. Claude Hardy Sociology Award<br />
• Alban W. Hoopes Scholarship Award<br />
• Elizabeth S. Hoopes Memorial Award in History<br />
• Jessie E. Jenks Scholarship<br />
• Peter D. Junemann Memorial Award<br />
• John F. Kingston Theatre Arts Award<br />
• Kohlmeyer/Rayher Award in Ma<strong>the</strong>matics<br />
• Kropp German Award<br />
• Edith M. Lacey Memorial Nursing Scholarship<br />
• Richard K. Meeker Award in English<br />
• Modern and Classical Languages Department Prize<br />
• Nursing Alumni Memorial Scholarship<br />
• Perrella Foundation Scholarships in History, Management, and Music<br />
• <strong>President</strong>’s Scholar-Athlete Award<br />
• John and Gertrude Rohrer Award in Ma<strong>the</strong>matics<br />
• Andrew B. Saxton Undergraduate Fellowships<br />
• Sigma Alpha Iota Awards<br />
• Anna Sonder Academy of American Poets Prize<br />
• Grace Jones Spain Scholarship<br />
• Otto Steinbach Scholarship in Chemistry<br />
• Albert H. and Helen J. Ubert Scholarship<br />
• <strong>Hartwick</strong> <strong>College</strong> Women’s Club Scholarships
Academic Calendar<br />
<strong>Hartwick</strong>’s academic calendar provides a structure for <strong>the</strong> academic year designed<br />
to help students get <strong>the</strong> most out of <strong>the</strong>ir college experiences. In <strong>the</strong> Fall and<br />
Spring terms, students take 12-16 credits and have periods set aside as Reading<br />
and Examination Days to conclude <strong>the</strong>ir studies. During <strong>the</strong> one-month January<br />
Term, students choose one course <strong>from</strong> among a wide variety of special<br />
opportunities, including advanced independent study in <strong>the</strong>ir majors, off-campus<br />
study programs, internships, or courses especially designed for intensive study,<br />
held both on and off campus.<br />
January Term and <strong>the</strong> Annual Theme<br />
January Term at <strong>Hartwick</strong> is designed to be very different <strong>from</strong> fall and spring<br />
semesters. One important difference is that students enroll in a single course for<br />
<strong>the</strong> entire four-week term, usually for several hours each day. This allows for a<br />
concentrated, intensive examination of subjects often not taught during a longer<br />
semester. Whe<strong>the</strong>r taking a course or independent study on campus or an offcampus<br />
program or internship, students are able to invest <strong>the</strong>mselves completely in<br />
just one course with no distractions.<br />
A second important feature of <strong>the</strong> January Term is <strong>the</strong> extensive co-curricular<br />
programming designed to promote an interdisciplinary campus-wide investigation<br />
of a topic or issue. The prefix “co” ra<strong>the</strong>r than “extra” precedes curricular because<br />
<strong>the</strong>se events are integral parts of January Term courses. Speakers, films, colloquia,<br />
etc. are carefully planned and scheduled at <strong>the</strong> request of course instructors to add<br />
a special dimension to <strong>the</strong>ir offerings not usually possible during <strong>the</strong> fall or spring.<br />
The co-curricular planning in January is designed around an annual <strong>the</strong>me<br />
emanating <strong>from</strong> Curriculum XXI. The <strong>the</strong>me for academic year 2000-01, for<br />
example, was “Native America: Lessons for Survival.” In 2001-02, <strong>the</strong> <strong>College</strong><br />
focused on “Encuentros/Encounters: Art and Social Justice in Latin America.”<br />
The 2002-03 <strong>the</strong>me was “Sustainable Living.” In 2003-04, <strong>the</strong> focus was on<br />
“Globalization,” and in 2004-05 is on “Health and <strong>the</strong> Human Experience.”
<strong>College</strong> Life<br />
Residential Life<br />
At <strong>Hartwick</strong>, living in residence offers students more than simply a place to sleep<br />
and keep one’s clo<strong>the</strong>s. Being a member of a residential community is a vital<br />
dimension of <strong>the</strong> <strong>Hartwick</strong> experience. Activities, programs and services are<br />
developed that encourage intellectual growth, promote social interaction and<br />
foster appreciation of a diverse community of learners with whom to share <strong>the</strong>ir<br />
years at <strong>Hartwick</strong>.<br />
The <strong>College</strong> offers a variety of different living options. Students may choose a<br />
coeducational hall or a wellness hall. Apartment-style living is available for<br />
upperclass students in <strong>the</strong> Ritchie Quadrangle Townhouses. Private suite living is<br />
available for upperclass students in Leitzell and Wilder halls. All first-year<br />
students, sophomores, and juniors are required to live on campus. Commuting<br />
students and those with documented special needs may be exempted <strong>from</strong> this<br />
requirement.<br />
Residence halls are staffed by professional and student staff. The student staff are<br />
responsible for community and program development, helping students adjust to<br />
<strong>the</strong> complexities of balancing academic responsibility and <strong>the</strong>ir new-found<br />
freedoms. Professional staff have responsibility for <strong>the</strong> effective overall<br />
management and supervision of <strong>the</strong> daily operation of one or more residence halls.<br />
Students who live in campus residence halls take <strong>the</strong>ir meals at <strong>the</strong> Commons in<br />
Dewar Hall. Sophomores, juniors and seniors may choose <strong>from</strong> several meal plan<br />
options. Students who have permission to live off campus, in <strong>the</strong> townhouses, or<br />
in on-campus houses may contract for meals at <strong>the</strong> Commons if <strong>the</strong>y wish, or may<br />
take on-campus meals <strong>the</strong>re on a cash basis.
Student Government<br />
Participation in student government provides many opportunities to develop skills<br />
in leadership, public speaking, and critical and ethical thinking. The Student<br />
Senate is <strong>the</strong> central voice of <strong>the</strong> student body, carrying out executive and<br />
legislative functions and representing <strong>the</strong> opinions and concerns of students to <strong>the</strong><br />
faculty and administration. Members and officers are elected by <strong>the</strong> student body.<br />
Students participate in judicial functions through <strong>the</strong> Judicial Board, which<br />
reviews violations of <strong>College</strong> policies and regulations; <strong>the</strong> <strong>College</strong> Appellate Board;<br />
Greek Hearing Board; and <strong>the</strong> Student Traffic Board, which deals with violations<br />
of campus traffic regulations. Students also serve on committees of both <strong>the</strong><br />
faculty and <strong>the</strong> Board of Trustees.
Student Organizations<br />
Students are encouraged to participate in student organizations. Involvement in an<br />
existing organization or starting a new one is an excellent opportunity to put in<br />
practice many of <strong>the</strong> lessons learned in <strong>the</strong> classroom. There are approximately 60<br />
student organizations at <strong>Hartwick</strong>.<br />
Honorary societies include:<br />
Alpha Psi Omega (dramatics)<br />
Alpha Kappa Delta (sociology)<br />
Beta Beta Beta (biology)<br />
Kappa Mu Epsilon (ma<strong>the</strong>matics)<br />
Lambda Alpha (anthropology)<br />
The <strong>Hartwick</strong> <strong>College</strong> Honor Society<br />
Omicron Delta Epsilon (economics)<br />
Phi Alpha Theta (history)<br />
Phi Mu Alpha (music)<br />
Pi Delta Epsilon (journalism)<br />
Pi Sigma Alpha (political science)<br />
Psi Chi (psychology)<br />
Sigma Alpha Iota (music)<br />
Sigma Beta Delta (management and accounting)<br />
Sigma Pi Sigma (physics)<br />
Sigma Theta Tau (The International Nursing Honor Society)<br />
Sigma Tau Delta (English)<br />
Professional societies include student affiliates of <strong>the</strong>:<br />
American Chemical Society<br />
American Marketing Association<br />
Music Educators National Conference<br />
Student Education Association of New York State<br />
Student Nurse Association of New York State<br />
Student publications include Hilltops, a weekly student newspaper, and Oyaron,<br />
<strong>the</strong> <strong>College</strong> yearbook. WICK-TV and radio station WRHO-FM, operated by<br />
students, broadcast daily to <strong>the</strong> <strong>College</strong> campus. Music, news, sports, and features<br />
of campus interest are included in <strong>the</strong> radio station’s schedule, which also<br />
broadcasts to Oneonta at large.
Special interest organizations include:<br />
Accounting Society<br />
All-Greek Council<br />
Art Club<br />
Astronomy Club<br />
Ballroom Dancing<br />
Beyond Boundaries<br />
Bi-Gala+<br />
Cardboard Alley Players<br />
Campus Ambassadors<br />
Cheerleaders<br />
Chemistry Club<br />
Circle K<br />
Comedy Club<br />
Compute Club<br />
Creative Writers’ Club<br />
Dance Club<br />
Delta Delta G (Geology)<br />
Entrepreneur Club<br />
Ethnic Coalition<br />
Fair Trade Club<br />
Fencing<br />
French Club<br />
Gaming Club<br />
German Club<br />
Grassroots (Pine Lake Environmental Club)<br />
GUADS (Get Up And Do Something)<br />
Habitat for Humanity<br />
<strong>Hartwick</strong> <strong>College</strong> Association for Students of Nursing<br />
<strong>Hartwick</strong> <strong>College</strong> Chorale<br />
<strong>Hartwick</strong> <strong>College</strong> Lobbying Council<br />
<strong>Hartwick</strong> <strong>College</strong> Wind Ensemble<br />
HEAT <strong>Hartwick</strong> Emergency Action Team<br />
Ice Hockey Club<br />
International Club<br />
JazzWick<br />
Jewish Students Organization<br />
Koinonia<br />
Laura’s Coffeehouse<br />
Legacy Associates<br />
Management Association<br />
Ma<strong>the</strong>matics Club<br />
Martial Arts Club<br />
Museum Club<br />
Newman Club<br />
Outing Club<br />
Panhellenic Council
Peer Advocates<br />
Philosophy Forum<br />
Pluralism Associate League for Students<br />
Praxis Club<br />
Rugby Club<br />
Society for Physics Students<br />
Society of Sisters/Bro<strong>the</strong>rs United<br />
Ski Club/SLOPES<br />
Sociology/Anthropology Club<br />
Student Alternative Voice<br />
Student Senate<br />
Student Union Programming Board<br />
Transfer Student Organization<br />
Volleyball Club<br />
Water Polo Club<br />
The Women’s Center
Community Service<br />
<strong>Hartwick</strong> understands <strong>the</strong> importance of realizing its role in <strong>the</strong> greater<br />
community. Beyond Boundaries, a campus community service organization,<br />
coordinates a variety of service opportunities in which <strong>Hartwick</strong> students can<br />
choose to participate. This is a student-run organization that positively affects <strong>the</strong><br />
United Way, Red Cross, Into <strong>the</strong> Streets, local soup kitchens, youth centers, and<br />
many o<strong>the</strong>r community agencies and programs.
Chaplaincy Services<br />
<strong>Hartwick</strong> <strong>College</strong> encourages all its students to use <strong>the</strong> opportunities available at<br />
<strong>the</strong> <strong>College</strong> and in <strong>the</strong> larger community to explore spirituality and to give<br />
expression to <strong>the</strong>ir own religious traditions. <strong>Hartwick</strong>’s own roots in <strong>the</strong> Lu<strong>the</strong>ran<br />
Church have helped to establish a tone of concern for spiritual values and personal<br />
growth in <strong>the</strong> context of free inquiry that has remained even though <strong>the</strong> <strong>College</strong> is<br />
no longer church-affiliated. Persons of every religious persuasion are welcome as<br />
students, and are encouraged to continue <strong>the</strong>ir spiritual growth while at college.<br />
The <strong>College</strong> Chaplaincy Services typically includes chaplains to Jewish, Roman<br />
Catholic and Protestant students. They are available to all students for<br />
conversation, counseling and religious programming. A weekly college student<br />
mass is held Sunday evenings at 7:30 at St. Mary’s Church. An active Newman<br />
Club meets weekly to plan events for prayer, retreat, service and social activities.<br />
Meetings are held at <strong>the</strong> Newman House, 77 Spruce Street. Special ecumenical<br />
worship services are held on campus several times during <strong>the</strong> academic year.<br />
Koinonia (Protestant campus ministry) also holds weekly student ga<strong>the</strong>rings for<br />
prayer, bible study, singing, fellowship, and planning for community service. Both<br />
Newman and Koinonia cosponsor special programming for students during each<br />
semester, promoting spiritual awareness, exploration, dialogue, and fellowship.<br />
The chaplains have office facilities in Dewar Union. Working toge<strong>the</strong>r, <strong>the</strong>y<br />
sponsor special seminars, retreats and community service projects in addition to<br />
individual counseling and group worship for <strong>the</strong>ir campus communities.
Counseling Services<br />
Counseling is a process of exploring ourselves and our experiences with a trained<br />
professional in a safe, private and confidential manner. It is a <strong>the</strong>rapeutic<br />
relationship in which we strive to clarify our thoughts and feelings, explore issues<br />
of concern, and empower ourselves to grow and develop a healthy self-esteem.<br />
<strong>Hartwick</strong> <strong>College</strong> Counseling Services consists of two full-time professional<br />
counselors and a group of specially trained student peer helpers known as <strong>the</strong><br />
Fifty-Fifty Program. They offer individual and group counseling on a wide range<br />
of personal, interpersonal and academic issues, as well as an extensive array of<br />
student development programming. There also is a unique substance abuse<br />
counseling and education program which treats alcohol and o<strong>the</strong>r drug<br />
dependency as a health issue.<br />
Counseling Services can also assist students by making referrals to psychologists,<br />
psychiatrists and o<strong>the</strong>r <strong>the</strong>rapists in <strong>the</strong> local community. All services are<br />
confidential and available free of charge to all students. Judicially mandated<br />
counseling may have fee-for-service provisions.
Academic Center for Excellence<br />
The Academic Center for Excellence welcomes every <strong>Hartwick</strong> student. The<br />
professional staff is here to assist students in pursuit of <strong>the</strong>ir academic goals.<br />
Students come here for a variety of reasons. A student may feel that <strong>the</strong> major<br />
he/she is pursuing isn’t <strong>the</strong> right fit and would like to explore o<strong>the</strong>r options or<br />
may just inquire about his/her Curriculum XXI requirements. There are support<br />
services available to all students including those conditionally accepted, students<br />
with documented learning differences, physically challenged students, those with<br />
special needs and probationary students.<br />
An excellent resource for students is our Peer Tutoring Program. Students need to<br />
fill out a Tutor Request Form in <strong>the</strong> Academic Center for Excellence and <strong>the</strong>n<br />
<strong>the</strong>y will be matched with a tutor. <strong>Hartwick</strong> pays for this service and it is free to<br />
all <strong>Hartwick</strong> students. In addition, some classes that have proven to be most<br />
difficult for students have been assigned a supplemental instructor.<br />
The Academic Center for Excellence offers a variety of services to <strong>Hartwick</strong><br />
students. Monthly workshops are available to all students on topics such as: time<br />
management, test-taking techniques, and effective note-taking. There is also an<br />
Academic Support Student HelpLine, ext. 7980, which offers assistance to<br />
students through recordings on different topics like writing papers, time<br />
management, note taking, and stress management. Support groups are held for<br />
some conditionally accepted students and probationary students. These groups<br />
serve as a weekly check-in to help students keep on track with <strong>the</strong>ir academics in<br />
order to be successful. A Reading and Study Skills Course is offered in <strong>the</strong> fall for<br />
first-year students. This program has an additional cost. Study Lab is available<br />
in <strong>the</strong> Library, Smith, and New Res II, Sunday through Thursday. Study lab hours<br />
may vary but are posted for students.<br />
In order to let students know how <strong>the</strong>y are doing in <strong>the</strong>ir classes, <strong>the</strong> Academic<br />
Center for Excellence sends out Four-Week Early Evaluations to all students<br />
having difficulty. If you have any questions, speak to someone in <strong>the</strong> Academic<br />
Center for Excellence. This office is <strong>the</strong> place to come to if you want to declare or<br />
change your major or if you want to select a different advisor. You may drop off<br />
your completed Major/Advisor Change form or set up an appointment to speak<br />
with someone <strong>from</strong> <strong>the</strong> office. You may also set up a one-on-one appointment<br />
with someone <strong>from</strong> <strong>the</strong> office if you would like assistance with course selections,<br />
academic needs, study skills, or general questions concerning your academics.
Career Development:<br />
Career Services<br />
The Career Services Center is a student-oriented resource. Through individual<br />
career counseling, students work closely with <strong>the</strong> staff to develop a four-year<br />
strategy that begins with self-assessment as a first-year student and ends with<br />
acceptance to graduate school or full-time employment after graduation.<br />
Career Services Center programs encourage personal growth and <strong>the</strong> development<br />
of life-long leadership skills, which form <strong>the</strong> foundation for career exploration.<br />
Ninety-eight percent of <strong>Hartwick</strong> students make <strong>the</strong> successful transition to fulltime<br />
employment or continue <strong>the</strong>ir education in graduate or professional school.<br />
A student’s career exploration is a four-year process guided by <strong>the</strong> unique<br />
Guaranteed Placement Program. Students voluntarily enroll during <strong>the</strong> first<br />
semester. If a student achieves <strong>the</strong> six major requirements of <strong>the</strong> program, he or<br />
she is eligible for a paid postgraduate internship if <strong>the</strong> student is not employed or<br />
in graduate school six months after graduation. This program is available to every<br />
<strong>Hartwick</strong> student and is <strong>the</strong> institution’s commitment to students’ postgraduate<br />
success.<br />
Experiential Options<br />
Career preparation and <strong>the</strong> postgraduate choices a student can make are enhanced<br />
by hands-on experience outside <strong>the</strong> traditional classroom. The Career Services<br />
Center offers a wide range of options that include internships, service learning, and<br />
community-based volunteering.<br />
Internships serve as a versatile tool in helping students make choices. They can be<br />
utilized to get practical experience in preparation for employment or to help in<br />
choosing a major. Internships can be completed during all three academic terms as<br />
well as <strong>the</strong> summer. To assist students in finding <strong>the</strong> appropriate internship to<br />
meet <strong>the</strong>ir needs, <strong>the</strong> Career Services Center maintains a database of over 12,000<br />
internships as a member of a 25-college consortium, <strong>the</strong> Liberal Arts Career<br />
Network. Two affiliated programs in Philadelphia and at American University in<br />
Washington, DC provide semester-long internships as an alternative.<br />
MetroLink is a signature <strong>Hartwick</strong> program that engages alumni and parents to<br />
provide career insights through day-long shadow experiences in Boston, New<br />
York City, and Washington, DC during <strong>the</strong> February break. Students also learn<br />
networking skills and <strong>the</strong> value of having a mentor. MetroLink shadow matches<br />
often result in internships, summer jobs, or full-time employment.
Postgraduate Success<br />
The focus of <strong>the</strong> Career Services Center is on a student’s postgraduate success. To<br />
help you achieve your goals, our “career architects” will support you in identifying<br />
your interests, values, and <strong>the</strong> transferable skills that are required for your career<br />
field. Assessment tools such as <strong>the</strong> Myers-Briggs Type Indicator can pinpoint <strong>the</strong><br />
environment that will enable you to do your best work. Through a senior career<br />
portfolio and coordinated workshops, you will find out how to effectively present<br />
your qualifications and achievements, succinctly write a resume, and prepare for<br />
<strong>the</strong> all-important job interview. The “Senior Program,” which begins in<br />
September and continues throughout <strong>the</strong> year, includes seminars to identify<br />
potential employers, career and graduate school fairs, on-campus interviews, and<br />
individual strategy sessions.<br />
If you are considering graduate school, <strong>the</strong> Career Services Center will help you<br />
identify schools that meet your long term career goal, connect you to <strong>the</strong> pre-med<br />
or pre-law student groups, or help you with <strong>the</strong> demanding task of completing<br />
your applications.<br />
Resources<br />
<strong>Hartwick</strong> has dedicated considerable resources to career preparation. The staff<br />
ensures timely access for all students. The Career Services Center takes full<br />
advantage of <strong>Hartwick</strong>’s commitment to technology to enhance success. Students<br />
have <strong>the</strong> use of computers in <strong>the</strong> Center to access <strong>the</strong> Internet to supplement our<br />
resource library for employment opportunities, summer jobs, internships,<br />
fellowships, and graduate school information. An interactive software tool,<br />
Pinpoint, also is available for undeclared students to help <strong>the</strong>m make <strong>the</strong>ir choice<br />
of a major. The Career Services Center link on <strong>the</strong> <strong>College</strong> home page is<br />
www.hartwick.edu/careerservices.xml.<br />
In addition to on-campus resources, students can use <strong>the</strong> Career Services Center to<br />
connect with alumni, parents, and friends of <strong>the</strong> <strong>College</strong> for career-related advice<br />
and networking contacts. JobLink, a listing of employment opportunities<br />
generated by <strong>the</strong> <strong>Hartwick</strong> network, is available to students throughout <strong>the</strong> year.
Greek Life<br />
Social men’s and women’s fraternities and sororities have been part of <strong>Hartwick</strong><br />
for over 80 years. Currently, <strong>the</strong> Greek community consists of three sororities<br />
(Alpha Omicron Pi, Gamma Phi Delta, and Phi Sigma Phi), and eight men’s<br />
fraternities (Alpha Delta Omega, Alpha Sigma Phi, Alpha Chi Rho, Delta Beta<br />
Rho, Gamma Omega Delta, Iota Phi Theta, Phi Mu Alpha, and Tau Kappa<br />
Epsilon). About 12 percent of <strong>the</strong> <strong>Hartwick</strong> student body is affiliated with social<br />
Greek organizations. A minimum GPA of 2.25 and 12 completed credits of<br />
course work are required to join.<br />
Membership in a Greek organization provides a bond for life, including<br />
networking opportunities with past and future graduates of <strong>Hartwick</strong>. Chapter<br />
involvement provides members with an opportunity to develop <strong>the</strong>ir leadership<br />
abilities and to serve <strong>the</strong>ir campus and local communities. The Greek community<br />
offers interested students an opportunity to live and grow with o<strong>the</strong>rs in a small<br />
independent group living experience. Fraternities and sororities also embrace <strong>the</strong><br />
academic mission of <strong>the</strong> <strong>College</strong> by maintaining a cumulative grade point average<br />
above <strong>the</strong> all-campus average.<br />
The All-Greek Council and <strong>the</strong> Panhellenic Council, composed of representatives<br />
<strong>from</strong> each Greek organization, are <strong>the</strong> student governing bodies of <strong>the</strong> Greek<br />
community. The councils establish and enforce policies regarding inter-group<br />
relations, recruitment, new member education, and make recommendations to <strong>the</strong><br />
<strong>College</strong> on o<strong>the</strong>r Greek-related policies. The councils also plan special education,<br />
service, and social events for <strong>the</strong> Greeks.
Health Services<br />
Healthcare is available to all <strong>Hartwick</strong> <strong>College</strong> students. The objective is to<br />
promote and maintain those conditions which will enable and encourage each<br />
student to realize optimum physical, emotional, intellectual, and social well-being<br />
and to recognize <strong>the</strong> value of preventative healthcare.<br />
The health program is administered by <strong>the</strong> director of medical services and <strong>the</strong><br />
director of <strong>the</strong> Perrella Wellness Center. The Wellness Center is located on<br />
<strong>Hartwick</strong> Drive, with service available Monday-Friday, 9 a.m.-7 p.m., closed<br />
weekends. When college is in session, physician or physicians assistant<br />
appointments are available Monday through Friday per <strong>the</strong>ir individual schedules.<br />
Emergency care is available at Fox Memorial Hospital in Oneonta.<br />
Referral services for students who are facing personal crises are available through<br />
<strong>the</strong> Office of Counseling and <strong>the</strong> Wellness Center. A counselor is on call 24 hours<br />
a day, seven days a week in case of emergency. Referrals to clinical psychologists<br />
or psychiatrists off campus can be scheduled through medical services as deemed<br />
necessary.<br />
All full-time students must have proof of health insurance coverage. Participation<br />
in <strong>the</strong> insurance program offered by <strong>the</strong> <strong>College</strong> will be waived providing <strong>the</strong><br />
student submits a certificate of insurance verifying adequate health insurance<br />
coverage. See details under Expenses.<br />
The health certificate and physical exam forms must be completed and returned to<br />
<strong>the</strong> director of <strong>the</strong> Wellness Center as part of <strong>the</strong> data required for registration. In<br />
compliance with New York State Public Health Law 2165, students born after<br />
1/1/57 must have appropriate immunizations or documented proof of<br />
immunization prior to participation in scholastic or athletic performance. In<br />
addition, all varsity and junior varsity sport athletes must be medically approved<br />
for sports participation by <strong>the</strong> medical director prior to <strong>the</strong>ir individual season.<br />
The <strong>College</strong> reserves <strong>the</strong> right to take such measures as are necessary in <strong>the</strong><br />
judgment of <strong>the</strong> director of Medical Services to safeguard <strong>the</strong> health of <strong>the</strong><br />
<strong>College</strong> community.<br />
The staff recognizes <strong>the</strong> rights and responsibilities of <strong>the</strong> individual student. All<br />
visits to <strong>the</strong> Perrella Wellness Center are treated with <strong>the</strong> confidentiality of <strong>the</strong><br />
patient/doctor/nurse relationship. Information is released only with <strong>the</strong> student’s<br />
permission if <strong>the</strong> student is of legal age.
Security<br />
The Safety and Security Department, which also is part of Student Life, is<br />
composed of eight fully trained and certified professional officers. It is <strong>the</strong>ir<br />
responsibility to provide for <strong>the</strong> health, safety and welfare of <strong>the</strong> <strong>Hartwick</strong><br />
community. They are on duty 24 hours a day, seven days a week and <strong>the</strong>y patrol<br />
both <strong>the</strong> exterior and interior of all campus buildings.<br />
Campus Crime Reporting and Statistics<br />
The Advisory Committee on Campus Safety will provide upon request all campus crime<br />
statistics reported to <strong>the</strong> U.S. Department of Education. For more information contact <strong>the</strong><br />
director of safety and security at 607-431-4111 or <strong>the</strong> director of enrollment management<br />
at 607-431-4150.<br />
To access campus crime statistics, which are filed annually with <strong>the</strong> U.S. Department of<br />
Education, visit http://www.ope.ed.gov/security/.
Physical Education/Intramurals/Athletics<br />
<strong>Hartwick</strong>’s physical education intramural and athletic programs provide<br />
recreational and competitive environments that complement and enrich academic<br />
pursuits. The aim is to provide students with appropriate ways to build healthful<br />
lifestyles and prepare for lifelong physical activity and fitness.<br />
All students participate in physical education skill courses of <strong>the</strong>ir choice as part<br />
of <strong>the</strong> requirements for graduation. A large portion of <strong>the</strong> student body also<br />
participates regularly in <strong>the</strong> intramural program, which offers spirited competition<br />
in a wide range of sports and activities. <strong>Hartwick</strong>’s intercollegiate athletic<br />
programs have developed strong traditions in both men’s and women’s<br />
sports.<br />
<strong>Hartwick</strong> is a multi-division member of <strong>the</strong> NCAA with men’s soccer and<br />
women’s water polo competing at <strong>the</strong> Division I level. All o<strong>the</strong>r sports compete at<br />
<strong>the</strong> Division III level. Conference affiliations include <strong>the</strong> ECAC, NYSWCAA,<br />
UNYSSA, NYSCTC, Empire 8, Atlantic Soccer Conference (men’s soccer),<br />
CWPA (women’s water polo), and IHSA (equestrian).<br />
The intercollegiate athletic program for men includes baseball, basketball, cross<br />
country, football, lacrosse, soccer (NCAA Division I), indoor and outdoor track<br />
and field, tennis, golf, and swimming and diving.<br />
The women’s intercollegiate athletic program includes basketball, equestrian, field<br />
hockey, lacrosse, tennis, cross country, indoor and outdoor track and field, soccer,<br />
softball, swimming and diving, volleyball, and water polo (NCAA Division I).<br />
Through <strong>the</strong> years, <strong>Hartwick</strong> has had more than its share of student athletes<br />
named to NCAA All American and Academic All American teams. The challenges<br />
faced and <strong>the</strong> lessons learned through participation in athletics continue to be an<br />
important part of <strong>the</strong> college experience for many <strong>Hartwick</strong> students.
Special Campus Events<br />
The <strong>College</strong> is host to a wide range of quality special events scheduled throughout<br />
<strong>the</strong> academic year. In fact, <strong>the</strong> abundance of co-curricular and educational<br />
programming on campus, carefully planned by groups of faculty, students, and<br />
academic administrators, is a unique strength of <strong>the</strong> <strong>College</strong>. Professional artists,<br />
performers, filmmakers, and visiting speakers frequently conduct special seminars,<br />
workshops, lecture-demonstrations, and master classes, all of which combine to<br />
provide a stimulating counterpoint to <strong>the</strong> academic life of <strong>the</strong> campus. Major<br />
events presented by <strong>the</strong> <strong>Hartwick</strong> <strong>College</strong> Foreman Creative and Performing Arts<br />
Series include professional <strong>the</strong>atre, ballet and modern dance companies, avantgarde<br />
performance and visual artists, and contemporary and classical musicians.<br />
Moreover, <strong>the</strong> <strong>College</strong> makes a special effort each year to develop programs in<br />
conjunction with such national celebrations as Black History and Women’s<br />
History months. Examples of prominent visitors to campus include:<br />
• Pulitzer Prize-winning historian Alan Taylor<br />
• The Canadian Brass<br />
• The Kingston Trio<br />
• Nobel Laureate Derek Walcott<br />
• The Boys Choir of Harlem<br />
• Oliver North, retired colonel<br />
• Prudence Bushnell, former U.S. Ambassador to Kenya<br />
• Bela Fleck and <strong>the</strong> Flecktones<br />
• The Second City, improvisation troupe<br />
• Ellen Goodman, syndicated columnist<br />
• Joyce Carol Oates, writer<br />
• José Limon Dance Company<br />
• The Capitol Steps<br />
• Tom Chappell, founder and CEO of Tom’s of Maine
The Campus<br />
Setting<br />
Oneonta is a college town of about 14,000 residents and students in <strong>the</strong><br />
northwestern foothills of <strong>the</strong> Catskills. The city is about 75 miles <strong>from</strong> Albany<br />
and 60 miles <strong>from</strong> Binghamton, via Interstate 88, which passes through <strong>the</strong> city.<br />
Oneonta is easily accessible by car, as well as by Trailways and Greyhound bus<br />
lines.<br />
The <strong>College</strong> is located on Oyaron Hill and commands an impressive view of <strong>the</strong><br />
city and some 30 miles of <strong>the</strong> Susquehanna Valley. There are 28 buildings on <strong>the</strong><br />
425-acre campus, as well as several recreational areas and athletic fields.<br />
<strong>Hartwick</strong> benefits <strong>from</strong> <strong>the</strong> presence in Oneonta of <strong>the</strong> State University <strong>College</strong> at<br />
Oneonta. An exchange agreement enables students to cross-register for courses on<br />
<strong>the</strong> o<strong>the</strong>r campus and use <strong>the</strong> library facilities of both institutions.
Academic Buildings<br />
Anderson Center for <strong>the</strong> Arts, named for <strong>President</strong> and Mrs. Adolph G.<br />
Anderson, is a distinctive contemporary-style building, which provides facilities<br />
for art and music. There are well-equipped studios and classrooms; soundproof<br />
practice rooms; an extensive slide library; a record and music library; <strong>the</strong> Foreman<br />
Gallery, which hosts changing exhibitions; and a <strong>the</strong>atre/recital hall for music,<br />
drama and lectures.<br />
Arnold Hall, dedicated to <strong>the</strong> <strong>College</strong>’s third president, houses administrative<br />
offices, social science faculty, classrooms, copy and mail center, Financial Aid and<br />
Affordability, Institutional Advancement, Alumni and Parent Relations, Campus<br />
Events, and Financial Services.<br />
Bresee Hall, named in memory of Frank Harmon Bresee, a founder and trustee of<br />
<strong>the</strong> <strong>College</strong>, is <strong>the</strong> original building of <strong>the</strong> <strong>College</strong>. Designed by <strong>the</strong> firm of John<br />
Russell Pope, architects of <strong>the</strong> Jefferson Memorial and <strong>the</strong> National Gallery of<br />
Art, it is on <strong>the</strong> National Register of Historic Places. It contains <strong>the</strong> offices of <strong>the</strong><br />
president, admissions, academic affairs, and information and planning; classrooms<br />
and resource areas for economics and management; <strong>the</strong> <strong>Hartwick</strong> Humanities in<br />
Management Institute; a laboratory <strong>the</strong>atre; Larsen Lounge, a formal reception<br />
room; and Eaton Lounge, used for receptions, seminars, informal lectures, and<br />
meetings.<br />
Clark Hall is adjacent to Bresee Hall and houses classrooms, laboratories, resource<br />
rooms, and faculty offices for psychology, foreign languages, English and <strong>the</strong>atre<br />
arts, and education, as well as The Writing Center, a faculty resource center, a<br />
public-access computing lab, an expanded media center, and <strong>the</strong> <strong>College</strong>’s<br />
technology services operation.<br />
The Science Center, <strong>Hartwick</strong>’s newest academic facility, completed in spring<br />
2001, consists of a striking four-story facility and <strong>the</strong> renovated Miller Hall of<br />
Science (which honors a former senior professor of biology, Forrest W. Miller).<br />
The facility provides flexible, technology-ready shared spaces for cross-disciplinary<br />
teaching and student-faculty research, and includes new classrooms and<br />
laboratories, a workshop auditorium, and offices and research areas for biology,<br />
biochemistry, chemistry, computer and information sciences, geology and<br />
environmental sciences, ma<strong>the</strong>matics, nursing, and physics as well as<br />
interdisciplinary programs in biotechnology and molecular biology; ecology,<br />
environmental science and policy, and science communications.<br />
Shineman Chapel House includes <strong>the</strong> Celebration Room, a multipurpose<br />
ga<strong>the</strong>ring space with a two-manual Carlson pipe organ, and offices for Human<br />
Resources and Communications.
Ernest B. Wright Observatory, named for trustee Ernest B. Wright, consists of a<br />
domed building housing a 40 centimeter convertible Cassegrain/Newtonian<br />
telescope, and an adjacent astronomy classroom building located high atop<br />
Oyaron Hill.<br />
Yager Hall houses <strong>the</strong> library, museum, Sondhi Limthongkul Center for<br />
Interdependence, Wallace Klinger Board Room, Slade Theatre, <strong>the</strong> Paul F.<br />
Cooper Jr. Archives, classrooms, and laboratory and office space for anthropology.<br />
The building is named in memory of Willard E. Yager, an amateur archaeologist<br />
who assembled an outstanding collection of American Indian artifacts that are<br />
now part of <strong>the</strong> <strong>College</strong> museum.
<strong>College</strong> Library<br />
The Stevens-German Library provides a comfortable area for student research and<br />
study. Students can work in individual study areas, in small conference rooms and<br />
in a late-night study which is available 24 hours. With computer facilities for<br />
information retrieval, classroom computer exercises and general laboratory work<br />
complementing extremely rich bibliographic resources, <strong>the</strong> library is a vital and<br />
effective resource for <strong>the</strong> <strong>College</strong> and its students.<br />
Included in <strong>the</strong> library are over 307,000 volumes of books and subscriptions to<br />
over 6,000 periodicals, both traditional and electronic. These holdings are<br />
complemented by access to national and international bibliographic databases,<br />
electronic research services, and a system of interlibrary loan, which extends library<br />
resources far beyond <strong>the</strong> confines of <strong>the</strong> <strong>Hartwick</strong> campus. Library resources are<br />
made available by a comprehensive computerized library system, which is available<br />
via personal computers and terminals in <strong>the</strong> library and through <strong>the</strong> campus<br />
computer network.<br />
Professional librarians provide a wide range of services to <strong>Hartwick</strong> students. The<br />
librarians are experienced in methods of research and are knowledgeable of both<br />
student and departmental needs regarding research projects, which are an<br />
increasingly important part of <strong>the</strong> <strong>College</strong>’s curriculum. Librarians work closely<br />
with faculty and students in obtaining resources and in making sophisticated<br />
electronic research services available to facilitate student research.<br />
Three notable collections of materials also enhance <strong>the</strong> library’s usefulness to<br />
students and provide research opportunities to faculty and student scholars. The<br />
library holds <strong>the</strong> papers of <strong>the</strong> <strong>Hartwick</strong> Seminary, <strong>the</strong> first Lu<strong>the</strong>ran seminary in<br />
<strong>the</strong> New World; <strong>the</strong> papers of Judge William Cooper, founder of Cooperstown<br />
and fa<strong>the</strong>r of James Fenimore Cooper; and <strong>the</strong> Willard E. Yager papers and<br />
books, known as <strong>the</strong> North American Indian Collection, an important resource<br />
for scholars in <strong>the</strong> field of Native American studies.<br />
The library incorporates traditional library services with modern information<br />
technologies to help students acquire <strong>the</strong> knowledge and information-ga<strong>the</strong>ring<br />
skills that will serve <strong>the</strong>m throughout <strong>the</strong>ir lives.
Science Facilities<br />
With <strong>the</strong> completion of <strong>the</strong> <strong>College</strong>'s most complex facilities project in its history,<br />
<strong>Hartwick</strong> students , whe<strong>the</strong>r <strong>the</strong>y are science majors or not, have unprecedented<br />
opportunities for learning experiences that emulate <strong>the</strong> kinds of scientific<br />
exploration in which today's scientists currently are involved. <strong>Hartwick</strong>’s Science<br />
Center features three interdisciplinary centers—The Center for Science<br />
Communications; The Center for Ecology, Environmental Sciences, and Policy<br />
Studies; and The Biotechnology Center—as well as areas for <strong>the</strong> more traditional<br />
science disciplines of biology, biochemistry, chemistry, computer and information<br />
sciences, geology and environmental sciences, ma<strong>the</strong>matics, nursing, and physics.<br />
The Science Center consists of classrooms, seminar rooms, computer classrooms,<br />
laboratories, as well as suites of individual research areas. A sampling of <strong>the</strong> facility<br />
resources include a math and science writing center, graphics/computer imaging<br />
lab, an integrated environmental studies and research center, biotechnology<br />
teaching lab, anatomy and physiology lab, histology lab, optics lab, computer and<br />
information sciences research and development lab, geochemistry lab, and nursing<br />
lab. Specialized equipment includes a nuclear magnetic resonance machine, critical<br />
care simulation unit, environmental chambers, transmission and scanning electron<br />
microscopes, inverted microscope, CO2 chamber, a complete tissue culture<br />
laboratory and an observatory with a 16-inch reflecting telescope. <strong>Hartwick</strong>’s<br />
faculty create learning experiences that emulate <strong>the</strong> kinds of scientific exploration<br />
in which today’s scientists are currently involved, by placing all students in <strong>the</strong> role<br />
of science researcher.
Museum and Collections<br />
The Yager Museum features changing and permanent exhibitions derived <strong>from</strong><br />
traveling exhibits and <strong>the</strong> Museum’s excellent anthropological and fine arts<br />
collections. Seven exhibition galleries and administrative offices are located on <strong>the</strong><br />
first floor of Yager Hall with permanent holdings of some 20,000 objects that<br />
include major collections of Upper Susquehanna Indian archaeology;<br />
Southwestern pottery, baskets, and rugs; South American pre-Columbian and<br />
Mesoamerican ethnographic and archaeological material. The fine arts collection<br />
includes numerous items ranging <strong>from</strong> <strong>the</strong> European Renaissance through<br />
contemporary American paintings, sculpture, and prints. The Museum also<br />
includes a contemporary art gallery, <strong>the</strong> Foreman Gallery, located in Anderson<br />
Center for <strong>the</strong> Arts; this gallery exhibits <strong>the</strong> work of regional and nationally<br />
known artists as well as <strong>the</strong> work of <strong>Hartwick</strong> students and faculty. A community<br />
gallery for local artists is located in <strong>the</strong> library lobby. A community gallery for<br />
local artists is located in <strong>the</strong> library lobby.<br />
The Yager Museum began with Willard and Marion Yager’s bequest of Willard's<br />
collection of primarily local American Indian artifacts, art, and print materials.<br />
This gift was accompanied by a substantial endowment for supporting <strong>the</strong> display<br />
and study of <strong>the</strong> collection and for research and education in American Indian<br />
studies. Since that time <strong>the</strong> museum has grown to include additional collections<br />
in archaeology, ethnography, and <strong>the</strong> fine arts.<br />
In keeping with <strong>the</strong> vision of its founder and <strong>the</strong> mission of <strong>the</strong> <strong>College</strong>, The<br />
Yager Museum is an educational institution dedicated to <strong>the</strong> collection,<br />
preservation, interpretation, and exhibition of art and artifacts. The Yager<br />
Museum reflects <strong>the</strong> academic interests of <strong>the</strong> <strong>College</strong> and is committed to<br />
presenting <strong>the</strong>m in appropriate campus settings in informative, scholarly, and<br />
integrative ways. Through <strong>the</strong>se and o<strong>the</strong>r means, <strong>the</strong> Museum plays a major role<br />
in educating not only <strong>the</strong> students, faculty, and staff of <strong>the</strong> <strong>College</strong> and local<br />
communities, but a larger audience beyond.<br />
The Museum also provides laboratory research facilities for anthropology, art, art<br />
history, and museum studies students by providing access to <strong>the</strong> collections for<br />
study. <strong>Hartwick</strong> <strong>College</strong> also offers a Museum Studies minor, which is closely<br />
linked to The Yager Museum’s programs, collections, and exhibits.<br />
The Yager Museum Shop features a wide range of merchandise, including works<br />
by local and regional artists and craftspeople, and ethnographic items relevant to<br />
its exhibitions.
Information Technology Resources<br />
<strong>Hartwick</strong> <strong>College</strong> has emphasized <strong>the</strong> use of technology resources as a major<br />
component of its educational program for over a decade. In <strong>the</strong> early 1990s, <strong>the</strong><br />
<strong>College</strong> began providing all incoming students with notebook computers, and<br />
giving <strong>the</strong>m instant access to its wide area network, long before “ubiquitous<br />
computing” was fashionable.<br />
An important part of technology at <strong>Hartwick</strong> is its use within <strong>the</strong> educational<br />
program, across all disciplines, both in and out of <strong>the</strong> classroom. Use is extensive;<br />
not focused solely in any discipline or division; reflects applications for teaching,<br />
research, and assessment; and has grown in its dependence on Web-based,<br />
network-based, and Internet-based tools and resources, which makes it possible<br />
for students and faculty, on and off campus, to engage in educational and research<br />
pursuits at any time, <strong>from</strong> anywhere. Technology use in <strong>the</strong> curriculum has been a<br />
<strong>Hartwick</strong> tradition. For example, computers have long been standard use in<br />
calculus courses; chemistry and physics courses use <strong>Hartwick</strong> faculty-designed<br />
programs that enable students to explore <strong>the</strong> laws and principles of <strong>the</strong> discipline;<br />
art history courses are based in Web applications and use; and management and<br />
economics have redesigned <strong>the</strong>ir programs to highlight technology use. Faculty<br />
have adopted Blackboard’s course-authoring and management-portal software,<br />
with use across all disciplines.<br />
To enable students to have ready access to technology resources, all full-time<br />
matriculated students receive a notebook computer, printer, and software when<br />
<strong>the</strong>y enter <strong>Hartwick</strong>. The cost of <strong>the</strong> computer system is included in <strong>the</strong> student’s<br />
first semester cost of attendance.<br />
The <strong>College</strong>’s award-winning campus network provides everyone with voice, data,<br />
and video networking services. Students who live on campus can connect <strong>the</strong>ir<br />
notebook computers to <strong>the</strong> network <strong>from</strong> <strong>the</strong>ir rooms; off-campus students may<br />
connect ei<strong>the</strong>r <strong>from</strong> public access locations on campus or through a telephone or<br />
cable modem connection; and all students can connect <strong>from</strong> <strong>the</strong> several hundred<br />
data connections around <strong>the</strong> campus. Any classroom can become a networked<br />
classroom as all classrooms and labs are connected to <strong>the</strong> campus network. Each<br />
student receives a network system account, which provides for electronic mail, a<br />
personal Web page, and access to campus computing and information systems.<br />
Students also have access to <strong>the</strong> Library catalog, electronic indexes and reference<br />
tools, electronic full-text periodicals, and software through <strong>the</strong> network.<br />
Frequently students are asked by faculty to bring <strong>the</strong>ir laptops to class for projects,<br />
lab analysis, computer modeling, and programming. There are a myriad of data<br />
ports on campus; each classroom has at least one data port and many have enough<br />
data ports to support an entire class connected to <strong>the</strong> network and wireless access<br />
is available in <strong>the</strong> library and o<strong>the</strong>r campus locations. The new Science Center has<br />
as many data ports as exist on <strong>the</strong> rest of campus—students can connect to <strong>the</strong><br />
network <strong>from</strong> classrooms, labs, and common areas—just about anywhere in <strong>the</strong><br />
building. Wired and wireless network access is available in Dewar Student Union.
All resident students have voice (telephone and voice mail) and campus video<br />
services. Students who live off-campus have voice mailboxes that <strong>the</strong>y can access<br />
<strong>from</strong> on or off campus. Our “one port per pillow” wiring philosophy enables two<br />
students who share a residence room to each have a phone, data connection, and<br />
video connection. It is not uncommon for roommates to be connected to <strong>the</strong> data<br />
network, talking with classmates on <strong>the</strong> phone, while two different video<br />
broadcasts are playing in <strong>the</strong> background.<br />
Faculty commonly hold virtual office hours—evening and weekend hours when<br />
<strong>the</strong> faculty member will answer students’ questions by e-mail or voicemail.<br />
Exchanging e-mail and voicemail with faculty, staff, and even <strong>the</strong> president is a<br />
part of life at <strong>Hartwick</strong>.<br />
It also is common for faculty to schedule video broadcasts of class materials<br />
outside class time. The 34-channel campus video system carries a mix of<br />
programming including Scola and four language channels, a movie channel, a<br />
student-programmed channel, five classroom channels, and a steerable-dish<br />
channel. News, entertainment, and o<strong>the</strong>r programming also are provided.<br />
Powering this technology infrastructure is a gigabit switched-E<strong>the</strong>rnet fiber optic<br />
campus area network. This network provides gigabit links between campus<br />
buildings and 10/100MB E<strong>the</strong>rnet connectivity to every personal computer.<br />
Windows-based computers are <strong>the</strong> campus standard, although Macintoshes are<br />
used in specific applications. An Intecom E digital PBX and Octel Aria provide<br />
voice and voice-mail services. Six satellite dishes, one DSS, an AMX Synergy<br />
system, and fiber optic feed <strong>from</strong> <strong>the</strong> local cable TV franchise provide video<br />
programming. Computing and information resources are provided <strong>from</strong> IBM<br />
Netfinity and Compaq AlphaServer systems.<br />
Also available to students are <strong>the</strong> computer facilities of three public computing<br />
facilities, one each in <strong>the</strong> Stevens-German Library, Clark Hall, and <strong>the</strong> new<br />
Science Facility. These facilities also offer network, laser printing, and scanning<br />
access, and are often used for class instruction. A number of specialized facilities<br />
are available around <strong>the</strong> campus including a Visual Communications and Music<br />
Composition lab, a multimedia language arts laboratory, a research and<br />
development lab for Computer and Information Sciences students, a Graphics<br />
Imaging lab in <strong>the</strong> Science Communications Center, and several departmental<br />
computer clusters. The video production studio and analog and digital video<br />
editing systems also are available for student use.<br />
The <strong>College</strong>’s technology staff assist students, faculty, and staff in technology and<br />
media applications. All new students receive an extensive orientation to <strong>the</strong>ir<br />
computer system, software, Web page development and <strong>the</strong> <strong>Hartwick</strong> network.<br />
Training courses are offered in <strong>the</strong> campus-supported software applications, and<br />
students, faculty, and staff may enroll in courses at <strong>Hartwick</strong>’s community<br />
technology center located in downtown Oneonta. The Technologies Services
Center, in Clark Hall, is available for walk-in problems, and <strong>the</strong> <strong>College</strong> maintains<br />
an on-site manufacturer-certified computer-repair shop.
Residential Facilities<br />
Nine residence halls—Holmes, Leitzell, New Residence I, New Residence II,<br />
Saxton, Charlotte Smith, Charles Smith, Wilder, and van Ess—provide<br />
accommodations for approximately 85 percent of <strong>the</strong> student body. Nearby <strong>the</strong><br />
campus are three fraternity and three sorority houses that house about 100<br />
students. A townhouse complex, Miller A.F. Ritchie Quadrangle, offers oncampus<br />
apartment-style living for upperclass students. Leitzell Hall provides<br />
private suite-style living arrangements for 80 students. The New Residence<br />
complex opened in <strong>the</strong> fall of 1995, offering single and double living options. The<br />
Smith Halls were modernized in 1997, Wilder Hall in 1998, Holmes Hall in<br />
1999, and van Ess and Saxton halls during summer 2000.
Campus Center: Dewar Union<br />
Dewar Union offers a variety of services to <strong>the</strong> <strong>Hartwick</strong> community, including<br />
<strong>the</strong> campus post office, <strong>College</strong> Commons, <strong>College</strong> Bookstore, campus store,<br />
private dining and meeting rooms, student life and services offices and offices for<br />
student organizations. A large and dramatic multipurpose space known as <strong>the</strong><br />
Agora is used as a student lounge, for dances, concerts, and lectures, special events,<br />
as well as relaxing and studying. The popular Table Rock Café is located next to<br />
<strong>the</strong> Agora, as is Laura’s Coffeehouse.
Athletic Facilities<br />
The Frederick Moore Binder Physical Education Center, named for <strong>the</strong> fifth<br />
president of <strong>the</strong> <strong>College</strong>, provides facilities for recreation, physical education<br />
classes, intramurals, club and intercollegiate sports. It includes a main and auxiliary<br />
gymnasium; The Elting Fitness Center, Moyer Pool, an eight-lane, 25-yard<br />
swimming pool and diving complex; handball, racquetball, and squash courts;<br />
dance studio; and sports medicine facility.<br />
Adjoining outdoor facilities include: Elmore Field, a lighted natural grass soccer<br />
competition field; a lighted all-wea<strong>the</strong>r playing field (field hockey, football,<br />
lacrosse, and intramurals); six tennis courts; and three additional all-purpose grass<br />
playing fields.<br />
The <strong>College</strong> also utilizes several off-campus facilities including: Hunter’s Rein<br />
Stable (equestrian team training and competition site and horsemanship physical<br />
education classes), Damaschke Field (home of <strong>the</strong> Class A Oneonta Tigers,<br />
member of <strong>the</strong> New York-Penn Baseball League, and <strong>the</strong> baseball team’s practice<br />
and competition venue), and Neahwa Park (practice and lighted competition<br />
softball field), and <strong>the</strong> Oneonta Country Club (a private 18-hole facility utilized<br />
by <strong>the</strong> golf team both for practice and competition).
Pine Lake Environmental Campus<br />
The Pine Lake Environmental Campus was purchased by <strong>Hartwick</strong> <strong>College</strong> in<br />
1971. Located eight miles <strong>from</strong> <strong>Hartwick</strong>’s main campus, it functions as a<br />
learning center, a living laboratory, a natural outdoor playground, and a residential<br />
lifestyle alternative.<br />
Pine Lake is a 920-acre rural site composed of interdependent environments,<br />
ranging <strong>from</strong> <strong>the</strong> nearly pristine to <strong>the</strong> residential. Roughly 800 acres of its upper<br />
hillside forest are situated in a segment of state and privately owned forest and<br />
consist of mixed hardwood and coniferous forest communities; forest streams; and<br />
Mud Lake, a glacially formed sphagnum bog surrounded by a small black spruce<br />
and tamarack forest. The upper tract is used primarily for research and low-impact<br />
recreation. The 100-acre lower tract is partially forested and contains a 12-acre<br />
kettlehole lake, alder swamp, marsh, and field ecosystems. There are a total of<br />
seven nature trails and a sculpture art trail on <strong>the</strong> property as well as an<br />
educational challenge ropes course.<br />
Up to 25 <strong>Hartwick</strong> students <strong>from</strong> a variety of majors can experience a unique<br />
opportunity for a residential alternative to dorm life at Pine Lake.<br />
The Robertson Lodge, overlooking <strong>the</strong> lake, contains a small gallery and a<br />
welcome center, office, lounge, dining room, and kitchen. Up to 10 students live<br />
in rooms upstairs in <strong>the</strong> Lodge during <strong>the</strong> school year.<br />
Nine cabins, in <strong>the</strong> woods near <strong>the</strong> lake, each house two to four occupants. The<br />
cabins are heated with energy-efficient pellet stoves and contain kitchens,<br />
bedrooms, bathrooms, and living rooms.<br />
The Robert R. Smith Environmental Field Station is used as a center for<br />
undergraduate education, student/faculty research, and community-based<br />
programs for <strong>the</strong> study of ecology and environmental science. The field station<br />
contains two teaching-research laboratories; a chemical lab; storage rooms; library;<br />
and is equipped with standard laboratory equipment.
Building Your Liberal Education<br />
<strong>College</strong> students are architects. Each has <strong>the</strong> job of designing <strong>the</strong> education he or<br />
she will experience. There is help along <strong>the</strong> way-advice <strong>from</strong> family and friends,<br />
for example, and some amount of structure established by <strong>the</strong> <strong>College</strong> and its<br />
faculty. But ultimately, <strong>the</strong> choices are made by students, and <strong>the</strong> quality and value<br />
of <strong>the</strong> college education depend heavily on those choices.<br />
This catalog describes <strong>the</strong> building blocks with which you can construct your<br />
college education at <strong>Hartwick</strong>. Before getting too deeply involved in <strong>the</strong> separate<br />
pieces, let's consider how <strong>the</strong>y might fit toge<strong>the</strong>r. First, let’s look at a basic<br />
commitment of <strong>the</strong> <strong>College</strong> that will influence your design. We are convinced that<br />
<strong>the</strong> liberal arts and sciences provide <strong>the</strong> core of <strong>the</strong> intellectual development we<br />
want all our students to experience. People are sometimes confused about what<br />
“liberal education” means.<br />
Our modern phrase, “liberal arts and sciences,” comes <strong>from</strong> an inspiring Latin<br />
phrase that meant, roughly, “<strong>the</strong> learning appropriate for a free person.” People<br />
locked into narrow specializations or people interested only in preparation for<br />
<strong>the</strong>ir first job might find a technical education sufficient. <strong>Hartwick</strong>, as a liberal<br />
arts and sciences college, serves those who want to equip <strong>the</strong>mselves for a lifetime<br />
of learning, career development and <strong>the</strong> kind of change that characterizes <strong>the</strong> 21st<br />
century. Indeed, <strong>the</strong> intellectual capabilities of a liberal arts and sciences education<br />
are <strong>the</strong> very skills valued by employers.<br />
A liberal education is both broad and deep, allowing exploration of a wide<br />
spectrum of human knowledge and assuring study of at least one set of questions<br />
(we usually call it a “major”) with special intensity. At <strong>Hartwick</strong>, we believe that<br />
all our students-even those who know exactly where <strong>the</strong>y want to head in <strong>the</strong>ir<br />
careers-deserve this kind of education. Employers appreciate <strong>the</strong> perspective,<br />
communication skills and analytical abilities of liberally educated people. More<br />
importantly, such people are well prepared to live enjoyable, contributing, and<br />
fulfilling lives.<br />
Curriculum XXI<br />
The basic structure around which <strong>Hartwick</strong> students build <strong>the</strong>ir academic<br />
programs is provided by Curriculum XXI, which identifies <strong>the</strong> key characteristics<br />
of <strong>the</strong> future for which our graduates need to be prepared. Students make most of<br />
<strong>the</strong> specific decisions about how to meet those requirements.<br />
The five major characteristics are:<br />
• CONTINUITY. Our future emerges out of our past, and <strong>the</strong> great<br />
cultural heritage of <strong>the</strong> Western world, which continues to be relevant.<br />
The history of <strong>the</strong> past, <strong>the</strong> great books, <strong>the</strong> great art, will still speak to<br />
us, if we are prepared to hear.
• INTERDEPENDENCE. The world is growing closer toge<strong>the</strong>r, and its<br />
economic, cultural, and political connections will become more and more<br />
important to us in <strong>the</strong> 21st century.<br />
• SCIENCE AND TECHNOLOGY. The future will be shaped even<br />
more than <strong>the</strong> present by science and by <strong>the</strong> application of scientific<br />
knowledge to life-that is, technology.<br />
• CRITICAL THINKING AND COMMUNICATIONS. The future<br />
will require better thinking. There will be vast amounts of information<br />
available, and sifting and analyzing that data, thinking about it deeply and<br />
critically and <strong>the</strong>n expressing our ideas effectively will become more and<br />
more important.<br />
• CHOICES. The future will present us with difficult choices to be made.<br />
Many of <strong>the</strong> old enduring dilemmas will still be with us, of course, such as<br />
<strong>the</strong> meaning of personal freedom, but we also will be faced with a wide<br />
range of new choices raised by new technological capacities and a<br />
shrinking world.<br />
This set of five <strong>the</strong>mes is <strong>the</strong> framework around which <strong>the</strong> curriculum is built. For<br />
each, we have developed a set of requirements to prepare students for <strong>the</strong> future.<br />
The many choices available within each category provide ways to personalize how<br />
students meet <strong>the</strong> requirements.<br />
The Major<br />
Ano<strong>the</strong>r central element of <strong>the</strong> curriculum is <strong>the</strong> major. The liberally educated<br />
person needs to know what it is like to follow some discipline or pursue some area<br />
of learning deeply. This means going well beyond <strong>the</strong> superficial level and to<br />
experience <strong>the</strong> joys and frustrations of facing profound issues and <strong>the</strong> great<br />
unanswered questions in your field of interest.<br />
A student who wants to design a major program that is very much his or her own<br />
might find our Individual Student Program option an especially interesting<br />
challenge. It is a way for a student, working with a team of faculty members, to<br />
put toge<strong>the</strong>r a specialization within <strong>the</strong> context of a liberal education in a unique,<br />
“hand-crafted” way.<br />
Electives<br />
Elective courses complete <strong>the</strong> academic program. A lot of creativity may be<br />
exercised in this part of <strong>the</strong> curriculum. Many students use some of <strong>the</strong>se courses<br />
to complete a minor-perhaps in a field related to <strong>the</strong>ir major, perhaps in an<br />
interdisciplinary program that cuts across many fields, such as environmental<br />
science and policy. The range of possibilities is enormous. Some electives may be<br />
useful in broadening career opportunities, for example, management or computer<br />
science courses for <strong>the</strong> art major hoping to work in gallery administration, or<br />
courses in a foreign language for <strong>the</strong> management major interested in international<br />
business. O<strong>the</strong>r electives contribute to a student's ongoing personal and<br />
intellectual development.
Writing<br />
The <strong>College</strong> has directly addressed writing as an essential skill for future success,<br />
requiring all students to demonstrate college-level writing competence. Each<br />
student is tested and placed on entering <strong>the</strong> <strong>College</strong> and must progress through a<br />
series of “levels” until this requirement is met. Most students want to write better,<br />
and this comprehensive program provides <strong>the</strong>m <strong>the</strong> means to do so.<br />
Special Opportunities<br />
Beyond <strong>the</strong>se basic elements of Curriculum XXI, <strong>the</strong> opportunities for special<br />
challenges at <strong>Hartwick</strong> are wide-ranging. Internships are a very popular way to test<br />
what is learned in <strong>the</strong> classroom in a real employment situation. Off-campus study<br />
programs around <strong>the</strong> world encourage students to learn and grow in an<br />
international context. The <strong>College</strong>’s commitment to helping students prepare for<br />
an interdependent world has generated many exciting opportunities in this area.<br />
Independent study, where a student works under <strong>the</strong> individual guidance of a<br />
faculty member, is an experience nearly all our students have at some point, and<br />
<strong>the</strong> senior <strong>the</strong>sis requirement is a chance to demonstrate how far students have<br />
come in <strong>the</strong>ir major field. An Honors Program provides challenges at <strong>the</strong> very<br />
highest levels to help students with exceptional talent and drive to stretch <strong>the</strong>ir<br />
intellect.<br />
Beyond <strong>the</strong> Classroom<br />
As you think about designing your college education, remember that many of <strong>the</strong><br />
most important learning opportunities are not part of <strong>the</strong> formal curriculum.<br />
There should be a place in your plans for <strong>the</strong> co- or extracurricular activities that<br />
give you real-life experience in cooperating with o<strong>the</strong>rs to get things done. There<br />
will be chances to develop your leadership abilities in clubs and organizations.<br />
Athletic competition is important for many students and provides personal<br />
challenges that can teach you a great deal about yourself. And an active, vibrant<br />
college campus like <strong>Hartwick</strong>’s is a rich resource of special lectures, <strong>the</strong>atre and<br />
musical events, art and museum exhibitions, not to mention interesting people<br />
with whom to interact. The Foreman Institute of Creative Arts, for example,<br />
sponsors an annual series of innovative, exciting arts-based programs and<br />
residencies.<br />
So as you look through <strong>the</strong>se pages at <strong>the</strong> building blocks of a <strong>Hartwick</strong><br />
education, think of yourself as an architect. Consider <strong>the</strong> challenging, exciting and<br />
rewarding years that could be built <strong>from</strong> <strong>the</strong>se pieces. But keep in mind that <strong>the</strong><br />
most important element is you—and <strong>the</strong> energy, curiosity and enthusiasm you<br />
bring. As <strong>the</strong> architect, and <strong>the</strong>n <strong>the</strong> builder, you will shape your college<br />
experience. If you are ready for this challenge—if you are ready to reach well<br />
beyond what you have achieved so far—you may find that <strong>Hartwick</strong> is just <strong>the</strong><br />
place where you can make it happen.
Curriculum XXI<br />
A Flexible Curriculum<br />
While <strong>the</strong> essential elements of Curriculum XXI are specified, each requirement<br />
may be fulfilled by a variety of courses. Below are some examples of specific<br />
courses that may fulfill <strong>the</strong> requirements in each category.<br />
Examples of Courses That May Be Used to Fulfill Requirements<br />
Any course that meets a Curriculum XXI requirement has a notation at <strong>the</strong> end of<br />
its description, e.g., (NTW), (MWE) etc. While some courses may be eligible to<br />
meet more than one requirement, <strong>the</strong> student must choose which requirement <strong>the</strong><br />
course is to fulfill. A course may be used only once toward Curriculum XXI.<br />
Continuity<br />
To reach a clear understanding of Western culture, our graduates will need to<br />
become acquainted with its primary texts, with its art, and with its history.<br />
Requirements:<br />
Two courses in major works (one treating a period before 1660, <strong>the</strong> o<strong>the</strong>r<br />
a later period) (MWE)<br />
Before 1660:<br />
Shakespeare’s England<br />
The New Testament<br />
After 1660:<br />
African-American Literature<br />
Women and Fiction<br />
One course in creative or performing arts (MWL)<br />
History of Architecture<br />
Drawing and 2D Design<br />
Creative Writing<br />
American Popular Music<br />
Photography I<br />
Theatre in NYC<br />
One course in Western history (WHS)<br />
Western Medicine Since 1850<br />
America at War<br />
The Renaissance<br />
American Environmental History<br />
Tudor-Stuart History<br />
African-American History<br />
Interdependence<br />
To participate fully in an interdependent world, our graduates will need to<br />
understand how people behave and how <strong>the</strong>y interact in organizations and<br />
societies; <strong>the</strong>y will also need to be aware of o<strong>the</strong>r cultures, develop a critical<br />
perspective on <strong>the</strong>ir own culture and cultivate a global consciousness.
Requirements:<br />
Two courses in social and behavioral analysis in two different<br />
departments (SBA)<br />
Europe 1815-1914<br />
U.S. Government and Politics<br />
Microeconomic Principles<br />
General Psychology<br />
Public Opinion and Voting<br />
Global Business Cycles<br />
Theory of Learning<br />
Gender and Sexuality<br />
Deviance and Social Control<br />
International Relations<br />
Foreign language (LN 1, 2, 3)<br />
For students continuing a language studied more than 2 years at<br />
high school level, completion of 1 foreign language course at<br />
intermediate level or above.<br />
For students pursuing a language studied 2 years or less at high<br />
school level, successful completion of a 2-course sequence at<br />
introductory level or of a language and related civilization course<br />
or of an off-campus program with a language component and its<br />
related preparatory course. Students also may satisfy this<br />
requirement by achieving a 3 on Advanced Placement or 500 on<br />
ETS Achievement Test.<br />
A non-Western or Third World course (NTW)<br />
People & Cultures of Central Asia<br />
Buddhism<br />
Worldwide Ceramics<br />
Music of <strong>the</strong> World’s Cultures<br />
Middle East Politics<br />
Caribbean Literature<br />
Science and Technology<br />
As preparation for life in an era heavily influenced by science and technology, our<br />
students will need to understand <strong>the</strong> language and analytical methods of science<br />
and <strong>the</strong> different levels on which it explores nature; <strong>the</strong>y must also become<br />
sensitive to <strong>the</strong> impact of science and technology on society.<br />
Requirements:<br />
A course in ma<strong>the</strong>matics, logic, or computer use (MLC)<br />
Problem Solving<br />
Statistics<br />
Logic<br />
Lego Robotics Programming<br />
Single Variable Calculus<br />
Finite Ma<strong>the</strong>matics<br />
A course in chemistry or physics (LAB or SCI)<br />
Chemistry in Today’s Society
Astronomy<br />
Chemistry, Science & Life<br />
Physics of Everyday Objects<br />
Light and Relativity<br />
General Chemistry<br />
A course in biology or geology (LAB or SCI)<br />
Ecology and Environment<br />
Historical Geology<br />
Horticulture<br />
Planetology<br />
The Global Environment Genetics<br />
Critical Thinking and Effective Communication<br />
The sheer mass of information will demand more than ever that our graduates be<br />
able to sift and analyze data, apply well-honed intellectual skills, think profoundly<br />
and critically and express <strong>the</strong>ir own ideas effectively.<br />
Requirements:<br />
Competence in writing<br />
Composition<br />
Classical Mythology<br />
Reading Philosophy<br />
A major program<br />
One of 30 majors or an Individual Student Program<br />
A baccalaureate <strong>the</strong>sis or project<br />
A major research paper or project in <strong>the</strong> student’s chosen field<br />
Choices<br />
To prepare for a future in which decision making will be central, our students<br />
must become aware of recurring dilemmas of <strong>the</strong> human condition and be willing<br />
to deal honestly with <strong>the</strong> complexities of personal, social, intellectual and moral<br />
issues.<br />
Requirements:<br />
A First-Year Seminar (FYS)<br />
Being a Man: The Masculine<br />
Children’s Lives<br />
Biology of Reproduction<br />
Horror in Film and Story<br />
Understanding Religion<br />
Hollywood and History<br />
A contemporary issues seminar (taken no earlier than January of <strong>the</strong><br />
junior year) (CIS)<br />
Globalization<br />
Unruly Women<br />
Understanding Cancer<br />
Origins of War and Peace<br />
Travels to <strong>the</strong> Third World<br />
Philosophy, Race & Gender
Courses of Study<br />
Courses of instruction at <strong>Hartwick</strong> <strong>College</strong> are offered primarily by departments,<br />
organized into three main divisions: <strong>the</strong> Division of Humanities, <strong>the</strong> Division of<br />
Physical and Life Sciences, and <strong>the</strong> Division of Social and Behavioral Sciences.<br />
These divisional groups indicate characteristic approaches to learning.<br />
The humanities generally use <strong>the</strong> approach of studying human documents<br />
and artistic achievements. Courses of study offered by departments in <strong>the</strong> Division<br />
of Humanities include art, classics, English, French, German, music, philosophy,<br />
religion, Spanish and <strong>the</strong>atre arts.<br />
The physical and life sciences provide experience in <strong>the</strong> scientific method as<br />
exemplified by laboratory and field research. Courses of study offered by<br />
departments in <strong>the</strong> Division of Physical and Life Sciences include biochemistry,<br />
biology, chemistry, computer and information sciences, geology, ma<strong>the</strong>matics,<br />
medical technology, nursing and physics.<br />
The social and behavioral sciences provide <strong>the</strong> experiences of ga<strong>the</strong>ring and<br />
analyzing social data. Courses of study offered by departments in <strong>the</strong> Division of<br />
Social and Behavioral Sciences include accounting, anthropology, economics,<br />
education, finance, history, management, political science, psychology, and<br />
sociology.<br />
Courses of study offered by departments appear alphabetically by discipline in this<br />
catalog.<br />
Course numbers indicate <strong>the</strong> following:<br />
100-199 - introductory courses;<br />
200-299 - courses, some of which are introductory, normally open to<br />
freshmen, sophomores, and juniors;<br />
300-399 - courses normally open to sophomores, juniors, and seniors;<br />
400-499 - courses normally open to juniors and seniors.<br />
Courses in <strong>the</strong> 100-199 and 200-299 series generally should be completed in <strong>the</strong><br />
freshman and sophomore years.<br />
Any course which meets a Curriculum XXI requirement has a notation at <strong>the</strong> end<br />
of its description, e.g., (NTW), (MWE), (SBA), etc. When some courses may be<br />
eligible to meet more than one requirement, <strong>the</strong> student must choose which<br />
requirement <strong>the</strong> course is to fulfill. A course may be used only once toward<br />
Curriculum XXI.<br />
The <strong>College</strong> reserves <strong>the</strong> right to cancel any course which has an enrollment of<br />
fewer than eight students at <strong>the</strong> end of <strong>the</strong> pre-registration period.
ACCOUNTING AND FINANCE<br />
Accounting<br />
Accounting’s focus on <strong>the</strong> preparation, communication, and use of economic<br />
information for decision making is especially relevant in an information age.<br />
Accounting-based information is <strong>the</strong> central means of communicating within a<br />
business and to <strong>the</strong> business’ stakeholders (e.g., employees, owners, and creditors).<br />
It has been referred to as <strong>the</strong> language of business.<br />
<strong>Hartwick</strong>’s demanding accounting program requires and develops critical thinking,<br />
analytical ability and effective communication. At its core is decision making. The<br />
goal of <strong>Hartwick</strong>’s accounting program is to develop well-rounded individuals<br />
who understand <strong>the</strong> role of accounting within society, possess a solid accounting<br />
foundation and are able to use <strong>the</strong>ir education in decision making. They should be<br />
able to adjust to a dynamic, continually changing economic environment,<br />
recognize <strong>the</strong> need for continual learning and be able to assist <strong>the</strong> profession in<br />
responding to future challenges.<br />
Business leaders who have a strong accounting background have a significant<br />
competitive advantage and many chief executive officers are certified public<br />
accountants (CPAs) or certified management accountants (CMAs). As<br />
commercial, industrial and governmental organizations continue to become more<br />
complex and more global in scope, <strong>the</strong>y will seek accounting students with good<br />
quantitative backgrounds and refined communicative ability. <strong>Hartwick</strong>’s<br />
accounting program is designed to prepare graduates to meet <strong>the</strong>se demands. The<br />
interdisciplinary accounting program coupled with <strong>Hartwick</strong>’s distinctive<br />
Curriculum XXI requirements, offers students a quality accounting education<br />
within a liberal arts and sciences setting, an attractive combination to most<br />
organizations.<br />
The two major tracks within accounting are financial reporting with a focus on<br />
external users (financial accounting), and <strong>the</strong> preparation, communication and use<br />
of information within an organization (managerial accounting). In recognition of<br />
<strong>the</strong>se alternative tracks, and to meet <strong>the</strong> varying needs of <strong>Hartwick</strong> students, two<br />
alternative interdisciplinary accounting majors and a minor are offered. The two<br />
accounting majors are <strong>the</strong> Accounting-CPA major and <strong>the</strong> General Accounting<br />
major. The use of computers is integrated throughout all <strong>the</strong> department’s courses,<br />
especially utilizing <strong>the</strong> Internet for research, spreadsheets for analysis, and<br />
accounting software programs currently used by small business.<br />
The Accounting-CPA major is a registered licensed program that provides all <strong>the</strong><br />
required technical courses for <strong>Hartwick</strong> students to sit for <strong>the</strong> professional CPA<br />
exam in New York State. Its focus is financial accounting. In addition to<br />
preparing, communicating, and using information, <strong>the</strong> questions and dilemmas<br />
that underlie generally accepted accounting principles are investigated.
The General Accounting major allows students more flexibility within <strong>the</strong><br />
accounting discipline. For example, students can choose courses that focus on<br />
managerial accounting and work toward taking <strong>the</strong> CMA exam and becoming<br />
professional management accountants. Students who complete <strong>the</strong> B.A. program<br />
in General Accounting are not eligible for CPA licensure.<br />
The accounting minor offers advantages to all <strong>Hartwick</strong> students. It is a natural<br />
complement to majors in economics, information science, management and<br />
ma<strong>the</strong>matics, among o<strong>the</strong>rs. The minor helps prepare students for careers in<br />
business or in organizations that interact with business. It also provides an<br />
excellent foundation in <strong>the</strong> language of business for students planning to pursue<br />
graduate study in management.<br />
A result of <strong>the</strong> interdisciplinary nature of <strong>the</strong> accounting program is <strong>the</strong> ease in<br />
double-majoring (e.g., accounting and economics, information science, or<br />
management) or minoring in a related discipline (e.g., economics, finance, or<br />
management). For additional information, contact <strong>the</strong> department.<br />
Finance Minor<br />
Careers in finance include corporate finance officer, stockbroker, portfolio<br />
manager, financial analyst, banker and financial consultant. The three main areas<br />
of finance are corporate finance, investments and financial institutions. The<br />
finance minor will provide a foundation in <strong>the</strong>se areas as well as in <strong>the</strong> related<br />
disciplines of accounting and economics.<br />
A focus of <strong>the</strong> minor is corporate finance, which involves decision-making within<br />
a firm. Corporate finance topics include underlying finance <strong>the</strong>ory, financial<br />
analysis and planning, bond and stock valuation, working capital management,<br />
strategic long-term investment and financing decisions, and international financial<br />
management. Students majoring in accounting that are interested in a career in<br />
corporate finance should consider taking <strong>the</strong> Certified in Financial Management<br />
(CFM) exam.<br />
The finance minor also will be beneficial for a student considering a career as a<br />
professional chartered financial analyst. The first of three professional<br />
exams tests finance, accounting, economics and quantitative methods. The<br />
interdisciplinary finance minor’s courses in finance, accounting, and economics are<br />
a good beginning in preparing for this professional exam.<br />
Faculty<br />
Accounting and Finance Faculty: Stephen A. Kolenda, CPA; John M. Pontius Jr.,<br />
CPA; Thomas G. Sears, CPA; Priscilla Z. Wightman, CPA<br />
Courses<br />
141 Principles of Accounting I (4 credits) The first of two courses designed to<br />
provide <strong>the</strong> fundamentals of accounting; focuses on <strong>the</strong> underlying concepts of<br />
accounting and <strong>the</strong>ir application to organizations with an emphasis on <strong>the</strong> sole
proprietorship. The course takes <strong>the</strong> student through a full accounting cycle<br />
including <strong>the</strong> maintenance of journals and ledgers, and <strong>the</strong> preparation and<br />
analysis of external financial statements. Also examined in detail are various<br />
accounting systems, cash, receivables, inventory valuation, depreciation methods<br />
and liabilities. Prerequisite: None.<br />
142 Principles of Accounting II (4 credits) A continuation of <strong>the</strong> underlying<br />
<strong>the</strong>oretical framework of accounting, with application to partnerships and<br />
corporations. Manufacturing companies are introduced along with expanded<br />
coverage of service and merchandising firms. Topical coverage includes <strong>the</strong><br />
Statement of Cash Flows, revenue and expense issues, bonds, and stockholder’s<br />
equity. The course also covers issuing stocks and bonds, understanding <strong>the</strong> time<br />
value of money, preparing <strong>the</strong> Statement of Cash Flows, and expanded analysis of<br />
financial statements. Prerequisite: At least a C in Acco 141.<br />
247 Managerial Accounting I (3 credits) The decision making role of <strong>the</strong><br />
accountant in <strong>the</strong> planning, controlling and evaluation activities is analyzed.<br />
Emphasis is placed on review of modern organizations and <strong>the</strong>ir related problems<br />
in <strong>the</strong> areas of cost behavior analysis, choice of costing system, establishing<br />
standards and evaluating performance, short-term decision making and long-term<br />
capital budgeting. Also covered are responsibility accounting, divisional<br />
performance measurement and control, and evaluation of cost centers.<br />
Prerequisite: Acco 142.<br />
310 Business Law I (3 credits) An examination of <strong>the</strong> legal forms of business<br />
enterprise and an analysis of specific sections of <strong>the</strong> uniform commercial code<br />
dealing with contracts, sales, commercial paper, bailments, secured transactions,<br />
suretyship, guaranty and bankruptcy. The essential principles of <strong>the</strong> law are<br />
applied to typical business management problems and <strong>the</strong> decision-making<br />
process. No prerequisite. (SBA)<br />
311 Business Law II (3 credits) A continuation of Business Law I’s examination of<br />
<strong>the</strong> modern American legal system’s relationship with business. Continuing to<br />
emphasize <strong>the</strong> application of <strong>the</strong> Uniform Commercial Code, this course examines<br />
real and personal property laws, as well as employment-related topics such as labor<br />
laws and <strong>the</strong> Occupational Safety and Health Act. Governmental regulation is<br />
explored in antitrust and consumer protection (including product safety, credit<br />
and advertising laws). Several current topics are analyzed through case analysis,<br />
including <strong>the</strong> role of <strong>the</strong> corporate lawyer and <strong>the</strong> rise of white-collar and<br />
computer-related crime. Prerequisite: Acco 310. (SBA)<br />
321 Intermediate Accounting I (4 credits) A concentration on <strong>the</strong> analysis of<br />
accounting data with an emphasis on <strong>the</strong> syn<strong>the</strong>sis of <strong>the</strong>ory with problem<br />
application. Intermediate level topics include cash; receivables; inventory valuation;<br />
long-term assets, both tangible and intangible; and long-term liabilities.<br />
Prerequisite: Acco 142.<br />
322 Intermediate Accounting II (4 credits) A continuation of <strong>the</strong> analytical<br />
approach begun in Intermediate Accounting I. Topics include contingent and<br />
long-term liabilities, pensions, taxes, leases, <strong>the</strong> stockholders’ equity section, <strong>the</strong><br />
Statement of Cash Flows, and <strong>the</strong> application of income and expense recognition<br />
principles. The technical rules, alternative presentations, and ethical dimensions of<br />
financial disclosures are also explored. Prerequisite: Acco 321.
342 Taxation I (4 credits) A study of <strong>the</strong> federal tax structure and current laws<br />
and regulations contained in <strong>the</strong> Internal Revenue Code. Emphasis is placed on<br />
<strong>the</strong> <strong>the</strong>oretical foundation and practical application of various tax components as<br />
<strong>the</strong>y relate to individuals (including computerized tax preparation). Also included<br />
is an introduction to corporation and partnership taxation. Students are<br />
introduced to <strong>the</strong> process involved in creating tax law and will use <strong>the</strong> Code and<br />
related regulations and rulings to research tax policies. Prerequisite: Acco 142.<br />
344 Taxation II (3 credits) An emphasis on tax provisions as <strong>the</strong>y relate to<br />
partnerships, corporations, estates and trusts. There also are analyses of tax topics<br />
involving more complex areas relating to individuals and a greater emphasis on<br />
research techniques. Prerequisite: Acco 342.<br />
348 Statistical Analysis in Operations (3 credits) This course focuses on<br />
providing products and services and includes an analysis of <strong>the</strong><br />
production/operations function in manufacturing, service and o<strong>the</strong>r nonmanufacturing<br />
firms. Topics include productivity, competitiveness, quality,<br />
forecasting, product and service design, facilities layout and location, work<br />
environment design, and inventory management. Tools used include statistics,<br />
decision <strong>the</strong>ory, forecasting techniques, linear programming and learning curves.<br />
Prerequisite: Acco 247. (SBA)<br />
349 Managerial Accounting II (3 credits) This course provides expanded coverage<br />
of Managerial Accounting I topics such as costing systems (job order, process,<br />
operations, activity based), budgeting, standard costs and performance evaluation,<br />
and cost-volume-profit analysis. In addition, <strong>the</strong>re is a focus on international<br />
considerations and quality control related issues. Prerequisite: Acco 247.<br />
395, 495 Internship in Accounting (3 credits) This course provides opportunities<br />
to fur<strong>the</strong>r <strong>the</strong> professional career development of students. Placements are<br />
designed to utilize academic concepts in a work setting and to bring practical<br />
knowledge of a functioning business back to <strong>the</strong> classroom. Prerequisites: junior<br />
or senior standing, accounting major/minor or finance minor, permission of <strong>the</strong><br />
department, and satisfactory internship qualifications.<br />
395, 495 Internship in Accounting (3-6 credits) This course provides<br />
opportunities to fur<strong>the</strong>r <strong>the</strong> professional career development of students.<br />
Placements are designed to utilize academic concepts in a work setting and to<br />
bring practical knowledge of a functioning business back to <strong>the</strong> classroom.<br />
Prerequisites: junior or senior standing, accounting major/minor or finance minor,<br />
permission of <strong>the</strong> department, and satisfactory internship qualifications.<br />
421 Auditing (4 credits) A study of auditing concepts and procedures with<br />
emphasis on analytical techniques and tools, such as statistical sampling and <strong>the</strong><br />
application of electronic data processing. Also examined are professional ethics,<br />
legal responsibility, internal control evaluation, evidence ga<strong>the</strong>ring and audit<br />
reporting. Prerequisite: Acco 322.<br />
422 Advanced Accounting (4 credits) An examination of complex areas of<br />
accounting including governmental and not-for-profit fund accounting,<br />
partnerships (organization and liquidation), and corporate combinations. Also<br />
covered is home/branch office and franchise accounting, as well as multinational<br />
corporate accounting issues Prerequisite: Acco 322.
431 Accounting Theory (3 credits) A capstone course with expanded coverage of<br />
<strong>the</strong> various trends and controversies in accounting. Current literature and <strong>the</strong><br />
views of practicing professional accountants are examined in such areas as<br />
accounting in a multinational economic environment, ethical disclosure practices<br />
and reaction to governmental regulation of accounting rules. Prerequisite: Acco<br />
322.<br />
490 Senior Thesis (3 credits) This final course requires each accounting major to<br />
write, in consultation with an accounting faculty member, a research paper which<br />
demonstrates <strong>the</strong> ability to investigate and analyze some current accounting<br />
issue/topic and effectively communicate <strong>the</strong> results of <strong>the</strong> research. The <strong>the</strong>sis<br />
integrates accounting’s conceptual framework, and should include <strong>the</strong> formulation<br />
of a hypo<strong>the</strong>sis capable of public defense. Prerequisites: Acco 322 and senior<br />
standing.<br />
Finance Courses<br />
327 Financial Management I (3 credits) Analysis of <strong>the</strong> conceptual framework of<br />
financial management, <strong>the</strong>ories and procedures relevant to <strong>the</strong> effective utilization<br />
of capital and asset management. Topics include working capital management,<br />
forecasting, capital budgeting, evaluation of sources of capital, as well as expanding<br />
previous coverage of financial statement analysis. Prerequisite: Acco 142. (SBA)<br />
328 Financial Management II (4 credits) Through use of a textbook, readings,<br />
problems and cases, <strong>the</strong> course will provide expanded coverage of <strong>the</strong> content of<br />
Financial Management I. Topics include finance <strong>the</strong>ory and <strong>the</strong> economic<br />
environment in which it is applied, forecasting, working capital management,<br />
capital budgeting, dividend policy, determination of a firm’s optimal financial<br />
structure and international finance issues. Prerequisite: Fina 327. (SBA)<br />
345 Personal Financial Planning (3 credits) Recent national debates about Social<br />
Security, healthcare and o<strong>the</strong>r issues that impinge on <strong>the</strong> economic position of<br />
every individual and family strongly suggest that careful planning is imperative for<br />
personal financial security. This course is designed to consider <strong>the</strong> various<br />
financial decisions that people ought to make and to describe some of <strong>the</strong><br />
methods for determining future financial needs. The analysis includes <strong>the</strong><br />
assessment of family net worth, credit considerations, insurance requirements, and<br />
family budgeting, with a focus on investment planning and retirement planning.<br />
Prerequisites: Fina 327.<br />
360 Investment Analysis (4 credits) This course focuses on <strong>the</strong> securities markets<br />
and analytical techniques for <strong>the</strong> valuation of securities. Topics covered include<br />
financial markets, portfolio <strong>the</strong>ory and management, valuation of financial<br />
securities, as well as <strong>the</strong> international dimensions of <strong>the</strong>se areas. Prerequisite: Fina<br />
327.<br />
381 Financial Institutions (3 credits) This course investigates <strong>the</strong> intermediary<br />
functions that financial institutions provide for savers and investors, with<br />
emphasis on <strong>the</strong> central position of banks. Financial institutions covered include<br />
insurance companies, mutual funds, and pension funds. Interest rates and <strong>the</strong> role<br />
of <strong>the</strong> Federal Reserve system are examined. Prerequisite: Fina 327. (SBA)<br />
395, 495 Internship in Finance (3 credits) This course provides opportunities to<br />
fur<strong>the</strong>r <strong>the</strong> professional career development of students. Placements are designed
to test academic concepts in a work setting and to bring practical knowledge of a<br />
functioning business back to <strong>the</strong> classroom. Prerequisites: junior or senior<br />
standing, accounting major/minor or finance minor, permission of <strong>the</strong><br />
department, and satisfactory internship qualifications.<br />
Accounting and Finance<br />
Requirements for <strong>the</strong> CPA Major include 18 courses <strong>from</strong> <strong>the</strong> following:<br />
16 Required Courses:<br />
Accounting Courses (12 courses):<br />
141 Principles of Accounting I<br />
142 Principles of Accounting II<br />
247 Managerial Accounting I<br />
310 Business Law I<br />
311 Business Law II<br />
321 Intermediate Accounting I<br />
322 Intermediate Accounting II<br />
342 Taxation I<br />
348 Statistical Analysis in Operations<br />
421 Auditing<br />
422 Advanced Accounting<br />
490 Senior Thesis<br />
Economics and Finance Courses (4 courses):<br />
301 Microeconomic Theory (Econ)<br />
302 Macroeconomic Theory (Econ)<br />
327 Financial Management I (Fina)<br />
328 Financial Management II (Fina)<br />
Note: CPA Accounting majors are exempted <strong>from</strong> prerequisites for<br />
ECON 301 & 302<br />
Two Elective Courses:<br />
The two electives can be chosen <strong>from</strong> accounting, finance, economics,<br />
management, or computer science courses.<br />
Students can double-major in economics by taking a total of 22<br />
courses if <strong>the</strong>y follow a recommended program of study. Contact <strong>the</strong><br />
department for additional information.<br />
Suggested four-year sequence for students majoring in <strong>the</strong> Accounting CPA<br />
program:<br />
Freshman Year Acco 141, 142<br />
Sophomore Year Acco 247, 321, 322 Econ 301, 302<br />
Junior Year Acco 310, 311, 342, 348, Fina 327, 328<br />
Senior Year Acco 421, 422, 490<br />
Requirements for <strong>the</strong> General Accounting Major include 12 courses <strong>from</strong> <strong>the</strong><br />
following:<br />
10 Required Courses<br />
Accounting Courses (7 courses):<br />
141 Principles of Accounting I
142 Principles of Accounting II<br />
247 Managerial Accounting I<br />
321 Intermediate Accounting I<br />
322 Intermediate Accounting II<br />
342 Taxation I<br />
490 Senior Thesis<br />
Economics Courses (2 courses):<br />
250-259 Topics in Economics (Econ)<br />
301 Microeconomic Theory (Econ)<br />
302 Macroeconomic Theory (Econ)<br />
Finance Course:<br />
327 Financial Management I (Fina)<br />
Two Elective Courses:<br />
344 Taxation II<br />
348 Statistical Analysis in Operations<br />
349 Managerial Accounting II<br />
421 Auditing<br />
422 Advanced Accounting<br />
431 Accounting Theory<br />
395, 495 Internship in Accounting<br />
Recommended Elective Courses for Alternative Accounting Tracks:<br />
Financial Accounting:<br />
421 Auditing<br />
422 Advanced Accounting<br />
431 Accounting Theory<br />
395, 495 Internship in Accounting<br />
Managerial Accounting:<br />
348 Statistical Analysis in Operations<br />
349 Managerial Accounting II<br />
395, 495 Internship in Accounting<br />
Requirements for <strong>the</strong> Accounting Minor include six courses:<br />
Four Required Courses:<br />
141 Principles of Accounting I<br />
142 Principles of Accounting II<br />
247 Managerial Accounting I<br />
321 Intermediate Accounting I<br />
Two Elective Courses, chosen <strong>from</strong> <strong>the</strong> following:<br />
322 Intermediate Accounting II<br />
342 Taxation I<br />
344 Taxation II<br />
349 Managerial Accounting II<br />
421 Auditing<br />
422 Advanced Accounting<br />
Requirements for <strong>the</strong> Finance Minor include seven courses:<br />
141 Principles of Accounting I<br />
142 Principles of Accounting II
250-259 One Econ course<br />
327 Financial Management I (Fina)<br />
328 Financial Management II (Fina)<br />
360 Investment Analysis and Financial Markets<br />
(Econ 324 Securities and Investments may be substituted)<br />
381 Financial Institutions<br />
(Econ 312 Banking and Financial Markets may be substituted)<br />
The general accounting major enhances <strong>the</strong> ability to double-major in<br />
o<strong>the</strong>r disciplines. Contact <strong>the</strong> department for additional information.<br />
Although completion of <strong>the</strong> general accounting major does not qualify<br />
students to take <strong>the</strong> CPA exam, it provides valuable information for preparing to<br />
sit for <strong>the</strong> CMA and CFM exams. Students who wish to take <strong>the</strong> CPA exam<br />
should complete <strong>the</strong> requirements of <strong>the</strong> accounting CPA major.<br />
Grades for all courses required for <strong>the</strong> major (including those <strong>from</strong> o<strong>the</strong>r<br />
departments) are used to calculate <strong>the</strong> average in <strong>the</strong> major for Departmental<br />
Distinction.
ANTHROPOLOGY<br />
Anthropology is devoted to <strong>the</strong> holistic study of humankind, understanding and<br />
explaining human beings in all of <strong>the</strong>ir diverse aspects at all times and places.<br />
Teasing out <strong>the</strong> origins of Homo sapiens <strong>from</strong> fossilized bones, discovering <strong>the</strong><br />
common humanity among different cultures, exploring why contemporary peoples<br />
do what <strong>the</strong>y do—all are part of this wide-ranging and fascinating field.<br />
Anthropology at <strong>Hartwick</strong> addresses three major sub-areas: cultural anthropology,<br />
biological anthropology and archaeology. Cultural anthropologists explore <strong>the</strong><br />
varying beliefs and practices of <strong>the</strong> world’s societies, both non-Western and<br />
Western, in contemporary and historic times. Biological anthropologists<br />
investigate <strong>the</strong> interaction of culture and biology in <strong>the</strong> evolution of and current<br />
biological diversity within <strong>the</strong> human family and our nearest relatives.<br />
Archaeologists reconstruct <strong>the</strong> ways of life of past societies by excavating and<br />
interpreting <strong>the</strong>ir artifacts and o<strong>the</strong>r material remains. Thus, anthropology bridges<br />
<strong>the</strong> natural sciences, <strong>the</strong> social sciences and <strong>the</strong> humanities.<br />
The study of anthropology can broaden students’ perspectives on and<br />
understanding of o<strong>the</strong>r people and cultures as well as <strong>the</strong>ir own. Courses in <strong>the</strong><br />
discipline are valuable components of an education designed to prepare students<br />
for a future characterized by growing social and global interdependence.<br />
Students majoring in anthropology take a core of preliminary courses in cultural<br />
and biological anthropology and archaeology followed by seminars that survey<br />
anthropology’s particularly rich historical and <strong>the</strong>oretical insights. Students may<br />
use electives to specialize in one of <strong>the</strong> three major sub-areas and in a particular<br />
culture area of <strong>the</strong> world (e.g. native North America, Africa, Europe, Asia). At <strong>the</strong><br />
philosophical level, students are guided toward an awareness of <strong>the</strong> ethnocentrism<br />
implicit in our own Western ways of thinking as well as toward a sensitivity to <strong>the</strong><br />
traditions of o<strong>the</strong>r, non-Western cultures. In addition, all students are encouraged<br />
to master <strong>the</strong> more practical anthropological skills in courses dealing directly with<br />
field, museum, lab, computer and o<strong>the</strong>r analytical methods.<br />
The department offers a number of special opportunities: a field school in<br />
archaeological excavation; off-campus programs in o<strong>the</strong>r countries; courses,<br />
training and exhibitions dealing with <strong>the</strong> many unique collections of North<br />
American Indian artifacts found in The Yager Museum; and <strong>the</strong> Hardy Chair<br />
Lecture Program featuring world-renowned anthropologists. Students especially<br />
interested in museum work can complete <strong>Hartwick</strong>’s museum studies<br />
concentration in addition to <strong>the</strong> anthropology major or minor.<br />
<strong>Hartwick</strong>’s anthropology graduates have successfully taken on a diverse range of<br />
career challenges <strong>from</strong> law and medical school, business, education, international<br />
relations and government service to archaeological excavation and doctoral<br />
programs in anthropology. They have used <strong>the</strong>ir understanding of people and<br />
<strong>the</strong>ir similarities and differences to pursue careers in museums, community<br />
relations, journalism, human resources management and social services. Whatever
<strong>the</strong>ir specific goals, however, anthropology students emerge with a conscious<br />
appreciation of and sensitivity to <strong>the</strong> critical issues of cross-cultural differences, as<br />
our society engages in increasingly intensive relationships with peoples of o<strong>the</strong>r<br />
cultures and languages.<br />
Faculty<br />
Anthropology Faculty: Connie Anderson; David Anthony; Michael Woost, chair<br />
Courses<br />
105 Introduction to Anthropology (4 credits) An introduction to anthropology<br />
and <strong>the</strong> study of human culture. Basic concepts, aims and methods of biological,<br />
archaeological and cultural anthropology. Emphasis on <strong>the</strong> origins of humankind,<br />
<strong>the</strong> relationship of <strong>the</strong> human past to present and <strong>the</strong> comparative study of<br />
contemporary cultures. Required preparatory course for anthropology majors.<br />
(NTW) (SBA)<br />
223 Cultural Anthropology (3 credits) The comparative study of cultures and<br />
societies. The nature of culture and its relation to society; patterns, similarities and<br />
differences found in material culture, language, and kinship; economic, political<br />
and religious institutions of different peoples; and <strong>the</strong>ir interpretations. Required<br />
core course for anthropology majors. Prerequisite: Anth 105. (NTW) (SBA)<br />
225 Fundamentals of Archaeology (3 credits) The systematic study of <strong>the</strong><br />
fundamental principles of method and <strong>the</strong>ory in archaeology: establishing cultural<br />
chronologies, reconstructing extinct life ways and interpreting <strong>the</strong> archaeological<br />
record. General <strong>the</strong>ory in archaeology. Contemporary archaeology. Required core<br />
course for anthropology majors. Prerequisite: Anth 105. (SBA)<br />
235 Biological Anthropology (4 credits) A review of current evolutionary <strong>the</strong>ory<br />
as it applies to <strong>the</strong> fossil evidence of human evolution; human genetics and natural<br />
selection today; genetics and environmental factors in <strong>the</strong> origin of humans;<br />
introduction to primate behavior and ecology. Required core course for<br />
anthropology majors. Lectures and laboratory. Prerequisite: Anth 105. (SBA)<br />
237 Peoples and Cultures (of selected areas) (credits vary by specific course, 3 to<br />
4 credits) Survey of peoples and cultures of different regions of <strong>the</strong> world<br />
including: Native North America, Mesoamerica, South America, Pacific Islands,<br />
Africa, <strong>the</strong> Middle East, Caribbean, American Southwest, Asia. Specific emphases<br />
vary by instructor. May be taken more than once for credit. Prerequisite: Anth<br />
105. (NTW) (SBA)<br />
239 Old World Prehistory (3 credits) A survey of major developments in Old<br />
World prehistory including: <strong>the</strong> origin of technology, food production and<br />
complex civilizations. Emphasis on Near East and Europe. (SBA)<br />
241 Native North American Prehistory (3 credits) Survey of major developments<br />
of <strong>the</strong> prehistory of North America <strong>from</strong> <strong>the</strong> peopling of <strong>the</strong> continent to <strong>the</strong><br />
arrival of Columbus. Emphasis on <strong>the</strong> origins of domestication and development<br />
of complex societies. (SBA)<br />
250 Topics in Anthropology (credits vary by specific course, 3 to 4 credits)<br />
Special topics of current interest are considered in depth. Examples: South African<br />
Culture, History and Ecology; Language and Culture; South Africa and <strong>the</strong><br />
Media; Political Anthropology; Anthropology of Development; Ethnic Conflict;
Subcultures; Contract Archaeology; Pop Archaeology; etc. More than one topics<br />
course may be taken for credit. Prerequisite: Anth 105 or as specified.<br />
305 Hunters and Ga<strong>the</strong>rers (3 credits) Comparative analysis of hunting and<br />
ga<strong>the</strong>ring societies in today’s world as well as <strong>the</strong> prehistoric past. Emphasis on<br />
specific cultural groups and environments to demonstrate diversity and continuity;<br />
examination of such societies as exemplars of “human nature.” Prerequisite: Anth<br />
105. (NTW) (SBA)<br />
307 Sex and Gender (3 credits) A critical examination of anthropological data and<br />
<strong>the</strong>ory on sex and gender, comparison of biological and social explanations,<br />
stereotyping of sex roles in different societies and <strong>the</strong> gender component in social<br />
relations. Prerequisite: Anth 105. (NTW) (SBA)<br />
322 The Anthropology of War (4 credits) Cross-cultural description of warfare<br />
and organized violence, and critical evaluation of explanations of <strong>the</strong> causes of<br />
war. Consequences of war for demography, biology and culture. Peaceful and<br />
violent means of conflict resolution. Prerequisite: Anth 105. (SBA) or (NTW)<br />
325 Material Culture Analysis in Anthropology (4 credits) Firsthand experience<br />
in laboratory and quantitative analysis and interpretation of prehistoric and<br />
contemporary ethnographic artifacts: implements of chipped stone, bone, wood,<br />
pottery, basketry, ritual objects. Three perspectives will be emphasized:<br />
technology, function and style. The behavioral and cultural implications of <strong>the</strong><br />
analyses will allow students to see for <strong>the</strong>mselves how economic, stylistic, symbolic<br />
and chronological interpretations are made <strong>from</strong> material culture. Prerequisite:<br />
Anth 105. (SBA)<br />
326 The Anthropology of Religion (3 credits) The relation of religious belief and<br />
practice to patterns of culture and society; mythology, magic, sorcery, witchcraft,<br />
sacrifice, supernatural beings, shamanism, divination, and totemism in traditional<br />
and modern societies with focus on non- Western traditions; religion and culture<br />
change. Prerequisite: Anth 105. (NTW) or (SBA)<br />
327 Psychological Anthropology (3 credits) A study of personality development<br />
in cross-cultural and historical perspective: an examination of <strong>the</strong> biosocial basis of<br />
<strong>the</strong> self; socialization patterns, life cycle characteristics and configurations of adult<br />
personality in various cultures; contrasts in primitive and modern cognitive styles;<br />
contrasts in definitions of mental health and illness. Prerequisite: Anth 105.<br />
(NTW) or (SBA)<br />
335 Third World Studies (3 credits) Studies of selected areas such as: Africa<br />
south of <strong>the</strong> Sahara, China, India, <strong>the</strong> Islamic world, Latin America, <strong>the</strong> Pacific<br />
and Sou<strong>the</strong>ast Asia. An examination of <strong>the</strong> pre-colonial kinship, economic,<br />
political and religious systems and related ecological and population patterns; <strong>the</strong><br />
impact of European expansion upon <strong>the</strong>m; <strong>the</strong> rise and fulfillment of<br />
independence movements; and contemporary political, economic, social, ecological<br />
and population patterns—all viewed in <strong>the</strong> perspective of <strong>the</strong> world as a system of<br />
interdependent societies and states. Prerequisite: Anth 105 or Soci 105. May be<br />
taken more than once for credit. (NTW) or (SBA)<br />
340 Primate Behavior and Ecology (4 credits) Comparative analysis of nonhuman<br />
primates, and application to questions of human evolution and biological<br />
bases for human behavior. Primate taxonomy, evolution and ecology are studied
for <strong>the</strong>ir relevance to primate behavior and adaptation. Prerequisite: Anth 105.<br />
(SBA)<br />
341 Cultural Ecology (3 credits) Analysis of <strong>the</strong> relationships between culture and<br />
environment: <strong>the</strong> ways in which populations adapt to and transform <strong>the</strong>ir<br />
environments; ways in which environments condition cultural development.<br />
Prerequisite: Anth 105. (NTW) or (SBA)<br />
346 Race and Human Variability (3 credits) Scientific and popular conceptions<br />
of “race.” Genetics and adaptation to environmental (and social) stress, including<br />
intense cold and heat, high altitudes and disease. Survival through natural and<br />
cultural selection. Prerequisite: Anth 105. (SBA)<br />
347 Human Evolution (3 credits) Human biological and cultural evolution <strong>from</strong><br />
5 million to 20,000 years ago: what happened, why, and what kinds of evidence<br />
are appropriate and available? A review of <strong>the</strong> evidence and <strong>the</strong> interpretations<br />
drawn <strong>from</strong> it. Prerequisite: Anth 105. (SBA)<br />
348 Anthropology of Development (3 credits) The analysis and interpretation of<br />
<strong>the</strong> historical expansion of <strong>the</strong> world economic system and its cultural<br />
foundations. The notion of development also is examined <strong>from</strong> a variety of critical<br />
perspectives. The relation of development practices to <strong>the</strong> problems currently<br />
facing <strong>the</strong> global system such as environmental degradation, population expansion,<br />
Third World debt, famine, etc., are also explored. This exploration ultimately<br />
leads to questions about whe<strong>the</strong>r prevailing notions of development have any<br />
relevance in <strong>the</strong> contemporary world system, particularly for members of <strong>the</strong><br />
underdeveloped world. Prerequisite: Anth 105. (NTW) or (SBA)<br />
350 Topics in Anthropology (credits vary by specific course, 3 to 4 credits) For<br />
description see Anth 250. 361 Medical Anthropology (3 credits) Anthropological<br />
approach to <strong>the</strong> study of health problems. The use of clinical, ecological, and<br />
ethnographic material to study <strong>the</strong> causes and effects of disease on humans. The<br />
impact of population growth and migration; human contact through time and<br />
space on societies around <strong>the</strong> world. A bridge between <strong>the</strong> health sciences and<br />
anthropology. Prerequisite: Anth 105. (SBA)<br />
387 Ethnographic Methods (4 credits) Problems, <strong>the</strong>ories and techniques of<br />
anthropological fieldwork. Students conduct field studies in <strong>the</strong> local area.<br />
Methods of building rapport with subjects. Data collection, analysis and<br />
interpretation. Cross-cultural comparisons. Class presentations. Prerequisite: Anth<br />
105.<br />
388 Classics of Anthropological Thought (3 credits) The history and integration<br />
of anthropological <strong>the</strong>ory as social science. An introduction to anthropology’s<br />
great thinkers; major issues of 19th and 20th century thought. Required core<br />
course for anthropology majors. Prerequisite: Anth 105, 223 and 237. (SBA)<br />
421 Field Research in Archaeology (4 credits) Excavation and analysis of<br />
archaeological materials. Prerequisites: Anth 105, Anth 225, or permission of<br />
instructor.<br />
487 Research Seminar/Cultural Dynamics (3 credits) Seminar focused on <strong>the</strong><br />
application of classical and modern <strong>the</strong>ories of social change and continuity. At<br />
<strong>the</strong> end of <strong>the</strong> course, each student submits a research proposal for <strong>the</strong>ir senior<br />
<strong>the</strong>sis for departmental approval. Required core course for anthropology majors.<br />
Prerequisite: Near completion of major in anthropology, especially 223 and 388.
490 Senior Thesis in Anthropology (3 credits) Student-initiated project of<br />
substantial scope done under faculty guidance. Integration of <strong>the</strong>ory, method and<br />
fact in cultural, biological or archaeological anthropology. Prerequisite: Consent of<br />
anthropology faculty supervisor.<br />
Anthropology<br />
Requirements for <strong>the</strong> major: Design a program, with <strong>the</strong> guidance of an advisor,<br />
that includes a minimum of 12 approved courses, distributed as follows:<br />
One preparatory course:<br />
105 Introduction to Anthropology<br />
Four core courses:<br />
223 Cultural Anthropology<br />
225 Fundamentals of Archaeology<br />
235 Biological Anthropology<br />
388 Classics of Anthropological Thought<br />
At least one area course, selected <strong>from</strong>:<br />
237 Peoples and Cultures of. . .<br />
239 Old World Prehistory<br />
241 Native North American Prehistory<br />
335 Third World Studies...<br />
Five additional anthropology courses, including<br />
at least two at or above <strong>the</strong> 300 level<br />
487 Research Seminar/Cultural Dynamics (must earn a minimum grade of C)<br />
490 Senior Thesis<br />
Requirements for <strong>the</strong> minor: With an advisor, design a program with a minimum<br />
of seven approved courses, distributed as follows:<br />
105 Introduction to Anthropology<br />
One area course, selected <strong>from</strong>:<br />
237 Peoples and Cultures of. . .<br />
239 Old World Prehistory<br />
241 Native North American Prehistory<br />
335 Third World Studies...<br />
223 Cultural Anthropology<br />
One additional core course, selected <strong>from</strong>:<br />
225 Fundamentals of Archaeology<br />
235 Biological Anthropology<br />
388 Classics of Anthropological Thought<br />
Two additional anthropology courses, including:<br />
At least one course at or above <strong>the</strong> 300 level<br />
Grades for all courses taken in anthropology are used to calculate <strong>the</strong> average in<br />
<strong>the</strong> major for Departmental Distinction.
Art and Art History<br />
Producing art as a means of personal expression and studying art in its historical<br />
context enriches <strong>the</strong> life of every student. Although each approach can be pursued<br />
independently, study of <strong>the</strong> links between <strong>the</strong> two provides valuable insight into<br />
our cultural roots, both Western and global. Art challenges each of us to discover<br />
and invent ways to communicate ideas through visual forms. Fur<strong>the</strong>r, art speaks to<br />
us about <strong>the</strong> past and helps us to confront <strong>the</strong> present and prepare for <strong>the</strong> future.<br />
Art encourages us to understand and explore a vast range of traditional and<br />
non-traditional ideas, materials and forms.<br />
Students may choose <strong>from</strong> two major programs: a major in art, with an emphasis<br />
in studio art, or a major in art history. Both of <strong>the</strong>se programs culminate in a<br />
Bachelor of Arts degree. The department also offers a studio minor, an art history<br />
minor and a minor in documentary photography. A special interdisciplinary minor<br />
in graphic communications is available for students interested in <strong>the</strong> practical<br />
application of art to communications. Please refer to Graphic Communications<br />
Minor.<br />
The major in art includes core courses in studio art and art history, which are to<br />
be taken during <strong>the</strong> first two years. In addition to <strong>the</strong> core program, <strong>the</strong> studio art<br />
emphasis includes upper-level work in art history and concentrations in two of <strong>the</strong><br />
following studio areas: painting, drawing, ceramics, photography, printmaking,<br />
sculpture, glassblowing and visual communications. Special opportunities to study<br />
letterpress and book arts are available as well.<br />
During <strong>the</strong> second year, declared art majors participate in <strong>the</strong> sophomore review,<br />
which helps <strong>the</strong>m assess <strong>the</strong>ir individual progress and goals within <strong>the</strong> major. The<br />
core courses in studio art must be completed successfully before <strong>the</strong> student<br />
majoring in art may participate in <strong>the</strong> Junior Review, a one-week exhibition with<br />
group critique held in Foreman Gallery, Anderson Center for <strong>the</strong> Arts. Successful<br />
completion of <strong>the</strong> Junior Review is required before an art major may begin <strong>the</strong><br />
senior project. Junior Review is scheduled for Spring Term; students considering a<br />
full junior year abroad may petition <strong>the</strong> department by spring of <strong>the</strong>ir sophomore<br />
year to postpone <strong>the</strong>ir Junior Review to fall of <strong>the</strong>ir senior year. The senior<br />
project, an exhibition of original works, normally earns four credits and is held in<br />
<strong>the</strong> Foreman Gallery at <strong>the</strong> end of <strong>the</strong> Spring Term senior year.<br />
The major in art history is designed for <strong>the</strong> student interested in researching and<br />
writing about <strong>the</strong> history of ideas through <strong>the</strong> study of works of art and <strong>the</strong>ir<br />
makers. This program includes three core art history survey courses, normally<br />
taken in <strong>the</strong> first three terms. The surveys serve as <strong>the</strong> foundation for six<br />
additional art history courses required for <strong>the</strong> major, which introduce <strong>the</strong> student<br />
to <strong>the</strong> discipline of art history through an investigation of a variety of historical<br />
styles, techniques and ideas. Art history majors also are required to take two studio<br />
arts courses; this hands-on experience enables <strong>the</strong> student to directly engage skills
and concepts used by artists, and to understand how different materials and tools<br />
affect <strong>the</strong> creative process. Art history majors will also need to achieve reading<br />
competency in ei<strong>the</strong>r French or German. This can generally be achieved through a<br />
two-course beginning language sequence.<br />
A required senior seminar, which includes <strong>the</strong> senior <strong>the</strong>sis, is held in <strong>the</strong> fall and<br />
spring of <strong>the</strong> senior year and consists of original art historical research. In <strong>the</strong><br />
spring of <strong>the</strong> senior year, students, through an oral presentation, present <strong>the</strong>ir<br />
research to <strong>the</strong> art and art history faculty.<br />
The department also offers a varied schedule of art events, including visiting artist<br />
and art historian lectures, art films and art exhibitions, which are designed as part<br />
of <strong>the</strong> student’s education. Studio and art history majors are required by<br />
department policy to attend out-of-class events sponsored by <strong>the</strong> department. All<br />
seniors in both majors are required to attend <strong>the</strong> art history <strong>the</strong>sis presentation<br />
and <strong>the</strong> reception for <strong>the</strong> senior project in art exhibition.<br />
A number of special study opportunities offered by <strong>the</strong> department fur<strong>the</strong>r enrich<br />
<strong>the</strong> art program at <strong>Hartwick</strong>. Individualized instruction in studio classes gives<br />
students <strong>the</strong> opportunity to work closely with professional artists. The full-time<br />
faculty is joined each semester by resident artists-specialists who teach courses in<br />
such areas as glassblowing, graphic design, letterpress and drawing-and by<br />
prestigious visiting artists who conduct occasional workshops or lectures. Past<br />
visiting artists have included Kay WalkingStick, Duane Michaels, Michael Pestel,<br />
and Sandy Skoglund.<br />
O<strong>the</strong>r special opportunities include department-sponsored study programs in<br />
Europe and New York City. In addition, students may do advanced work or<br />
independent study with a professional in a medium or area of special interest.<br />
They also may intern with professional artists or art historians in a variety of fields<br />
including book illustration, advertising, photojournalism, gallery and museum<br />
management, and art history research. Students interested in curating exhibitions<br />
for museums or galleries are encouraged to gain experience through<br />
internships supervised by appropriate department faculty, or by taking museum<br />
studies courses offered through Yager Museum. Students are encouraged to<br />
consider completing <strong>the</strong> interdisciplinary Museum Studies Minor.<br />
In addition, Round House Press offers students <strong>the</strong> opportunity to develop<br />
professional skills in fine arts printing.<br />
All majors in <strong>the</strong> department take courses in o<strong>the</strong>r disciplines as part of <strong>the</strong>ir<br />
liberal arts and sciences education. The background and experience gained by<br />
students of art and art history at <strong>Hartwick</strong> has enabled <strong>the</strong>m to begin careers in a<br />
wide range of art-related fields. O<strong>the</strong>rs pursue graduate study at such institutions<br />
as Otis Art Institute, Columbia University, Rochester Institute of Technology,<br />
Syracuse University, Washington University, Pratt Institute, Rutgers University<br />
and <strong>the</strong> State University of New York at Albany.
Potential studio art majors are required to submit a portfolio for review, ei<strong>the</strong>r as<br />
prospective students applying for admission to <strong>the</strong> <strong>College</strong>, or later as<br />
“undeclared” students selecting a major course of study.<br />
Faculty<br />
Art and Art History Faculty: Gloria Escobar, chair; Elizabeth Ayer, Fiona<br />
Dejardin; Roberta Griffith; Katharine Kreisher; Cary Peppermint; Leesa<br />
Rittelmann; Terry Slade; Phil Young<br />
Resident Artists: Danielle Boudet, Erik Halvorson, Jo Mish, Elizabeth Nields<br />
Courses<br />
The courses described below, open to both majors and non-majors, offer<br />
instruction in studio art and art history <strong>from</strong> introductory to advanced levels. All<br />
students are invited to enroll in 100-level courses as well as certain introductory<br />
courses in art history (203, 204, 206, 207, 209), printmaking (231, 233, 331),<br />
photography (241) and ceramics (270, 271), for which previous studio or art<br />
history is helpful, but not required. For some introductory studio courses in<br />
painting and sculpture (221 and 262), students may request <strong>the</strong> instructor’s<br />
permission to waive prerequisites. Those who are nei<strong>the</strong>r majoring nor minoring<br />
in art also may take upper-level courses when <strong>the</strong>y have fulfilled <strong>the</strong> prerequisites.<br />
Certain drawing courses (212, 217) can be repeated at <strong>the</strong> 300 level with<br />
permission of <strong>the</strong> instructor to fulfill <strong>the</strong> intermediate level in <strong>the</strong> drawing<br />
concentration. Students may repeat certain advanced courses up to three times<br />
each: 421, 431, 441, 461, 471, 481.<br />
102 World Art History I: Ancient Art (3 credits) This course surveys major<br />
monuments in architecture, painting, sculpture in Western Europe, <strong>the</strong> Near East,<br />
Egypt, China, India and <strong>the</strong> Americas <strong>from</strong> prehistory through 1000 C.E. Using a<br />
chronological framework, students are introduced to <strong>the</strong> fundamentals of art<br />
history, including developing skills in formal analysis, iconography, and <strong>the</strong><br />
comparative method. Emphasis will be on <strong>the</strong> social, political and cultural context<br />
of objects. Suitable for non-majors. (CPA or NTW)<br />
103 World Art History II: Middle Periods (10th-17th Centuries) (3 credits) As a<br />
continuation of Art 102, this course surveys <strong>the</strong> major monuments of art history<br />
<strong>from</strong> 1000 C.E. through <strong>the</strong> 17th century. Architecture, painting, sculpture and<br />
printmaking created in countries and cultures throughout <strong>the</strong> world, including<br />
Japan, China, Islam, Africa, <strong>the</strong> Americas and Western Europe are investigated.<br />
This course introduces students to art historical methods, concepts and definitions<br />
and stresses <strong>the</strong> relation of objects to <strong>the</strong>ir political, social and cultural context.<br />
Suitable for non-majors. (CPA or NTW)<br />
104 World Art History III: Art of <strong>the</strong> Modern World (3 credits) This course<br />
explores <strong>the</strong> history of modern Europe and <strong>the</strong> U.S. with an emphasis on <strong>the</strong><br />
west’s aes<strong>the</strong>tic and cultural exchanges with Africa, Japan, and Mexico <strong>from</strong> 1750<br />
to 1950. Art of <strong>the</strong> Modern World introduces students to all modern media<br />
including photography and performance art and especially addresses issues of race,
class, and gender as <strong>the</strong>y relate to <strong>the</strong> production and reception of art objects. This<br />
course introduces students to art history as a discipline by focusing on art<br />
historical methods and approaches. Suitable for non-majors. (CPA or NTW)<br />
113 Drawing 1 (2credits) Using black and white media as well as color paint,<br />
students work on advanced skills and development of content in drawing during<br />
this seven-week course. Because <strong>the</strong> formal elements (line, shape, value, texture,<br />
color, etc.) are investigated more deeply, emphasis is placed upon creative pursuit<br />
of compositional variety, visual cohesiveness, and <strong>the</strong> significant issues of<br />
content. Images and issues <strong>from</strong> a wide range of cultural, historical, and<br />
contemporary contexts are examined. Professional presentation of completed work<br />
is included. This is a core course offered for art majors. Those who declare later<br />
should take Art 111 as soon as possible in <strong>the</strong>ir academic career. (CPA) A section<br />
of this course is offered as a FYS for incoming declared majors as a core course<br />
and it should be taken in combination with Art 115 2-D Design and Art 250:<br />
ArtNow.<br />
115 2-Dimensional Design (2credits) Using black and white media as well as<br />
color paint, students explore basic concepts in 2D design during this 7 weeks<br />
course. The formal elements, <strong>the</strong>ir qualities and interactions (line, shape, value,<br />
texture, mass, color, pictorial space, etc.) are investigated in <strong>the</strong> creative pursuit of<br />
compositional variety, visual cohesiveness, and issues of meaningful content.<br />
Images and issues <strong>from</strong> a wide range of perceptual, cultural, historical, and<br />
contemporary contexts will be examined. Recommended for non-majors or those<br />
with little previous experience as well as those who declare <strong>the</strong> studio major after<br />
<strong>the</strong>ir first semester at <strong>Hartwick</strong>. (CPA) A section of this course is offered as a<br />
FYS for incoming declared majors as a core course and it should be taken in<br />
combination with Art 113 Drawing 1 and Art 250: ArtNow.<br />
114 Drawing II (2 credits) Students continue to explore <strong>the</strong> possibilities of drawing<br />
materials, using major subjects such as still life, interior space, landscape, and <strong>the</strong> figure.<br />
Although <strong>the</strong> basic elements of picture-making (line, shape, value, color, texture, mass)<br />
receive due consideration, emphasis is placed on <strong>the</strong> development of composition, subject<br />
matter and ideas in order to seek a balance between <strong>the</strong> advance of technical skills and <strong>the</strong><br />
development of content. Professional presentation of finished drawings will be included.<br />
Recommended for students with previous drawing experience. Prerequisite Art 113 (CPA<br />
when at least 3 credits are achieved) texture, color, and pictorial space). The course<br />
emphasizes solving problems creatively by employing compositional variety and<br />
cohesiveness. Open to students with art backgrounds or previous experience. (CPA when<br />
3 credits are achieved)<br />
118 Web Development/Portfolio (4 credits) This course is intended to provide<br />
<strong>the</strong> opportunity for students to produce a complete Web site that will<br />
aes<strong>the</strong>tically present <strong>the</strong> work <strong>from</strong> <strong>the</strong>ir college career. The course will involve<br />
readings in contemporary Web thinking, addressing Web culture, business and<br />
future uses, training in <strong>the</strong> latest version of Macromedia Dreamweaver,<br />
deployment of individual Web sites, and training in <strong>the</strong> ongoing management of<br />
<strong>the</strong> site.<br />
165 3-Dimensional Design This course is an introduction to basic elements of design in 3<br />
dimensions. The students will explore <strong>the</strong> use of line, mass, volume, implied motion, color<br />
and o<strong>the</strong>r design elements using wire, wood, plaster and mixed media construction. To
accomplish <strong>the</strong>se goals <strong>the</strong> students will be introduced to concept development using<br />
drawing and research, a variety of sculptural construction processes and safe use of basic<br />
hand and power tools.<br />
203 Arts of <strong>the</strong> Americas (3 credits) This course surveys <strong>the</strong> arts of <strong>the</strong> Americas<br />
<strong>from</strong> prehistory through <strong>the</strong> present. The course emphasizes <strong>the</strong> native arts of <strong>the</strong><br />
Americas in <strong>the</strong> broadest sense by examining <strong>the</strong> work of native cultures,<br />
immigrant cultures with special attention to Latino art, and <strong>the</strong> dominant white<br />
culture after <strong>the</strong> 15th century. Hence <strong>the</strong> course contrasts Western arts with non-<br />
Western art in order to show how different cultures make art for very different<br />
reasons. The course, like <strong>the</strong> o<strong>the</strong>r art history surveys, addresses art historical<br />
methods and approaches, definitions and concepts. Suitable for non-majors. (CPA<br />
or NTW)<br />
204 Women and Art (3 credits) This course studies women’s various roles in <strong>the</strong> history<br />
of western and non-western art with special emphasis placed upon underlying issues of<br />
racism and sexism in <strong>the</strong> modern and contemporary eras. Although it focuses on women as<br />
artistic producers, it also addresses <strong>the</strong> way in which women have been imaged by men.<br />
Various art historical approaches are applied in order to examine <strong>the</strong> cultural, economic,<br />
political, and social restrictions that have shaped women’s relationship to <strong>the</strong> visual arts in<br />
<strong>the</strong> past 200 years. (CPA or WHS)<br />
206 History of Chinese Imperial Art (3 credits) The survey of Chinese Imperial<br />
Art begins with Shang Dynasty pottery and bronzes <strong>from</strong> <strong>the</strong> second millennium<br />
BCE and continues through 1912 and <strong>the</strong> fall of <strong>the</strong> Ch’ing Dynasty. Chinese<br />
history, literature and religion will be discussed in order to explain <strong>the</strong> works of<br />
art, <strong>the</strong>ir meaning and <strong>the</strong> society in which <strong>the</strong>y were produced. Open to all<br />
students. (NTW)<br />
207 History of Modern Photography (3 credits) This lecture course examines key<br />
developments in <strong>the</strong> history of photography <strong>from</strong> its invention in 1839 to <strong>the</strong> rise of<br />
postmodernism in <strong>the</strong> 1970s. Arranged chronologically, <strong>the</strong> course examines recurrent<br />
debates in modern Europe and <strong>the</strong> U.S. regarding photography’s dual status as an<br />
expressive fine art medium and objective historical document. It likewise charts ongoing<br />
aes<strong>the</strong>tic disputes between proponents of “straight,” unmediated photographic production<br />
and those who champion <strong>the</strong> beauty of <strong>the</strong> manipulated image. (CPA)<br />
209 The History of Architecture (3 credits) The course is designed to address<br />
major architectural developments in world architecture with a concentration on<br />
Western architecture. Students examine <strong>the</strong> monuments in a cultural, social and<br />
political context. Open to all students. (CPA)<br />
212 Drawing/The Figure (4 credits) Drawing <strong>from</strong> <strong>the</strong> human form, students<br />
interpret <strong>the</strong> structure, anatomy, movement, mass, volume, and weight of <strong>the</strong><br />
human figure in various two-dimensional media, emphasizing expressive and<br />
design elements. Offered alternate years. Prerequisite: Art 113 and 114 or by<br />
permission of <strong>the</strong> instructor. This course is an alternative core requirement for<br />
studio art majors. Can be taken at <strong>the</strong> 300-level with permission of <strong>the</strong> instructor<br />
to fulfill intermediate level in drawing sequence for students concentrating in<br />
drawing.<br />
213 Visual Communication I (4 credits) This course will involve <strong>the</strong> introduction<br />
to and study of typographic history and conventions as well as an introduction to<br />
<strong>the</strong> use of several computer applications for <strong>the</strong> manipulation of typographic
forms. The course also will introduce <strong>the</strong> semiotics of images and will explore <strong>the</strong><br />
relationships between typography and imagery. Projects are designed to study<br />
typographic structure, effective usage, logotype, iconic and indexical imagery.<br />
Prerequisite: Art 113 and 115 Drawing and 2-Dimensional Design.<br />
214 Papermaking Workshop (4 credits) Students make images on and with<br />
handmade paper. Diverse techniques of manipulating handmade paper are<br />
explored: sheet-forming, laminations, use of vacuum table, casting and spraying of<br />
three-dimensional forms, and handmade paper books. Students are expected to<br />
produce both individual works and editions. Offered alternate years. Prerequisite:<br />
Art 113 and 115 or permission of <strong>the</strong> instructor. (CPA)<br />
215 Illustration (4 credits) This course focuses on <strong>the</strong> creation of provocative<br />
visual images that are able to compete in <strong>the</strong> commercial market. It begins with<br />
analyses of illustrators past and present and proceeds to outline professional<br />
methods for executing and presenting work. Through exposure to a variety of<br />
media and techniques, practical studio assignments, slide presentations and field<br />
trips, students ga<strong>the</strong>r <strong>the</strong> knowledge and experience to prepare <strong>the</strong>m for<br />
employment in <strong>the</strong> field. Also covered are methods of production, avenues for<br />
expression and preparation of one’s resumé and portfolio. Appropriate for<br />
students with drawing and/or painting skills seeking commercial direction to<br />
market <strong>the</strong>ir talents, as well as fur<strong>the</strong>r development of basic skills. Prerequisites:<br />
Art 113 or 115. Offered infrequently. Can be used as one of <strong>the</strong> courses in <strong>the</strong><br />
drawing concentration with special permission.<br />
216 Visual Communication II (4 credits) This course introduces visual<br />
communication design as a problem-solving process. Emphasis will be placed on<br />
research, concept development, and teamwork, as exhibited in <strong>the</strong> mid-term and<br />
final projects. Contemporary visual culture is referenced to stimulate creation of<br />
projects that address specific problems in <strong>the</strong> general categories of publication,<br />
poster, logotype and image design. Prerequisite: Vis Com I.<br />
217 Drawing/Works on Paper (4 credits) Working with paper as a surface to<br />
receive drawings and as a design material in itself, students explore new media and<br />
more advanced concepts. Course focuses on investigations into contemporary<br />
issues, and includes some drawing <strong>from</strong> <strong>the</strong> figure and o<strong>the</strong>r sources, with a goal<br />
of developing stronger and more personal visual statements. Students may work<br />
on projects that integrate o<strong>the</strong>r techniques such as printmaking, photography,<br />
illustration, papermaking, etc. Prerequisite: Art 113 and 115, or by permission<br />
of instructor. Course is an alternative core requirement for studio art majors. Can<br />
be taken at <strong>the</strong> 300-level with permission of instructor to fulfill intermediate level<br />
in drawing sequence for students concentrating in drawing.<br />
221 Painting: Acrylics (4 credits) This course examines <strong>the</strong> fundamentals of painting as a<br />
language, utilizing a wide range of acrylic possibilities and surfaces. Explorations will<br />
include <strong>the</strong> use of mediums and gels, flow release, molding pastes, and o<strong>the</strong>r experimental<br />
inclusions. Students will work <strong>from</strong> observation and conceptually-based assignments to<br />
expand <strong>the</strong>ir personal use of this versatile medium. Prerequisite: Art 113 and 115.<br />
222 Painting: Oils (4 credits) This course, based primarily on <strong>the</strong> use of oils, offers<br />
instruction in a range of materials and techniques <strong>from</strong> early Western historical processes<br />
to <strong>the</strong> present. Various supports, scales, color and o<strong>the</strong>r formal elements are examined in<br />
light of compositional explorations and development of content. By means of direct
observations (e.g. <strong>the</strong> figure) and o<strong>the</strong>r conceptual problems, students begin to examine <strong>the</strong><br />
possibilities of this painting medium in <strong>the</strong> expression of personal statements. Examples<br />
are taken <strong>from</strong> different cultural, historical, and contemporary settings. Prerequisite Art<br />
221 or by permission.<br />
223 Painting: Watercolor and Gouache (4 credits) Students explore a variety of waterbased<br />
painting techniques and conceptual ideas to expand <strong>the</strong>ir understanding of <strong>the</strong>se<br />
painting media. Materials include watercolor, gouache, and water-soluble pencils and<br />
crayons. Offered alternate years. Prerequisite: Art 113, 114, 115 with permission of<br />
instructor.<br />
231 Printmaking: Relief (2 credits) Students learn <strong>the</strong> Relief process (linoleum and<br />
woodblock) in this seven-week course. An introduction to letterpress encourages <strong>the</strong>m to<br />
combine text and image. Editions (limited series of identical prints on paper) are required.<br />
There is no prerequisite but drawing or design experience is strongly encouraged. (CPA<br />
when at least 3 credits are completed)<br />
233 Printmaking: Intaglio (2 credits) Students learn <strong>the</strong> Intaglio process (drypoint and<br />
etching on inked metal plates) in this seven-week course. Collagraphs and unique<br />
monoprints may be included as experimental projects. There is no prerequisite but drawing<br />
or design experience is strongly encouraged. (CPA when at least 3 credits are completed)<br />
234 Printmaking: Lithography (2 credits) Students learn <strong>the</strong> lithographic process (Litho<br />
stones and plates) in this seven-week course. Editions (limited series of identical prints on<br />
paper) are required. There is no prerequisite but drawing or design experience is strongly<br />
encouraged. (CPA when at least 3 credits are completed)<br />
235 Printmaking: Silkscreen (2 credits) Students learn <strong>the</strong> Screen-printing process (direct<br />
and indirect emulsions) in this seven-week course. Introduction to textile printing is<br />
included. Editions (limited series of identical prints on paper) are required. There is no<br />
prerequisite but drawing or design experience is strongly encouraged. (CPA when at least 3<br />
credits are completed.)<br />
241 Photography I (4 credits) Students learn <strong>the</strong> fundamentals of camera<br />
handling, film development, and black and white printing. The emphasis of <strong>the</strong><br />
course is on decision-making, image-making and <strong>the</strong> development of ideas.<br />
Students provide <strong>the</strong>ir own 35mm cameras with variable aperture and shutter<br />
speed. Yellow and red filters are recommended, and flash may be used. For majors<br />
and non-majors. No prerequisite, but Art 113 and 115 are recommended. (CPA)<br />
250 Topics in Art (3 or 4 credits depending upon course) The topic is announced prior<br />
to registration. Previous topics have included “History of <strong>the</strong> Print,” “Commercial<br />
Photography,” and “20 th Century Black Art and Visual Culture.” Offered occasionally.<br />
Prerequisites depend on <strong>the</strong> topic. Please see schedule for current offerings and curriculum<br />
XXI designations.<br />
262 Sculpture I (4 credits) The course teaches basic skills in sculptural processes<br />
and introduces students to <strong>the</strong> language and concepts associated with sculpture.<br />
Students make sculptures using <strong>the</strong> following processes: modeling (clay, wax and<br />
plaster), carving, mold-making (plaster, silicone and latex), metal fabrication and<br />
lost wax bronze casting. Prerequisite: Art 165.<br />
264 Foundry (4 credits) The focus of this course is to explore and execute<br />
sculptural forms cast in bronze using <strong>the</strong> ancient technique of lost wax casting. All<br />
students participate in foundry operating procedures. (CPA)
270 Worldwide Ceramics (4 credits) Students study and research selected<br />
examples of functional and non-functional ceramics and clay artifacts <strong>from</strong><br />
different countries and cultures, dating <strong>from</strong> 4500 BCE to contemporary times.<br />
The focus of <strong>the</strong> course is on Pre-Colombian hand-built ceramics <strong>from</strong> Mexico,<br />
Central America and South America; works <strong>from</strong> China and Japan, and Native<br />
American ceramics also are studied. Besides studying <strong>the</strong> works <strong>from</strong> a historical<br />
point of view, students actually make, decorate and fire ceramic hand-built forms,<br />
which replicate those examined in <strong>the</strong> lectures. Several field trips complete <strong>the</strong><br />
course. Open to all students. (NTW)<br />
271 Ceramics I (4 credits) The plastic characteristics of clay are explored through<br />
experiments in construction, throwing on <strong>the</strong> potter’s wheel, hand building and<br />
o<strong>the</strong>r means of fabrication. Students experiment with mass, color, and texture in<br />
functional and non-functional objects. Participants learn to operate kilns and to<br />
maintain <strong>the</strong> studio and <strong>the</strong> equipment. (CPA)<br />
276 Glass I (4 credits) This course focuses on <strong>the</strong> introduction of glass as a material for<br />
artistic expression, as well as elementary technical skills for working with hot glass.<br />
Students will be introduced to <strong>the</strong> basics of glass blowing, <strong>the</strong> history of glass, and o<strong>the</strong>r<br />
processes used in glass making. Aes<strong>the</strong>tic and conceptual ideas associated with object<br />
making will be presented and discussed. Students will explore <strong>the</strong> properties of molten<br />
glass to develop basic skills and to begin to discover <strong>the</strong> possibilities of personal<br />
expression. Prerequisite Art 165 or equivalent and permission of instructor.<br />
301 Greek & Roman Art History (3 credits) The study of ancient art begins with<br />
Bronze Age civilizations <strong>from</strong> around <strong>the</strong> Aegean Sea and continues to <strong>the</strong> age of<br />
Constantine, around C.E. 315. Course content includes architecture, painting,<br />
sculpture, ceramics and minor arts, all studied in relation to <strong>the</strong> philosophies and<br />
histories of <strong>the</strong> civilizations that produced <strong>the</strong>m. Offered alternate years. (WHS<br />
or CPA)<br />
302 Medieval Art History (3 credits) The course assesses iconographic and<br />
stylistic developments in Christian art <strong>from</strong> <strong>the</strong> Late Antique/Early Christian<br />
period through Romanesque and Gothic. Monuments <strong>from</strong> Western Europe as<br />
well as Byzantine and Islamic art forms will be examined. Documenting changes in<br />
architectural principles, in elaborate pictorial programs and in preferences for<br />
certain media serves as evidence for understanding <strong>the</strong> particular circumstances<br />
surrounding <strong>the</strong> execution of <strong>the</strong> works. Offered alternate years. Prerequisite: Art<br />
102 or Art 103.<br />
303 Italian Renaissance Art History (3 credits) The study of Renaissance art in<br />
Italy includes <strong>the</strong> Proto-Renaissance of Tuscany, <strong>the</strong> early Renaissance in<br />
Florence, and <strong>the</strong> arts of <strong>the</strong> High Renaissance in Rome and Nor<strong>the</strong>rn Italy.<br />
Course content includes works by Giotto, Brunelleschi, Leonardo da Vinci,<br />
Michelangelo and Titian. Their art, and o<strong>the</strong>rs, will be explored in <strong>the</strong> context of<br />
concurrent social, religious and artistic developments. Offered alternate years.<br />
Prerequisite: Art 103.<br />
304 Baroque Art History (3 credits) This course explores concepts of <strong>the</strong> baroque<br />
in its broadest sense through <strong>the</strong> investigation of recurring ideas, <strong>the</strong>mes and<br />
media. Major 17th and 18th century artists such as Bernini, Caravaggio,<br />
Rembrandt, Rubens, Poussin, Velasquez, Vermeer and Watteau are included in<br />
<strong>the</strong> course content. Works of art of astonishing variety document not only
contemporary artistic trends but also advances in philosophy, science, economics<br />
and <strong>the</strong> development of <strong>the</strong> modern state. Offered alternate years. Prerequisite: Art<br />
103.<br />
305 19th Century Art History (3 credits) This course begins in <strong>the</strong> 18th century<br />
with <strong>the</strong> French Revolution and proceeds to explore <strong>the</strong> major art movements of<br />
Neo-Classicism, Romanticism, Realism and Impressionism while emphasizing <strong>the</strong><br />
breakdown of tradition that paves <strong>the</strong> way for 20th century modernism. Artists<br />
and <strong>the</strong>ir works are studied within <strong>the</strong> context of social, political, technological<br />
and aes<strong>the</strong>tic developments. Offered alternate years. Prerequisite: Art 104. (WHS)<br />
306 20 th Century Art History (3 credits) The course begins in <strong>the</strong> 1880s and<br />
concentrates on <strong>the</strong> vast variety of “isms” that occur in <strong>the</strong> first half of <strong>the</strong> 20th<br />
century. From Fauvism through Abstract Expressionism, <strong>the</strong> course covers <strong>the</strong><br />
work of such artists as Matisse, Picasso, Duchamp, Kahlo, Dali and Pollock,<br />
among o<strong>the</strong>rs. All artistic movements are studied within <strong>the</strong>ir social, political and<br />
cultural contexts. Prerequisite: Art 104. (WHS)<br />
307 Off-Campus Study in Art History or Studio (4 or 5 credits) Students study<br />
various topics on location, for example: The Art of Rome and Florence or Espana<br />
Encantadora (offered January Terms). Prerequisites depend on <strong>the</strong> topic.<br />
Permission of instructor required for enrollment.<br />
312 Drawing/Works on Paper (4 credits) Students continue to improve skills<br />
acquired in Drawing and 2-Dimensional Design. Assignments focus on exploring<br />
new media and more advanced concepts of working with paper. Students work<br />
toward integrating materials and techniques with concepts and formal ideas.<br />
Prerequisites: Art 113, 114 or 112 and 212 or 217 and/or permission of<br />
instructor.<br />
316 Visual Communication III (4 credits) This course introduces experience<br />
design. This study of <strong>the</strong> design of interactive media involves research into specific<br />
project requirements, compilation and co-editing of information, organization of<br />
information flow, visual interface design including interactive animation and<br />
digital audio. Page loading efficiencies are addressed through typographic controls<br />
as well as image manipulation and optimization. The course will culminate in <strong>the</strong><br />
production and publication of a complex Web site. Prerequisite: Vis Com II.<br />
May be repeated for additional credit, addressing additional interactive digital<br />
media.)<br />
321 Painting II (4 credits) Students continue to develop skills learned in Art<br />
221and/or 222, and <strong>the</strong>y are encouraged to clarify and cultivate emerging<br />
personal approaches to painting while continuing to experiment. Work can be<br />
done in a variety of media such as oils and acrylics. Prerequisite: Art 221 or 222<br />
or by permission of instructor.<br />
341 Photography IIA: Black and White (2 credits) This half-semester intensive<br />
intermediate course allows <strong>the</strong> student to expand skills in traditional black and<br />
white photography using a straightforward or documentary approach. Projects<br />
include archival fiber-based printing, 4x5 camera and some studio work. Prerequisite<br />
Art 111 or 112, and Art 241 342 Photography IIB: Manipulated Image<br />
(2 credits) This half-semester intensive intermediate course includes an<br />
introduction to some processes by which <strong>the</strong> artist alters an original black and<br />
white image or simply “draws with light.” Projects include collage, photogram,
pinhole, ortho film, solarization, cyanotype, painted photograph, and more. Prerequisite<br />
Art 113 and 115, and Art 241.<br />
342 Photography IIB: Manipulated Image (2 credits) This half-semester intensive<br />
intermediate course includes an introduction to some processes by which <strong>the</strong><br />
artist alters an original black and white image or simply “draws with light.”<br />
Projects include collage, photogram, pinhole, ortho film, solarization, cyanotype,<br />
painted photograph, and more. Prerequisite Art 113 and 115, and Art 241.<br />
343 Photography IIC: Color (2 credits) This half-semester intensive course allows<br />
<strong>the</strong> student to explore color in photography through a variety of means which may<br />
include color negatives, color slides, printing using chemical processing, digital<br />
printing and hand-tinting. Prerequisite Art 111 or 112, and Art 241.<br />
350 Topics in Art (3 or 4 credits depending on <strong>the</strong> course) The art history or<br />
studio topic is announced prior to registration. Previous courses have dealt with<br />
subjects such as Impressionism, jewelry and metalsmithing, and photoprintmaking.<br />
Offered occasionally. Prerequisites depend on <strong>the</strong> topic. Permission<br />
of instructor required for enrollment. Please see schedule for current offerings.<br />
361 Sculpture II (4 credits) Students continue to explore basic sculptural<br />
methods. Emphasis is placed on realizing sound three-dimensional concepts,<br />
experimenting with diverse materials and improving skills. Traditional and<br />
contemporary sculptural concepts involving construction, mixed media and<br />
environmental works are presented. Students are encouraged to manipulate various<br />
materials such as wood, metal, plaster, clay, fiber, etc. Prerequisite: Art 262.<br />
371 Ceramics II (4 credits) Students continue to experiment with <strong>the</strong> plastic<br />
characteristics of clay learned in Ceramics I (271) or Worldwide Ceramics (270),<br />
or Ceramic Workshop (TIA 250). Advanced methods of construction, throwing<br />
and o<strong>the</strong>r means of fabrication are employed to create both functional and nonfunctional<br />
objects. Along with research and experiments in glazing, students work<br />
on a more advanced level in kiln firing procedures and in maintenance of <strong>the</strong><br />
equipment and studio. Prerequisites: Art 165 and Art 271, or Art 270.<br />
376 Glass II (4 credits) Students continue to explore glass-making possibilities with <strong>the</strong><br />
introduction of more advanced glass-making techniques. Emphasis is placed on refining<br />
form and simplifying ideas to fully understand and clarify concepts. Students will be<br />
encouraged to continue to develop personal expression. They will also be required to<br />
demonstrate an understanding of more advanced skills and procedure as well as to monitor<br />
and assist with equipment and studio maintenance. Prerequisite: Glass I and permission of<br />
instructor.<br />
377 Glass III (4 credits)<br />
401 Nor<strong>the</strong>rn Renaissance Art History (3 credits) The art of <strong>the</strong> 15 th and 16th<br />
centuries in <strong>the</strong> Ne<strong>the</strong>rlands and Germany represents a transitional period between<br />
<strong>the</strong> Middle Ages and <strong>the</strong> Baroque. The course traces shifts in patronage and <strong>the</strong><br />
status of <strong>the</strong> artist, along with new developments in media (oil painting, graphics).<br />
From van Eyck to Bruegel, differing artistic expressions reflect <strong>the</strong> move to <strong>the</strong><br />
modern world. Offered alternate years. Prerequisite: Art 103.<br />
402 Art: 1945 to <strong>the</strong> Present (3 credits): This course addresses some of <strong>the</strong> critical issues<br />
in <strong>the</strong> history of art <strong>from</strong> <strong>the</strong> mid-20 th century to <strong>the</strong> present. It explores a range of<br />
traditional and newer media including painting, sculpture, photography, architecture,<br />
film/video, performance, and installation art. The first half of <strong>the</strong> courses analyzes mid-
century movements like Abstract Expressionism, Minimalism, Pop Art, and Conceptual<br />
Art. The second half of <strong>the</strong> course addresses <strong>the</strong> ways in which <strong>the</strong>se earlier movements<br />
have been challenged, refuted, and transformed over <strong>the</strong> last twenty years by artists of <strong>the</strong><br />
Postmodern and Post-photographic eras. Prerequisite: Art 104.<br />
421 Painting III (4 credits) Students work toward evolving personal, individual<br />
approaches to painting on an advanced level. The imaginative manipulation of<br />
formal ideas and concepts is emphasized. Philosophical and <strong>the</strong>oretical issues<br />
about painting are addressed. Can be repeated as Painting IV. Prerequisite: Art<br />
321.<br />
431 Printmaking III (4 credits) Each participant selects one of <strong>the</strong> major<br />
printmaking methods as a means to create images. Instruction emphasizes<br />
individual concerns. Students are expected to produce portfolios, which<br />
demonstrate advanced levels of both technical and aes<strong>the</strong>tic expertise. Can be<br />
repeated as Printmaking IV. Prerequisites: Art 113 and 115 and Art 231 or 331.<br />
441 Photography III: Portfolio (4 credits) In this advanced full-semester course,<br />
each student explores a unified personal vision by proposing and completing a<br />
<strong>the</strong>matic project that culminates in an exhibition quality portfolio. Art 441 can be<br />
repeated for credits as Photography IV. (Note that Art 490: Senior Projects in<br />
Art relating to photography will meet at <strong>the</strong> same time.) Pre-requisite: two of <strong>the</strong><br />
following three intermediate photo courses, Art 341, 342, and 343.<br />
450 Topics in Art (3 or 4 credits depending on <strong>the</strong> course.) The topic of this<br />
advanced seminar is announced prior to registration. Previous courses included<br />
“Advanced Foundry,” “Impressionism,” and “American Art.” Offered<br />
occasionally. Prerequisites depend on topic. Permission required. Please see<br />
schedule for current offerings.<br />
461 Sculpture III (4 credits) The course is designed to broaden <strong>the</strong> advanced art<br />
students’ knowledge of three-dimensional aes<strong>the</strong>tic concepts, materials and<br />
techniques. Students concentrate on refining individual attitudes through<br />
involvement with sculptural form and process. In class, students explore current<br />
issues and trends through art periodicals and field trips. Completed projects are<br />
expected to exhibit high-quality workmanship and profound treatment of aes<strong>the</strong>tic<br />
issues. Can be repeated as Sculpture IV. Prerequisites: Art 361.<br />
471 Ceramics III (4 credits) Clay as an art medium for both pottery and sculpture<br />
is explored by students on an advanced level. Students may learn basic glaze<br />
calculation in order to formulate <strong>the</strong>ir own glazes. Personal, creative ideas are<br />
realized in individual projects. Instruction emphasizes individual concerns.<br />
Students participate in all levels of kiln firing and studio maintenance. Can be<br />
repeated as Ceramics IV.<br />
476 Glass III (4 credits) Students explore glass as a medium on its own as well as<br />
in sculptural combinations at an advanced level. Emphasis is placed on developing<br />
personal artistic expression. Students should assist with equipment and studio<br />
maintenance. Prerequisite: Glass II and permission of instructor.<br />
490 Art History Research and Methods: Senior Thesis (4 credits) The seminar is<br />
designed to improve <strong>the</strong> art history major’s critical, analytical, writing and research<br />
skills. Stress is placed on development of library skills, analysis of visual and<br />
written material, and <strong>the</strong> study of art history as a discipline. Students are<br />
introduced to <strong>the</strong> history of art history by studying how <strong>the</strong> various methods of
and approaches to art history were invented, developed or adopted. The course is<br />
mandatory for all art history majors and includes <strong>the</strong> senior <strong>the</strong>sis in art history.<br />
However, non-art history majors who are interested may take <strong>the</strong> topics course<br />
The History of Art History, which is offered concurrently. Non-majors will not<br />
be expected to do a senior <strong>the</strong>sis. The course will be taken for 4 credits—two will<br />
be earned in Fall Term and two in Spring Term. The course culminates with <strong>the</strong><br />
presentation of <strong>the</strong> senior <strong>the</strong>sis in <strong>the</strong> spring term. Prerequisites: Art 102, 103,<br />
104, and at least one additional art history course at <strong>the</strong> 300 level.<br />
490 Senior Project in Art: The Senior Project (4 credits) required of all studio art<br />
majors, represents a culmination of <strong>the</strong> student’s studies. A proposal conceived<br />
and written in consultation with <strong>the</strong> student’s academic advisor and two project<br />
advisors, must be reviewed by <strong>the</strong> entire department before work is begun on <strong>the</strong><br />
project. An exhibition of <strong>the</strong> completed studio work is presented in <strong>the</strong> late spring<br />
at <strong>the</strong> Senior Projects Exhibition in Foreman Gallery. Questions about developing<br />
a Senior Project should be directed to <strong>the</strong> student’s advisor. Prerequisite:<br />
Successful completion of Junior Review.<br />
495 Senior Internship in Art or Art History (credit variable probably 3 or 4<br />
credits) An internship in an art- related field. The student should arrange to do<br />
this internship with <strong>the</strong> appropriate faculty supervisor.<br />
Letterpress<br />
Letterpress students learn <strong>the</strong> basics of typography, typesetting, page design, book<br />
design and <strong>the</strong> operation of two presses. Students also learn <strong>the</strong> various forms of<br />
illustration that are compatible with letterpress work. Past projects designed by<br />
students include books of original poetry, short stories and graphics. O<strong>the</strong>r<br />
ephemeral projects include work on posters, calendars, invitations, portfolios and a<br />
wide variety of smaller printed items. Letterpress has no prerequisite.<br />
Art and Art History<br />
Requirements for <strong>the</strong> major in art: Minimum of 51 credits, distributed as follows:<br />
Five core courses in art:<br />
113 Drawing I<br />
114 Drawing II<br />
115 2-D Design<br />
165 3-D Design<br />
212 Drawing/The Figure or<br />
217 Drawing/Works on Paper<br />
Three core courses in art history (to be taken in <strong>the</strong> first two years):<br />
102 World Art History I: Ancient Art<br />
103 World Art History II: Middle Periods (10th -17th Century)<br />
104 World Art History III: Art of <strong>the</strong> Modern World<br />
Two courses in Art History above <strong>the</strong> 100 level.<br />
One must be at <strong>the</strong> 300 or 400 level.<br />
It is required that one course be 306 20th Century Art History<br />
or 402 Art: 1945 to Present.<br />
Two courses in same studio area: at 200 and 300 level
Three courses in <strong>the</strong> same studio area at 200, 300 and 400 level. Upper-level<br />
occasionally done by directed study.<br />
Junior Review (not a course, but an assessment)<br />
490 Senior Project in Art: Junior Review must be successfully completed before<br />
beginning <strong>the</strong> senior project.<br />
Requirements for <strong>the</strong> major in art history: Minimum of 39 credits, distributed as<br />
follows:<br />
Three core courses in art history (to be taken in <strong>the</strong> first year):<br />
102, 103, 104 Art History I, II, III<br />
Two courses in studio art, selected <strong>from</strong>:<br />
113: Drawing I<br />
114: Drawing II<br />
115: 2-D Design<br />
165: 3-D Design<br />
Six additional art history courses, distributed as follows:<br />
Two courses selected <strong>from</strong>:<br />
301 Greek & Roman Art History<br />
302 Medieval Art History<br />
303 Italian Renaissance Art History<br />
401 Nor<strong>the</strong>rn Renaissance Art History<br />
Two courses selected <strong>from</strong>:<br />
304 Baroque Art History<br />
305 19th Century Art History<br />
306 20th Century Art History<br />
402 Art: 1945 to <strong>the</strong> Present<br />
Two additional courses; one must be at <strong>the</strong> 400 level.<br />
(Courses listed above that have not already met <strong>the</strong> above requirement may be<br />
used in this respect.)<br />
490 Art History Research and Methods: Must be taken during Fall and Spring<br />
terms of <strong>the</strong> senior year and includes a senior <strong>the</strong>sis.<br />
Requirements for a double major in art and art history: The student of art or art<br />
history is invited to complete a double major within <strong>the</strong> art department in<br />
consultation with his or her advisor. 21 courses are required.<br />
Requirements for <strong>the</strong> minor in studio art (with a major in ano<strong>the</strong>r department): A<br />
minimum of six courses, distributed as follows:<br />
Eight credits selected <strong>from</strong> <strong>the</strong> following core courses:<br />
113: Drawing I<br />
114: Drawing II<br />
115: 2-D Design<br />
165: 3-D Design<br />
Three additional studio courses above <strong>the</strong> 100 level<br />
One art history course:<br />
Any art history course without a prerequisite
Requirements for <strong>the</strong> minor in art history (with a major in ano<strong>the</strong>r department):<br />
A minimum of six courses, distributed as follows:<br />
Three core courses:<br />
102, 103, 104 World Art History I, II, III<br />
Two additional art history courses above <strong>the</strong> 100 level<br />
Four credits in studio art, selected <strong>from</strong>:<br />
113: Drawing I<br />
114: Drawing II<br />
115: 2-D Design<br />
165: 3-D Design<br />
231 Printmaking I or 331 Printmaking II<br />
241 Photography I<br />
262 Sculpture I<br />
271 Ceramics I<br />
Requirements for <strong>the</strong> minor in art or art history, which accompanies a major in<br />
<strong>the</strong> o<strong>the</strong>r field within <strong>the</strong> department: Art or art history majors are encouraged to<br />
complete a minor within <strong>the</strong> department. The significant overlap between <strong>the</strong> two<br />
majors requires <strong>the</strong> student to complete <strong>the</strong> major as described in <strong>the</strong> catalog and<br />
<strong>the</strong>n, in consultation with his or her advisor, complete six additional courses in <strong>the</strong><br />
minor beyond those required to fulfill <strong>the</strong> major.<br />
Requirements for <strong>the</strong> minor in documentary photography:<br />
A minimum of six courses, distributed as follows:<br />
16 credits in art and art history:<br />
113 Drawing I<br />
115 2-Dimensional Design (B)<br />
207 History of Photography<br />
241 Photography I<br />
441 Photography III<br />
One Directed Study: Documentary Photography (or Photography IV)<br />
One Internship: At a magazine, newspaper, publications or public relations office,<br />
or an A-V department.<br />
Students are also encouraged to complete one of <strong>the</strong> interdisciplinary minors in<br />
Museum Studies or Graphic Communications.<br />
Grades for all courses taken in art are used to calculate <strong>the</strong> average in <strong>the</strong> major<br />
for Departmental Distinction.
Biochemistry<br />
Biochemistry, <strong>the</strong> interface between chemistry and biology, is concerned with <strong>the</strong><br />
chemistry of biological reactions, and <strong>the</strong> regulation of <strong>the</strong>se reactions. This<br />
rapidly growing field of study includes <strong>the</strong> investigation of chemical changes in<br />
disease, drug action, and o<strong>the</strong>r aspects of medicine as well as in nutrition, genetics<br />
and agriculture. The work being done in biochemistry in terms of medical,<br />
pharmaceutical and genetic engineering research will have increasing impact on our<br />
society. It is imperative, <strong>the</strong>refore, that people involved in research and businesses<br />
in <strong>the</strong>se areas not only are capable scientists, but are educated to deal with moral<br />
and ethical questions arising <strong>from</strong> <strong>the</strong> advance of biochemical knowledge. The<br />
study of biochemistry as part of a liberal arts and sciences education fosters <strong>the</strong><br />
development of <strong>the</strong> broad perspective and analytical abilities necessary to deal with<br />
such questions. Biochemistry functions under <strong>the</strong> direction of <strong>the</strong> departments of<br />
biology and chemistry, and students seeking additional information should contact<br />
<strong>the</strong> chair of ei<strong>the</strong>r department.<br />
Requirements for a major in biochemistry include courses in biology, chemistry,<br />
and biochemistry as well as auxiliary courses in ma<strong>the</strong>matics and physics. A<br />
required senior research project involves laboratory and library work,<br />
interpretation of data, and oral and written reports of <strong>the</strong> results.<br />
In addition to <strong>the</strong> independent research required for <strong>the</strong>ir senior project,<br />
biochemistry majors often assist with faculty research or do collaborative research<br />
with a professor.<br />
Biochemical advances in <strong>the</strong> knowledge of <strong>the</strong> action of natural hormones and<br />
antibiotics promise to aid in <strong>the</strong> fur<strong>the</strong>r development of pharmaceuticals. In<br />
addition, discoveries resulting <strong>from</strong> biochemical research, including work being<br />
done in medical, pharmaceutical and genetic engineering, continue to open up new<br />
frontiers. <strong>Hartwick</strong>’s major in biochemistry offers excellent preparation for entrylevel<br />
positions in biochemistry research or for graduate work in <strong>the</strong> field. Students<br />
interested in attending medical school also obtain an exceptionally good science<br />
background through a major in biochemistry.<br />
Faculty/Coordinator<br />
Walter O. Nagel<br />
Courses<br />
405, 406 Biochemistry I, II (5 credits) An in-depth study of <strong>the</strong> organic chemistry<br />
of <strong>the</strong> molecular components of cells including proteins, enzymes (kinetics and<br />
mechanisms), coenzymes, nucleic acids, lipids and carbohydrates. The metabolism<br />
and biosyn<strong>the</strong>sis of <strong>the</strong>se constituents including glycolysis, Krebs cycle, pentose<br />
shunt, electron transport, glycogen syn<strong>the</strong>sis, and lipid oxidation and syn<strong>the</strong>sis will<br />
be studied. The energy transformation involved in and <strong>the</strong> regulation of <strong>the</strong>se<br />
pathways will also be discussed. Special topics to be included are hormone<br />
biochemistry, biochemical genetics (replication, transcription and translation
of genetic material), recombinant DNA, photosyn<strong>the</strong>sis and membrane chemistry.<br />
Prerequisites: Chem 202 and 303 (or by permission of <strong>the</strong> instructor), and Biol<br />
104 or <strong>the</strong> equivalent. Bioc 405 is prerequisite for Bioc 406. (LAB)<br />
490 Senior Research (4 credits) The student must develop an original research<br />
idea into a research proposal to be approved by <strong>the</strong> biochemistry committee,<br />
perform <strong>the</strong> library and laboratory work required by <strong>the</strong> proposal, interpret <strong>the</strong><br />
data collected, and report <strong>the</strong> findings of <strong>the</strong> research orally in an open forum and<br />
as a written <strong>the</strong>sis. This course usually spans <strong>the</strong> regular terms of <strong>the</strong> school year.<br />
Biochemistry<br />
Requirements for A.C.S. approved major: All of <strong>the</strong> requirements listed below for<br />
<strong>the</strong> biochemistry major including 404 Instrumental Analysis (Chem) and 110<br />
Inorganic Chemistry (Chem)<br />
Requirements for <strong>the</strong> major: 20* courses distributed as follows:<br />
Seven* courses in chemistry:<br />
107, 108 General Chemistry I, II or<br />
109 Accelerated General Chemistry<br />
201, 202 Organic Chemistry I, II<br />
203 Analytical Chemistry<br />
303, 304 Physical Chemistry I, II<br />
Four courses in biology:<br />
104, 105 Principles of Biology I, II (Biol)<br />
200 Genetics (Biol)<br />
201 Molecular Biology of <strong>the</strong> Cell (Biol)<br />
Three courses in biochemistry:<br />
405, 406 Biochemistry I, II<br />
490 Senior Research<br />
Two courses in ma<strong>the</strong>matics:<br />
121, 233 Single Variable and Multiple Variable Calculus (Math)<br />
Two courses in physics:<br />
201, 202 General Physics I, II (Phys)<br />
Two additional courses selected <strong>from</strong> <strong>the</strong> following:<br />
Science:<br />
344 Pathophysiology<br />
Chemistry:<br />
404 Instrumental Analysis<br />
405 Physical Organic Chemistry<br />
410 Inorganic Chemistry<br />
Biology:<br />
210 Microbiology<br />
300 Animal Development<br />
302 Plant Physiology<br />
304 Animal Physiology<br />
310 Neurobiology<br />
327 Comparative Physiology<br />
425 Immunology
Physics:<br />
165 Electronics<br />
305 Atomic and Nuclear Physics<br />
314 Thermodynamics and Statistical Physics<br />
318 Optics<br />
401, 402 Electricity and Magnetism<br />
Ma<strong>the</strong>matics:<br />
308 Ma<strong>the</strong>matical Probability and Statistics<br />
311 Differential Equations<br />
*Number of courses required for <strong>the</strong> major is reduced by one if Accelerated<br />
General Chemistry is taken in place of General Chemistry I, II.<br />
The major in biochemistry is a demanding program. In order to insure that all<br />
required courses are completed within four years, <strong>the</strong> following sequence is<br />
recommended:<br />
Freshman year<br />
General Chemistry I, II or Accelerated<br />
General Chemistry<br />
Single Variable and Multiple Variable Calculus<br />
Principles of Biology I, II<br />
Sophomore year<br />
Organic Chemistry I, II<br />
General Physics I, II<br />
Genetics<br />
Cell Biology<br />
Junior year<br />
Physical Chemistry I, II<br />
Analytical Chemistry<br />
Senior year<br />
Biochemistry I, II<br />
Two additional courses selected <strong>from</strong> list provided<br />
Senior Research<br />
Grades for all courses taken in biochemistry, biology, chemistry plus courses <strong>from</strong><br />
physics or ma<strong>the</strong>matics, if selected <strong>from</strong> <strong>the</strong> additional courses list, are used to<br />
calculate <strong>the</strong> average in <strong>the</strong> major for Departmental Distinction (Math 121, 233<br />
and Phys 201, 202 are not included).
Biology<br />
To study biology is to explore <strong>the</strong> amazing diversity of life <strong>from</strong> <strong>the</strong> fundamental<br />
processes taking place among <strong>the</strong> molecules of cells to <strong>the</strong> interaction among<br />
populations of living creatures throughout <strong>the</strong> biosphere.<br />
For students majoring in o<strong>the</strong>r disciplines, courses in biology can acquaint <strong>the</strong>m<br />
with <strong>the</strong> language and methods of scientific inquiry and provide knowledge for life<br />
in a future that will be increasingly influenced by science and technology.<br />
Students who major in Biology at <strong>Hartwick</strong> will find a program that uses research<br />
as a teaching tool to encourage <strong>the</strong> development of broadly trained biologists. The<br />
program is designed to provide students with a background in <strong>the</strong> main biological<br />
disciplines, including anatomy, physiology, genetics, embryology, molecular<br />
biology, cell biology, microbiology, immunology, microscopy, neurobiology,<br />
zoology, botany, conservation biology, ecology, and evolution, and to acquaint<br />
<strong>the</strong>m with <strong>the</strong> biological characteristics of a variety of organisms <strong>from</strong> microbes to<br />
mammals.<br />
As an introduction to <strong>the</strong> field of biology, entering majors must successfully<br />
complete <strong>the</strong> foundation courses Principles of Biology I and II (Biol 104 and<br />
105—<strong>the</strong>se courses may be replaced by a Biology Advanced Placement test score<br />
of 4 or 5). These two courses are prerequisites for all core courses in <strong>the</strong> biology<br />
curriculum. In addition, Genetics (200) must be taken during <strong>the</strong> students’ career<br />
and is a requirement for graduation. The upper-level core courses are split into<br />
three areas: Molecular Biology and Developmental Genetics, Organismal Anatomy<br />
and Physiology, and Ecological and Evolutionary Biodiversity. Students must take<br />
two courses (a minimum of 7 credits) <strong>from</strong> each of <strong>the</strong>se core areas (six courses<br />
total, a minimum of 21 credits) in any sequence that best suits <strong>the</strong>ir interests and<br />
goals.<br />
Biology majors are required to take courses in general and organic chemistry,<br />
physics and ma<strong>the</strong>matics. They may also do internships in fields related to <strong>the</strong>ir<br />
special interests and career plans.<br />
The excellent laboratory facilities, which are fully accessible to students,<br />
contribute to <strong>the</strong> high quality of <strong>Hartwick</strong>’s biology program. A variety of<br />
research tools used routinely by students include spectrophotometers (general and<br />
research), phase/fluorescence microscopes with photomicrography attachments<br />
and image analysis capability, electrophoresis and chromatography equipment,<br />
PCR <strong>the</strong>rmocyclers, growth chambers, computer-interfaced physiographs and<br />
photosyn<strong>the</strong>sis apparatus, and a variety of field equipment that permits <strong>the</strong><br />
capture and handling of wild animals. A three-room greenhouse, <strong>the</strong> Hoysradt<br />
Herbarium, an electron microscope facility, a tissue culture laboratory, a histology<br />
laboratory and a molecular genetics laboratory also are available for student use.<br />
Our new science facility includes centers for biotechnology, environmental science<br />
and policy, science communications, and a graphics imaging laboratory. The new
science facility also features new laboratories for collaborative student/faculty<br />
research projects. The Robert R. Smith Environmental Field Station at Pine Lake<br />
provides an opportunity for <strong>the</strong> study of relatively undisturbed terrestrial<br />
and aquatic ecosystems.<br />
A major in biology prepares students for a broad range of careers, including jobs<br />
in applied research and technical work in biology. They are well prepared for<br />
graduate work in biology and for professional study in medicine, dentistry,<br />
veterinary science, physical <strong>the</strong>rapy, and o<strong>the</strong>r pre-allied health fields. By taking<br />
<strong>the</strong> required education courses in addition to <strong>the</strong>ir major requirements, students<br />
are eligible for secondary school teacher certification.<br />
Tropical Biology<br />
We offer opportunities for <strong>the</strong> biology major to gain experience in field studies of<br />
tropical ecosystems. The geographical locations that are presently visited include<br />
The Bahamas, Costa Rica, Thailand, and Madagascar. Expertise among <strong>the</strong><br />
biology faculty in tropical biology includes areas of ecology, systematics,<br />
invertebrate biology, natural history, conservation biology, medicinal plants, and<br />
marine biology. One or more of <strong>the</strong>se courses are usually offered every year, and<br />
students who take <strong>the</strong> beginning course in one of <strong>the</strong>se locations may return a<br />
second time to perform a special project and/or <strong>the</strong>ir senior research under <strong>the</strong><br />
direction of <strong>the</strong> returning faculty member.<br />
Robert R. Smith Environmental Field Station at Pine Lake<br />
The research facility at Pine Lake Environmental Campus provides an excellent<br />
opportunity for <strong>the</strong> study of local ecosystems in close proximity to <strong>the</strong> main<br />
campus. These ecosystems include nearly 1,000 acres of a mixed nor<strong>the</strong>astern<br />
deciduous forest, a 12-acre kettlehole lake, bogs, and streams. The state-funded<br />
Field Station provides laboratory space for classes as well as student/faculty<br />
collaborative research projects. As a <strong>Hartwick</strong> Biology major, you can carry out<br />
research on birds, mammals, reptiles, amphibians, fish, insects, o<strong>the</strong>r invertebrates,<br />
plants, fungi, and microorganisms as part of our biology courses or as individual<br />
research projects.<br />
Faculty<br />
Biology Faculty: Douglas A. Hamilton, chair; Mary E. Allen; Allen R. Crooker;<br />
Peter T. Fauth; Mark L. Kuhlmann; Stanley K. Sessions; Linda A. Swift; Laura<br />
Gray Malloy, faculty-at-large<br />
Courses<br />
104, 105 Principles of Biology (4 credits; 3 one-hour lectures and 1 three-hour<br />
laboratory weekly) The conceptual foundations for advanced study in biology<br />
emphasizing characteristics unifying all living organisms. The central <strong>the</strong>me of<br />
evolution will be used to study organismal anatomy and physiology, development,<br />
cell structure and function, genetics, communities, and ecology. Laboratories will<br />
emphasize experimental design, data analysis, and scientific report writing. Biol<br />
104 is a prerequisite for Biol 105. Biol 104, 105 are prerequisites for core area
courses for <strong>the</strong> biology major. Alternative ways of meeting this requirement are<br />
possible with approval of <strong>the</strong> biology faculty. These courses may be replaced by a<br />
Biology Advanced Placement test score of 4 or 5. (LAB)<br />
110, 111 Human Anatomy and Physiology (A) (4 credits; 3 one-hour lectures<br />
and 1 three-hour laboratory weekly) An introductory lecture/laboratory course<br />
emphasizing <strong>the</strong> important concepts, terminology, and interrelationships of<br />
human structure and function. Introductory concepts as well as <strong>the</strong> skin and<br />
musculoskeletal and nervous systems are covered in Biol 110; Biol 111 emphasizes<br />
study of all o<strong>the</strong>r body systems including endocrine, cardiovascular, lymphatic,<br />
respiratory, digestive, urinary and reproductive. (LAB)<br />
150 Topics in Biology Seminar discussions for non-majors in areas of biology of<br />
specific interest to <strong>the</strong> individual instructor. Taught by <strong>the</strong> staff. A student may<br />
take only one 150 topics course except as o<strong>the</strong>rwise authorized by <strong>the</strong> instructor.<br />
Those courses that have a laboratory will fulfill <strong>the</strong> general <strong>College</strong> laboratory<br />
requirement.<br />
200 Genetics (4 credits; 3 one-hour lectures, 1 three-hour laboratory weekly)<br />
Introduction to <strong>the</strong> science of heredity: what genes are, how <strong>the</strong>y are transmitted<br />
<strong>from</strong> generation to generation, how <strong>the</strong>y are expressed, and how this expression is<br />
regulated. Specific topics include <strong>the</strong> mechanics of inheritance, cytogenetics,<br />
molecular genetics, molecular cloning, genetic engineering, and population<br />
genetics. The laboratory portion is designed to introduce experimental methods<br />
used in <strong>the</strong> study of modern genetics. Prerequisites: Biol 104, 105 or Permission<br />
of <strong>the</strong> instructor. (LAB)<br />
201 Molecular Biology of <strong>the</strong> Cell (4 credits; 3 one-hour lectures, 1 three-hour<br />
laboratory weekly) This course examines <strong>the</strong> structure-function relationships of<br />
cellular components by integrating molecular biology, biochemistry, and cell<br />
biology of <strong>the</strong> cell. Topics include intracellular transport, receptor function and<br />
signaling systems, cytoskeleton and extra cellular matrix, energy utilization,<br />
membrane structure, and intercellular communication. The laboratory emphasizes<br />
<strong>the</strong> current techniques used in cellular studies, including cell culture, PCR, and<br />
immunochemical techniques. Prerequisites: Biol 104, 105, 200. (LAB)<br />
205 Invertebrate Zoology (A) (4 credits; 3 one-hour lectures and 1 three-hour<br />
laboratory weekly) Comparative study of <strong>the</strong> major groups of invertebrate animals.<br />
The course is organized around three fundamental <strong>the</strong>mes: (1) functional body<br />
architecture as it relates to ecology (Bauplan or “adaptive zone”), (2)<br />
developmental patterns and life history strategies and (3) evolution and<br />
phylogenetic relationships. These three <strong>the</strong>mes are used as a common thread to tie<br />
<strong>the</strong> animal phyla toge<strong>the</strong>r in a logical and interesting way. The laboratory portion<br />
includes field trips to fresh-water ecosystems. Prerequisites: Biol 104, 105. (LAB)<br />
210 Microbiology of Disease (4 credits; 3 one-hour lectures, 1 three-hour<br />
laboratory weekly) This course serves as a survey of Bacteria and viruses important<br />
in human health. The following topics and <strong>the</strong>ir relation to human health and<br />
disease will be discussed: history of medical microbiology, cell structure, growth,<br />
physiology and genetics. The laboratory emphasizes techniques necessary to study<br />
microorganisms in clinical settings. Prerequisite: Chem 105 or permission of <strong>the</strong><br />
instructor.<br />
(LAB)
215 Microbiology (4 credits; 3 one-hour lectures, 1 three-hour laboratory weekly)<br />
This course serves as a survey of two major groups of microorganisms, <strong>the</strong> Bacteria<br />
and Archaea, and of viruses. Topics related to <strong>the</strong>se groups include<br />
microbiological methods, cell structure, growth, physiology and genetics. A slight<br />
emphasis is placed on medical microbiology. The laboratory emphasizes<br />
techniques necessary to study microorganisms in clinical and environmental<br />
settings. Prerequisites: Biol 104, 105, 200. (LAB)<br />
221 Vertebrate Zoology (A) (4 credits; 3 one-hour lectures, 1 three-hour<br />
laboratory weekly) Study of evolution of adaptive diversity in form and function<br />
among living and extinct species of fishes, amphibians, reptiles (including<br />
dinosaurs), birds and mammals. Includes a survey of <strong>the</strong> local vertebrate fauna and<br />
associated ecosystems. The laboratory portion includes comparative anatomy,<br />
morphometric and functional analyses of vertebrate body designs, as well as field<br />
expeditions to Pine Lake and o<strong>the</strong>r nearby areas, and visits to museum collections.<br />
Prerequisites: Biol 104, 105, 200 or permission of instructor. (LAB)<br />
223 Horticulture (4 credits; 3 one-hour lectures and 1 three-hour laboratory<br />
weekly) A study of cultivated plants including studies on plant growth and<br />
development and techniques of horticulture. Laboratories will include <strong>the</strong><br />
greenhouse in learning various techniques of horticulture. (LAB)<br />
230 (SCIE) Introduction to Environmental Science (3 credits; 3 one-hour lectures<br />
weekly) The purpose of this course is to learn about ecosystems and <strong>the</strong> effects<br />
that human activities have on <strong>the</strong>m. Emphasis will be on exploration of ways to<br />
find lasting solutions to basic ecological imbalances that have accompanied <strong>the</strong><br />
expansion and technological development of human populations throughout <strong>the</strong><br />
world. This course satisfies one of <strong>the</strong> requirements in <strong>the</strong> Environmental Science<br />
and Policy Program. The course includes lectures, class discussions, research<br />
projects and field trips (SCIE)<br />
235 Ecology and <strong>the</strong> Environment (4 credits; 2 one-and-one-half-hour lectures<br />
and 1 three-hour laboratory weekly) Study of <strong>the</strong> basic principles of ecology<br />
including energy flow, nutrient cycling, population dynamics, and succession. Four<br />
major topics of concentration are ecosystems, communities, populations, and<br />
comparative ecosystems. Environmental issues are also presented within <strong>the</strong> course<br />
context. The laboratory component is ei<strong>the</strong>r a field or laboratory investigation.<br />
Nearly all aspects of <strong>the</strong> course are taught at Pine Lake. This course satisfies one<br />
of <strong>the</strong> requirements in <strong>the</strong> Environmental Science and Policy Program. (LAB)<br />
250, 350, 450 Topics in Biology Lectures, seminar discussions for non-majors<br />
and majors in areas of biology of specific interest to <strong>the</strong> individual instructor.<br />
Taught by staff. An individual may take only one topics course during <strong>the</strong> year<br />
except as o<strong>the</strong>rwise authorized by <strong>the</strong> instructor. Recent topics have included:<br />
Island Biogeography, Natural History of Costa Rica, Ethnobiology, Exercise<br />
Physiology, Biomechanics, Conservation Biology, and Aquatic Ecology.<br />
300 Animal Development (A) (4 credits; 3 one-hour lectures and three-hour<br />
laboratory weekly) Study of <strong>the</strong> patterns and processes of animal growth and<br />
development, <strong>from</strong> fertilization to aging and death. The topics include<br />
embryology and morphogenesis, regeneration, cell differentiation, gene expression,<br />
growth factors and morphogens, pattern formation, and <strong>the</strong> evolution of<br />
development. The laboratory portion is designed to enable students to obtain
experience with living embryos, tissues and cells, and develop such skills as<br />
microsurgery, tissue culture, cytogenetics, histology, immunocytochemistry and<br />
microscopy. Prerequisites: Biol 104, 105, 200. (LAB)<br />
301 Plant Development (P) (4 credits; 3 one-hour lectures, 1 three-hour<br />
laboratory weekly) Structure of <strong>the</strong> principle plant tissues and <strong>the</strong>ir origins.<br />
Topics covered include <strong>the</strong> molecular genetics, embryology and development of<br />
vegetative and reproductive organs, as well as <strong>the</strong>ir control by hormones, light and<br />
environment. The laboratories include plant tissue culture and o<strong>the</strong>r procedures<br />
that emphasize <strong>the</strong> lecture material. Prerequisites: Biol 104, 105, 200. (LAB)<br />
302 Plant Physiology (P) (4 credits; 3 one-hour lectures, 1 three-hour laboratory<br />
weekly) Basic concepts of plant growth, metabolism and transport. Topics covered<br />
include <strong>the</strong> movement of water and food in plants, mineral nutrition,<br />
photosyn<strong>the</strong>sis, plant hormones, photomorphogenesis, and flowering.<br />
Laboratories consist of experiments designed to emphasize lecture material.<br />
Prerequisites: Biol 104, 105. (LAB)<br />
303 Ecology (4 credits; 3 one-hour lectures, 1 three-hour laboratory weekly)<br />
Study of abiotic and biotic factors controlling distribution and abundance of<br />
organisms in terrestrial and aquatic environments. Major aspects covered include<br />
physiological ecology, population and conservation biology, and community<br />
ecology. Laboratories are conducted mainly at <strong>the</strong> Pine Lake campus using natural<br />
populations of animals and plants. Prerequisites: Biol 104, 105, 200, for biology<br />
majors or permission of instructor. (LAB)<br />
304 Animal Physiology (A) (4 credits; 3 one-hour lectures, 1 three-hour<br />
laboratory weekly) Study of <strong>the</strong> major physiological processes of mammalian<br />
tissues, organs and systems in animals, including <strong>the</strong> nervous system, circulation,<br />
movement, digestion, respiration, excretion, hormonal regulation and<br />
reproduction. Topics on medical applications will be discussed. Laboratory will<br />
emphasize use of a computer interfaced physiological work station for data<br />
collection, experimental design, data analysis and scientific report writing.<br />
Prerequisites: Biol 104, 105. (LAB)<br />
305 Plant Biology (P) (4 credits; 3 one-hour lectures and 1 three-hour laboratory<br />
weekly) A survey of major classical groups of <strong>the</strong> Plant Kingdom with a focus on<br />
<strong>the</strong>ir reproductive biology. Groups include cyanobacteria, fungi, algae, mosses,<br />
ferns, gymnosperms, and flowering plants. The structures and characteristics of<br />
flowering plants will be examined in detail, emphasizing <strong>the</strong> characteristics of <strong>the</strong><br />
major families. Laboratories will involve microscopic and macroscopic analysis of<br />
members of <strong>the</strong> groups discussed in lecture. Prerequisites: Biol 104, 105. (LAB)<br />
310 Neurobiology (A) (4 credits; 3 one-hour lectures and 1 three-hour laboratory<br />
weekly) An introduction to cellular and integrative neurobiology, this course<br />
offers a comprehensive overview of <strong>the</strong> anatomy, chemistry, physiology, and<br />
biophysics of <strong>the</strong> nervous system. The course begins with <strong>the</strong> study of neurons<br />
and associated cells and progresses to <strong>the</strong> examination of <strong>the</strong> ways <strong>the</strong>se cells are<br />
organized into functional circuits that process information and mediate behavior.<br />
Topics include neuroanatomy, electrical properties of nerve cells, neurochemistry<br />
and synaptic mechanisms, neural systems, motor and sensory systems, learning,<br />
memory, behavior, and developmental neurobiology. Prerequisites: Biol 104, 105.<br />
(LAB)
315 Microbial Ecology (4 credits; 3 one-hour lectures and 1 three-hour<br />
laboratory weekly) The biotic and abiotic factors that determine <strong>the</strong> distribution<br />
and abundance of microorganisms in natural systems will be discussed in this<br />
course. Topics will include physiological limitations of growth, interspecific<br />
interactions amongst microorganisms and interactions of microorganisms with<br />
animals and plants as well as microbial contributions to biogeochemical cycles and<br />
usage of microorganisms for environmental and biotechnology purposes. The<br />
laboratory emphasizes methods for studying microorganisms <strong>from</strong>, or in,<br />
environmental systems. Prerequisites: Biol 215 or Biol 303 or permission of <strong>the</strong><br />
instructor. (LAB)<br />
321 Electron Microscopy (4 credits; 3 one-hour lectures and 1 four-hour<br />
laboratory weekly) The <strong>the</strong>ory and practice of <strong>the</strong> preparation and examination of<br />
biological specimens by light microscopy, transmission and scanning electron<br />
microscopy, x-ray microanalysis and image analysis. Lecture will emphasize <strong>the</strong><br />
<strong>the</strong>ory behind specimen preparation, instrumentation, and interpretation of<br />
subcellular ultrastructure. In <strong>the</strong> laboratory, students will prepare specimens that<br />
<strong>the</strong>y will examine and photograph with <strong>the</strong> electron microscopes. Prerequisites:<br />
Biol 104, 105, or permission of <strong>the</strong> instructor. (LAB)<br />
325 Forest Ecology (P) (4 credits; 6 hours of combined lecture/laboratory<br />
weekly) An upper division course for majors designed to follow <strong>the</strong> general<br />
ecology course. The lecture portion of <strong>the</strong> course examines <strong>the</strong> historical,<br />
ecological and biogeographic factors that have contributed to <strong>the</strong> determination of<br />
“community structure” in forests primarily <strong>from</strong> <strong>the</strong> nor<strong>the</strong>ast U.S. The<br />
laboratory entails a detailed analysis of a section of forest at Pine Lake.<br />
Prerequisites: Biol 303. (LAB)<br />
392 Junior Research (2 credits) Research methods preparing students for <strong>the</strong><br />
Senior Project. Meets once a week. Must be taken before Biol 490.<br />
420 Developmental Genetics (4 credits; 3 one-hour lectures weekly; seminar<br />
format) Advanced study of current research on <strong>the</strong> molecular and cellular<br />
mechanisms that control growth, development and regeneration in organisms.<br />
Topics include <strong>the</strong> control of gene expression, cell-cell interactions, <strong>the</strong> cell cycle<br />
and growth control, oncogenesis, homeobox genes and homeotic mutations,<br />
pattern formation and <strong>the</strong> role of development in evolution. Prerequisites: Biol<br />
300 or 301, or permission of <strong>the</strong> instructor. (LAB)<br />
425 Immunology (A) (4 credits; 3 one-hour lectures, 1 three hour laboratory<br />
weekly) A study of <strong>the</strong> basic processes involved in <strong>the</strong> immune response. Topics<br />
covered will include <strong>the</strong> structure and function of <strong>the</strong> immune system, cellular<br />
basis of <strong>the</strong> immune response, immunopathology, autoimmunity and <strong>the</strong><br />
molecular genetics of <strong>the</strong> immune system. Prerequisites: Biol 104, 105, 200.<br />
(LAB)<br />
428 Comparative Physiology (A) (3 credits; 3 one-hour lectures weekly)<br />
Advanced study emphasizing a comparative physiology of animals taken <strong>from</strong> all<br />
phylogenetic levels, with an emphasis in <strong>the</strong> area of environmental adaptations.<br />
Topics covered include temperature regulation, mechanisms of salt and water<br />
exchange, circulation, mechanisms of gas exchange, metabolic and physiological<br />
responses to oxygen deficiency regeneration and metamorphosis, etc. Prerequisites:<br />
Biol 104, 105.
435 Behavioral Ecology (A) (3 credits; 3 one-hour lectures weekly) An advanced<br />
examination of animal behavior that is set in an ecological/evolutionary context.<br />
The underlying <strong>the</strong>me of <strong>the</strong> course is that behavior cannot be understood<br />
without placing an organism in its past and present environment. The subjects<br />
covered include <strong>the</strong> inheritance of behavior, feeding behavior, dispersal and<br />
migration, territoriality, <strong>the</strong> evolution of mating systems, and <strong>the</strong> evolution of<br />
complex animal societies. Prerequisites: Biol 303 or Biol 436, or permission of<br />
instructor.<br />
436 Evolution (3 credits; 3 one-hour lectures weekly) Study of <strong>the</strong> patterns and<br />
processes of organismal evolution. Topics include <strong>the</strong> historical development of<br />
<strong>the</strong> current <strong>the</strong>ory of evolution, population genetics, molecular evolution,<br />
adaptation, speciation and biodiversity, paleontology, phylogenetic reconstruction<br />
and <strong>the</strong> evolution of development. Prerequisites: Biol 104, 105, 200, or<br />
permission of instructor.<br />
490 Senior Project (Arranged individually; 4 credits: may be taken as 2 credits<br />
fall, 2 credits spring) Independent field, laboratory or library studies on selected<br />
topics in biology. Students will participate in a symposium, where study results<br />
will be presented. Before beginning <strong>the</strong> study, departmental approval must be<br />
obtained. Prerequisite: Biol 392.<br />
Biology<br />
Requirements for <strong>the</strong> major: As an introduction to <strong>the</strong> field of biology, entering<br />
majors must successfully complete foundation courses in 104 & 105 Principles of<br />
Biology I & II. These two courses are prerequisites for all core courses in <strong>the</strong><br />
biology curriculum (104 & 105 may be replaced by a Biology Advanced<br />
Placement test score of 4 or 5). In addition, 200 Genetics must be taken during<br />
<strong>the</strong> student's career and is a requirement for graduation. The upper-level core<br />
courses are split into three areas: Molecular Biology and Developmental Genetics;<br />
Organismal Anatomy and Physiology; and Ecological and Evolutionary<br />
Biodiversity. Students must take two courses (a minimum of 7 credits) <strong>from</strong> each<br />
of <strong>the</strong>se Core Areas (six total, a minimum of 21 credits) in any sequence that best<br />
suits <strong>the</strong>ir interests and goals, to include at least one in plant sciences (P) and one<br />
in animal sciences (A). The courses that <strong>the</strong>y may select <strong>from</strong> <strong>the</strong> three Core Areas<br />
are as follows:<br />
Molecular Biology and Developmental Genetics:<br />
201 Molecular Biology of <strong>the</strong> Cell<br />
215 Microbiology<br />
300 Animal Development (A)<br />
301 Plant Development (P)<br />
321 Electron Microscopy<br />
420 Developmental Genetics<br />
425 Immunology (P)<br />
405 & 406 Biochemistry (Chem)<br />
Organismal Anatomy and Physiology:<br />
110 & 111 Human Anatomy and Physiology<br />
205 Invertebrate Zoology (A)
221 Vertebrate Zoology (A)<br />
302 Plant Physiology (P)<br />
304 Animal Physiology (A)<br />
310 Neurobiology (A)<br />
428 Comparative Physiology (A)<br />
Ecological and Evolutionary Biodiversity:<br />
303 Ecology<br />
305 Plant Biology (P)<br />
315 Microbial Ecology<br />
325 Forest Ecology (P)<br />
435 Behavioral Ecology (A)<br />
436 Evolution<br />
Senior Research Project<br />
The Biology Research Project begins in <strong>the</strong> Fall Term of <strong>the</strong> Junior year when<br />
students take <strong>the</strong> Junior Research Methods course (1 credit), at which time <strong>the</strong>y<br />
will develop a research project proposal. They will <strong>the</strong>n conduct <strong>the</strong> research<br />
during <strong>the</strong> following Fall and Spring Terms (4 credits: may be taken as 2 credits<br />
fall, 2 credits spring). The research must be completed by <strong>the</strong> end of Spring Term,<br />
written up in scientific journal format, and presented at <strong>the</strong> annual Biology<br />
Symposium.<br />
Internships and Off-Campus Experiences<br />
Biology majors are encouraged to do internships or o<strong>the</strong>r significant educational<br />
programs off campus. Most internships are graded and one internship may count<br />
toward <strong>the</strong> GPA in <strong>the</strong> major, but internships can not be used to substitute for a<br />
core course.<br />
Additional requirements<br />
107 & 108 Chemistry or 109 Chemistry (Chem)<br />
201 & 202 Organic Chemistry (Chem)<br />
140 & 141 Physics or 201 & 202 Physics (Phys)<br />
108 Statistics or 121 Single Variable Calculus (Math)<br />
Senior Comprehensive Examination<br />
Grades for all courses taken in biology plus courses required for <strong>the</strong> major <strong>from</strong><br />
o<strong>the</strong>r departments are used to calculate <strong>the</strong> average in <strong>the</strong> major for Departmental<br />
Distinction.<br />
Requirements for <strong>the</strong> minor: With <strong>the</strong> assistance of an advisor in <strong>the</strong> biology<br />
department, students may design a minor program based on <strong>the</strong> following format:<br />
Five courses consisting of:<br />
104 & 105 Principles of Biology I and II<br />
Three additional Biology courses (10 credits minimum) where no more than<br />
one may be 100-level, and at least one MUST be an upper-level major’s course.<br />
Requirements for a Minor in <strong>the</strong> Environmental Science and Policy Program:<br />
Please see <strong>the</strong> Environmental Science and Policy Program section of this catalog<br />
for requirements for this minor.
Chemistry<br />
Chemistry, <strong>the</strong> study of matter, focuses on how substances are formed and<br />
transformed by chemical reactions. The study of chemistry gives students a<br />
working knowledge of chemical principles allowing <strong>the</strong>m to perform chemical<br />
experiments; initiate and sustain research projects; and to think abstractly,<br />
conceptualizing reactions and relationships as <strong>the</strong>y analyze data and draw<br />
conclusions. The student gains an appreciation for <strong>the</strong> methods and spirit of<br />
modern science.<br />
The chemistry department, whose program is approved by <strong>the</strong> American Chemical<br />
Society’s Committee on Professional Training, offers chemistry majors three<br />
tracks of study:<br />
Bachelor of Science: this track is recommended for students anticipating<br />
graduate study in chemistry or careers in industrial chemistry and normally is<br />
taken for departmental certification to <strong>the</strong> American Chemical Society.<br />
Bachelor of Science in Environmental Chemistry: This track also is taken for<br />
certification by <strong>the</strong> American Chemical Society. Environmental chemistry<br />
applies <strong>the</strong> principles of chemistry to understanding and improving our<br />
environment. Environmental chemists can find jobs in a variety of areas, such as<br />
consulting firms, industry, state and federal government agencies, research<br />
laboratories, and education.<br />
Bachelor of Arts: this track offers a broader general education, which has fewer<br />
required courses in <strong>the</strong> major program. It is recommended for students desiring<br />
careers in areas where chemistry knowledge is useful but not necessarily <strong>the</strong> main<br />
focus, like secondary education, health professions or law.<br />
Students pursuing ei<strong>the</strong>r track obtain a broad base in chemistry through required<br />
courses in analytical, inorganic, organic and physical chemistries, as well as<br />
ma<strong>the</strong>matics and physics. Upper level courses, including an original senior research<br />
project, enable students to probe more deeply into specific areas.<br />
Majors in <strong>the</strong> B.S. and B.A. programs complete a year-long senior <strong>the</strong>sis research<br />
project which culminates in oral and written reports of <strong>the</strong>ir findings. The senior<br />
research project is full-time during January Term. The research projects may be<br />
carried out on campus or at an approved off-campus research facility.<br />
The department faculty believe strongly that experimental work and research are<br />
central in <strong>the</strong> development of a scientist and regard laboratory study as <strong>the</strong><br />
strongest aspect of <strong>the</strong> chemistry program. To facilitate such study, modern<br />
equipment and instruments are used by all chemistry students in laboratory work<br />
beginning in <strong>the</strong>ir first year and continuing throughout <strong>the</strong>ir college career.<br />
To fur<strong>the</strong>r promote <strong>the</strong> development of research skills, students are encouraged to<br />
participate as early as possible in ongoing faculty research projects and to design
<strong>the</strong>ir own projects as <strong>the</strong>ir abilities increase. In addition, <strong>the</strong>re are opportunities<br />
for collaborative research or internships in nearby university, hospital and<br />
industrial laboratories. Majors also may take advantage of internships in a variety<br />
of career fields which require a knowledge of chemistry.<br />
Chemistry majors have a wide range of career options available to <strong>the</strong>m. Bachelor<br />
of science majors may opt directly for careers in industry in areas such as chemical<br />
analysis, pollution control, research and development in manufacturing, and<br />
product quality control. They also may pursue advanced study in chemistry, which<br />
can lead to a wide range of careers in research, college teaching or industrial<br />
management.<br />
Majors with a bachelor of arts may choose such careers as environmental analysis,<br />
industrial sales, business administration, geochemistry, secondary school teaching,<br />
art conservation and political consulting. Alternately, one may pursue professional<br />
studies in optometry, dentistry, medicine, engineering and law.<br />
Faculty<br />
Chemistry Faculty: Meredith E. Newman, chair; Richard L. Benner; Mark S.<br />
Erickson; Walter O. Nagel; Meredith E. Newman; Piram Prakasam; Susan M.<br />
Young<br />
Courses<br />
100 Chemistry, Science, and Life (4 credits) (lecture and laboratory) An<br />
introduction to <strong>the</strong> language and principles of chemistry emphasizing its practical<br />
aspects. Along with covering basic chemistry, <strong>the</strong> focus of <strong>the</strong> course will range<br />
<strong>from</strong> environmental issues to <strong>the</strong> chemistry of art, and will change <strong>from</strong> year to<br />
year. Open only to students with no college chemistry credit. Offered January<br />
Term, although not necessarily every January. (LAB)<br />
102 Chemistry in Today’s Society (4 credits) (3 one-hour lectures and 1 twohour<br />
laboratory weekly) Selected areas of chemistry designed to enable <strong>the</strong> student<br />
to understand better <strong>the</strong> role of chemistry and technology in modern society. The<br />
course will examine such areas as polymers, and <strong>the</strong>ir role in everyday products;<br />
acids and bases in household products; radioactivity, its use and abuse; and<br />
petrochemicals, energy and o<strong>the</strong>r uses. Open only to students with no college<br />
chemistry credit. (LAB)<br />
105 Fundamentals of General, Organic, and Biological Chemistry (4 credits) (3<br />
one-hour lectures and 1 three-hour laboratory weekly) An introduction to those<br />
basic principles and facts needed for an understanding of <strong>the</strong> chemistry of <strong>the</strong><br />
human body, in particular, and of life systems, in general. This course is designed<br />
primarily for persons preparing for or continuing in <strong>the</strong> humanities or social<br />
sciences who are interested in health-related topics and who desire a broader<br />
survey of chemistry than is usually provided by a traditional chemistry course.<br />
Major areas are: some background principles apply to all chemistry, some<br />
background chemistry of carbon compounds (organic) and <strong>the</strong> fundamentals of<br />
human biochemistry. Prerequisite: high school chemistry and algebra. (LAB)
107, 108 General Chemistry (4 credits) (3 one-hour lectures, 1 four-hour<br />
laboratory weekly) Basic principles and calculations of chemistry. Topics include<br />
major reaction types, reaction stoichiometry, <strong>the</strong>rmodynamics, chemical kinetics,<br />
atomic and molecular structure and properties, chemical equilibrium,<br />
electrochemistry, and selected topics in descriptive inorganic chemistry. The main<br />
emphasis is on problem solving and <strong>the</strong> interpretive application of principles.<br />
Prerequisites: high school chemistry and three years of high school ma<strong>the</strong>matics or<br />
with permission of instructor. Chem 107 is a prerequisite for Chem 108. (LAB)<br />
109 Accelerated General Chemistry (4 credits) (3 two-hour integrated lab-lectures<br />
weekly) This course is designed for students who have a strong high school<br />
chemistry background, and will consolidate <strong>the</strong> more challenging aspects of Chem<br />
107 and 108. It <strong>the</strong>refore satisfies <strong>the</strong> 107-108 prerequisite for enrollment in<br />
upper level science courses, and is not open to students who already have<br />
completed 107-108. Topics include atomic and molecular structure,<br />
stoichiometry, <strong>the</strong>rmodynamics, equilibrium and kinetics. Prerequisites: high<br />
school chemistry, three years of high school ma<strong>the</strong>matics and permission of <strong>the</strong><br />
Department of Chemistry. (LAB)<br />
150 Topics in Chemistry Special topics of interest are presented through<br />
lecture/discussion for non-majors. These topics may vary <strong>from</strong> semester to<br />
semester. If <strong>the</strong> course has a laboratory included, it will fulfill <strong>the</strong> general <strong>College</strong><br />
laboratory requirement.<br />
201, 202 Organic Chemistry (5 credits) (3 one-hour lectures and 1 four-hour<br />
laboratory weekly) A study of <strong>the</strong> preparation and properties of <strong>the</strong> compounds of<br />
carbon. Modern <strong>the</strong>ories are used to interpret structures and reactions. Required<br />
of all chemistry and all biology majors. Prerequisites: Chem 107 and 108, or 109;<br />
201 is prerequisite for 202. (LAB)<br />
203 Analytical Chemistry (5 credits) (3 one-hour lectures and 1 four-hour<br />
laboratory weekly) Analytical Chemistry is a study of <strong>the</strong> art and science of<br />
determining <strong>the</strong> presence and concentration of chemical compounds in diverse<br />
samples. This course covers <strong>the</strong> modern practice of analytical chemistry.<br />
Prerequisite: Chem 108 or Chem 109. (LAB)<br />
210 Inorganic Chemistry I (5 credits) (3 one-hour lectures, 1 four-hour<br />
laboratory weekly) This course focuses on <strong>the</strong> chemistry of <strong>the</strong> elements, including<br />
electronic structure, bonding and molecular structure, ionic solids, coordination<br />
compounds, <strong>the</strong> origins of <strong>the</strong> elements, and <strong>the</strong> descriptive chemistry of <strong>the</strong><br />
elements. Topics also include inorganic syn<strong>the</strong>sis, materials science, industrial<br />
chemistry, and an introduction to bioinorganic chemistry. Prerequisite: Chem 108<br />
or Chem 109. (LAB)<br />
292 Sophomore Year Research (2 credits) Each student shall work <strong>the</strong> equivalent<br />
of one afternoon per week during <strong>the</strong> two regular terms on a laboratory research<br />
project associated with a member of <strong>the</strong> chemistry faculty. Prerequisite:<br />
Permission of <strong>the</strong> Department of Chemistry.<br />
301 Advanced Laboratory Methods (5 seven-hour labs and lecture weekly,<br />
January Term) A study of laboratory methods used in modern research situations.<br />
Equipment and methods such as catalytic hydrogenation, vacuum-line techniques,<br />
electrochemical and photochemical syn<strong>the</strong>sis which are inappropriate for large
general courses will be studied. Offered on petition of at least four students.<br />
Prerequisites: Chem 201, 202, 203. (LAB)<br />
303, 304 Physical Chemistry (5 credits) (3 one-hour lectures, 1 four-hour<br />
laboratory weekly) Advanced <strong>the</strong>ories, laws and principles of chemistry. The<br />
course will include <strong>the</strong>rmodynamics, electrochemistry, molecular structure, kinetics<br />
and spectroscopy. Prerequisites: Chem 108 or 109; Math 233; Phys 140, 141 or<br />
201, 202 (or by permission of <strong>the</strong> instructor). Chem 303 is a prerequisite to 304.<br />
(LAB)<br />
315 Environmental Chemistry (5 credits) (3 one-hour lectures, 1 four-hour<br />
laboratory weekly) This course examines <strong>the</strong> transport, reactions and effects of<br />
chemical species in aquatic, terrestrial and atmospheric environments. Topics will<br />
include some or all of <strong>the</strong> following: acid precipitation, water pollution and<br />
treatment, hazardous waste treatment, soil chemistry, pesticide behavior, ozone<br />
depletion and smog formation. The laboratory introduces basic procedures in<br />
environmental monitoring (air, water and soil sample collection and analysis).<br />
Prerequisite: Chem 108 or 109. (LAB)<br />
391 Junior Research (5 seven-hour labs weekly, January Term) A full time<br />
research course. Each student shall work full time on a laboratory research project<br />
at <strong>the</strong> junior level, developed in collaboration with a member of <strong>the</strong> chemistry<br />
faculty, or a person approved by <strong>the</strong> chemistry faculty, at some outside research<br />
agency. The project includes laboratory work, reading and oral reports on papers<br />
in <strong>the</strong> primary chemical literature, oral and written reports on <strong>the</strong> work done.<br />
Prerequisite: permission of <strong>the</strong> Department of Chemistry (LAB)<br />
392 Junior Year Research (2 credits) Each student shall work <strong>the</strong> equivalent of<br />
one afternoon per week during <strong>the</strong> two regular terms on a laboratory research<br />
project associated with a member of <strong>the</strong> chemistry faculty. Prerequisite: permission<br />
of <strong>the</strong> Department of Chemistry.<br />
404 Instrumental Methods of Analysis (5 credits) (3 one-hour lectures, 1 fourhour<br />
laboratory weekly) The <strong>the</strong>ory and use of modern instrumentation in<br />
analytical chemistry. Topics include methods based upon absorption of<br />
electromagnetic radiation, chromatographic separations and mass spectrometry.<br />
Laboratory emphasizes hands-on use of analytical instrumentation. Prerequisites:<br />
Chem 203, 303. (LAB)<br />
405 Physical Organic Chemistry (5 credits) (3 one-hour lectures, 1 four-hour lab<br />
weekly) Methods of determining reaction mechanisms. The principles of<br />
<strong>the</strong>rmodynamics, kinetics and quantum mechanics are used to determine <strong>the</strong><br />
reaction pathways of organic chemicals including concerted electrocyclic reactions,<br />
acid and base catalyzed reactions, substitution reactions and elimination reactions.<br />
Prerequisites: Chem 201, 202, 303, 304. Offered on petition of at least three<br />
students. (LAB)<br />
410 Advanced Inorganic Chemistry (3 credits) (3 one-hour lectures weekly)<br />
Modern <strong>the</strong>oretical and descriptive inorganic chemistry with emphasis on physical<br />
and chemical principles. Prerequisites: Chem 303, 304.<br />
450 Selected Topics in Advanced Chemistry (3 credits) (3 one-hour lectures<br />
weekly) Topics studied selected according to interest and needs of individual<br />
students. Topics could be in any field of chemistry covered by our faculty<br />
including analytical, biological, environmental, inorganic, organic, or physical
chemistry. Possible topics include polymer syn<strong>the</strong>sis, natural compounds,<br />
medicinal products, quantum mechanics, chemical applications of group <strong>the</strong>ory,<br />
electrochemistry, radiochemistry, contaminant remediation, hazardous waste<br />
treatment, toxicology, and atmospheric chemistry. Subjects examined in depth by<br />
discussions, reading, and problems with emphasis on current literature.<br />
Prerequisites: Based on topic and in consultation with instructor. Offered on<br />
petition of at least three students.<br />
490 Senior Thesis Research (4 credits) (1-year course) A year-long research<br />
project. The student must develop an original research idea into a research<br />
proposal to be approved by <strong>the</strong> chemistry department, perform <strong>the</strong> library and<br />
laboratory work required by <strong>the</strong> proposal, interpret <strong>the</strong> data collected and report<br />
<strong>the</strong> findings of <strong>the</strong> research orally in an open forum and as a written <strong>the</strong>sis.<br />
491 Senior Research (4 credits) (5 seven-hour labs weekly, January Term) A fulltime<br />
research course. Each student shall work full time on a laboratory research<br />
project at <strong>the</strong> senior level, developed in collaboration with a member of <strong>the</strong><br />
chemistry faculty, or a person approved by <strong>the</strong> chemistry faculty, at some offcampus<br />
research agency. The project includes oral and written reports on <strong>the</strong> work<br />
done.<br />
Chemistry<br />
Requirements for A.C.S.-approved chemistry major: 13* courses in chemistry and<br />
5 in ma<strong>the</strong>matics and physics, distributed as follows:<br />
107, 108 General Chemistry I, II or 109 Accelerated General Chemistry<br />
Six core courses:<br />
201, 202 Organic Chemistry I, II<br />
203 Analytical Chemistry<br />
210 Inorganic Chemistry<br />
303, 304 Physical Chemistry I, II<br />
Four advanced-level courses:<br />
404 Instrumental Methods<br />
410 Advanced Inorganic Chemistry<br />
490, 491 Senior Thesis research- 8 credits<br />
405 Biochemistry I (Biochemistry 415 lab is optional)<br />
Three courses in ma<strong>the</strong>matics:<br />
121, 233, 235 Single Variable, Multiple Variable and Advanced Single Variable<br />
Calculus (Math)<br />
Two courses in physics:<br />
201, 202 General Physics I, II (Phys)<br />
Requirements for <strong>the</strong> A.C.S.-approved environmental chemistry major:<br />
107, 108 General Chemistry I, II or 109 Accelerated General Chemistry<br />
Nine core courses:<br />
201, 202 Organic Chemistry I, II<br />
203 Analytical Chemistry<br />
210 Inorganic Chemistry<br />
303, 304 Physical Chemistry I, II
404 Instrumental Methods<br />
410 Advanced Inorganic Chemistry<br />
405 Biochemistry I (Biochemistry 415 lab is optional)<br />
Two courses selected <strong>from</strong>:<br />
Biol 303: Ecology<br />
Geol 305: Hydrology<br />
Biol 315: Microbial Ecology<br />
Biol 350: Aquatic Ecology<br />
Biol 435: Behavioral Ecology<br />
Chem 315: Environmental Chemistry<br />
Chem 490: Senior Thesis Research on an environmental topic<br />
Three courses in ma<strong>the</strong>matics<br />
121, 233, 235 Single Variable, Multiple Variable, and Advanced Single<br />
Variable Calculus<br />
Two courses in physics<br />
201, 202 General Physics I, II<br />
Requirements for <strong>the</strong> B.A. major: Nine* courses in chemistry and 4 courses in<br />
ma<strong>the</strong>matics and physics, distributed as follows:<br />
107, 108 General Chemistry I, II or 109 Accelerated General Chemistry<br />
Five core courses:<br />
201, 202 Organic Chemistry I, II<br />
203 Analytical Chemistry<br />
210 Inorganic Chemistry<br />
303 Physical Chemistry I<br />
Two senior-level courses:<br />
405 Biochemistry I (Biochemistry 415 lab is optional)<br />
491 Senior Research - 4 credits<br />
Two courses in ma<strong>the</strong>matics:<br />
121, 233 Single Variable and Multiple Variable Calculus (Math)<br />
Two courses in physics:<br />
201, 202 General Physics I, II (Phys) or 140, 141 Principles of Physics I, II<br />
(Phys)<br />
Requirements for <strong>the</strong> minor: Nine* courses distributed as follows:<br />
Six* courses in chemistry:<br />
107, 108 General Chemistry I, II, or 109 Accelerated General Chemistry<br />
201 Organic Chemistry I<br />
202 Organic Chemistry II, or<br />
203 Analytical Chemistry<br />
210 Inorganic Chemistry I<br />
303 Physical Chemistry I or 405 Biochemistry I or<br />
315 Environmental Chemistry<br />
One course in ma<strong>the</strong>matics:<br />
121 Single Variable Calculus (Math)<br />
Two courses in physics:<br />
140, 141 Principles of Physics I, II (Phys)
Pre-Engineering <strong>Hartwick</strong> B.A. degree (3 years at <strong>Hartwick</strong> and 2 at Columbia<br />
University <strong>College</strong> of Engineering and Applied Sciences or at Clarkson<br />
University): 17* courses distributed as follows:<br />
B.A. track with General Physics I, II and substitution of 391 Junior Research for<br />
491 Senior Research<br />
Three additional ma<strong>the</strong>matics courses:<br />
220 Linear Algebra (Math)<br />
235 Advanced Single Variable Calculus (Math)<br />
311 Differential Equations (Math)<br />
One course in computer science:<br />
120 Introduction to Programming (CISC)<br />
Course equivalent to Bioc 405 must be completed at <strong>Hartwick</strong> or cooperating<br />
institution.<br />
Recommended sequence of courses for <strong>the</strong> A.C.S.-approved major:<br />
B.A. students follow <strong>the</strong> same sequence, substituting electives for courses below<br />
that are not required in <strong>the</strong>ir program.<br />
Freshman year<br />
General Chemistry I, II or Accelerated General Chemistry<br />
Inorganic Chemistry (if Accelerated General Chemistry taken)<br />
Single Variable and Multiple Variable Calculus<br />
Sophomore year<br />
Organic Chemistry I, II<br />
Inorganic Chemistry (if not taken freshman year)<br />
General Physics I, II<br />
Advanced Single Variable Calculus<br />
Junior year<br />
Physical Chemistry I, II<br />
Analytical Chemistry<br />
Instrumental Methods<br />
Senior year<br />
Advanced Inorganic Chemistry<br />
Biochemistry I<br />
Senior Thesis Research<br />
B.A. students follow <strong>the</strong> same sequence, substituting electives for courses below<br />
that are not required in <strong>the</strong>ir program.<br />
Requirements for a Minor in <strong>the</strong> Environmental Science and Policy Program:<br />
Please see <strong>the</strong> Environmental Science and Policy Program section of this catalog<br />
for requirements for this minor.<br />
*Number of courses required is reduced by one if Accelerated General Chemistry<br />
is taken instead of General Chemistry I, II.<br />
Grades for all courses taken in chemistry and biochemistry are used to calculate<br />
<strong>the</strong> average in <strong>the</strong> major for Departmental Distinction.
Classics<br />
In a future characterized by continuity with past cultural achievements and<br />
tradition, it is important to understand and appreciate <strong>the</strong> roots of Western<br />
cultural tradition. The opportunity to analyze <strong>the</strong> contributions which <strong>the</strong> Greek<br />
and Roman peoples have made to this tradition is provided through <strong>the</strong> study of<br />
classics at <strong>Hartwick</strong>.<br />
In order that students may appreciate <strong>the</strong> breadth and influence of <strong>the</strong>se two<br />
cultures, <strong>the</strong> classics course offerings at <strong>Hartwick</strong> embrace a number of<br />
disciplinary areas—language, history, literature, mythology, art, and philosophy.<br />
The contributions of <strong>the</strong>se cultures to a wide range of disciplines make study in<br />
classics an especially worthwhile component of a liberal arts and sciences<br />
education, and students majoring in a variety of disciplines will find such study<br />
relevant to <strong>the</strong>ir academic programs.<br />
Courses in classics are offered through <strong>the</strong> Department of Modern and Classical<br />
Languages. Students who wish to major in <strong>the</strong> field of classics, or to develop a<br />
concentration in <strong>the</strong> discipline in combination with some o<strong>the</strong>r area of study, may<br />
do so under <strong>the</strong> Individual Student Program option in consultation with faculty in<br />
<strong>the</strong> department. (See page 7 for information on Individual Student Programs.)<br />
While <strong>the</strong> selection of courses depends upon <strong>the</strong> student’s interests and direction<br />
of study, a concentration in Greek and Roman studies would ordinarily include<br />
work in <strong>the</strong> language, history, literature and culture of <strong>the</strong> area.<br />
On-campus study is complemented by educational study tours of Greece and<br />
Rome offered periodically by <strong>the</strong> department during January Term. These offcampus<br />
programs focus on significant works of ancient art and archaeological<br />
remains in order to deepen students’ understanding of ancient history, literature<br />
and culture acquired in <strong>the</strong> classroom.<br />
In addition to <strong>the</strong> courses listed in this section, <strong>the</strong> following related courses are<br />
described elsewhere in <strong>the</strong> catalog:<br />
English:<br />
220 Western Literature (Engl)<br />
320 Classical Theatre & Drama (Engl)<br />
History:<br />
207 History of Ancient Greece (Hist)<br />
208 History of Republican and Imperial Rome (Hist)<br />
Philosophy:<br />
281 Ancient Philosophy (Phil)<br />
Political Science:<br />
227 Justice and Virtue: Classical Political Ideas (Posc)<br />
Faculty<br />
Part-Time Faculty: Nancy Macdonald
Courses<br />
205 Seminar in Greek Civilization (3 credits) An introduction to <strong>the</strong> art and<br />
archaeology of ancient Greece through a survey of <strong>the</strong> major trends and<br />
developments in architecture, sculpture, vase painting and <strong>the</strong> o<strong>the</strong>r arts in<br />
successive historical periods. Specific attention is focused on relating <strong>the</strong> principal<br />
sites and artifacts to be visited to this larger cultural context. This course is<br />
offered only when needed as a preparatory course for those students participating<br />
in <strong>the</strong> January Term in Greece. (CPA)<br />
206 Seminar in Roman Civilization (3 credits) An introduction to <strong>the</strong> art and<br />
archaeology of ancient Rome <strong>from</strong> its beginnings through <strong>the</strong> Imperial period,<br />
examining in addition <strong>the</strong> contributions made by <strong>the</strong> Etruscan and Greek cultures.<br />
Specific attention will be given to those monuments and sites which will be<br />
studied during <strong>the</strong> January Term. This course is to be taught only when needed as<br />
a preparatory course for those students participating in <strong>the</strong> January Term in<br />
Rome. (CPA)<br />
210 January Term in Greece (3 credits) An exploratory study of <strong>the</strong> civilization of<br />
ancient Greece through visits to significant museums and archaeological sites. The<br />
places to be visited include A<strong>the</strong>ns, Sounion, Eleusis, Hosios Loukas, Delphi,<br />
Corinth, Mycenae, Epidaurus, Olympia and <strong>the</strong> island of Crete. Offered <strong>from</strong><br />
time to time.<br />
211 January Term in Rome (3 credits) An exploratory study of <strong>the</strong> civilization of<br />
ancient Rome through visits to significant museums and archaeological sites. In<br />
addition to visits to <strong>the</strong> major points of cultural interest in Rome, this program<br />
will include excursions to Ostia, Tivoli, Tarquinia, Praeneste, Pompeii, and<br />
Herculaneum. Offered <strong>from</strong> time to time.<br />
221 Classical Mythology (3 credits) (Same as Engl 221) An introductory survey<br />
of <strong>the</strong> myths and legends of <strong>the</strong> Greek and Roman gods and heroes most<br />
commonly encountered in <strong>the</strong> art, architecture and literature of <strong>the</strong>se two peoples.<br />
The vital place which <strong>the</strong>se tales occupied in <strong>the</strong> fabric of Greek and Roman<br />
societies will be emphasized. (MWE)<br />
250 Topics in Classics (3 credits) An examination of particular subject areas or<br />
<strong>the</strong>mes which are not ordinarily treated and which are considered to be of special<br />
importance to <strong>the</strong> understanding of Western civilization. Examples include<br />
“Classical Mythology in Western Literature, Art and Music,” and “Women in<br />
Antiquity.” (MWE)<br />
Greek<br />
The following courses are offered <strong>from</strong> time to time when <strong>the</strong>re is sufficient<br />
interest and may be available as directed studies:<br />
101, 102 Elementary Greek A two-term sequence at <strong>the</strong> introductory level for<br />
those students who have no prior knowledge of Greek.<br />
101 Elementary Greek I (3 credits) Introduction to classical Greek grammar,<br />
vocabulary, and pronunciation. (LN1)<br />
102 Elementary Greek II (3 credits) Continuation of classical Greek grammar.<br />
Prerequisite: Greek 101. (LN2)
215, 216 Intermediate Greek (3 credits) First term: selected readings in prose and<br />
poetry; advanced grammar. Prerequisite: Greek 101, 102, or equivalent. (LN3)<br />
Second term: Greek epic: Homer. Prerequisite: Greek 215.<br />
Latin<br />
The following courses are offered <strong>from</strong> time to time when <strong>the</strong>re is sufficient<br />
student interest and may be available as directed studies.<br />
101, 102 Elementary Latin A two-term sequence at <strong>the</strong> introductory level for<br />
those students who have no prior knowledge of Latin or who need to review <strong>the</strong><br />
fundamentals of <strong>the</strong> language. Students should consult with <strong>the</strong> instructor to<br />
ensure correct placement in this sequence.<br />
101 Elementary Latin I (3 credits) Introduction to Latin grammar, vocabulary<br />
and pronunciation. (LN1)<br />
102 Elementary Latin II (3 credits) Continuation of <strong>the</strong> study of Latin<br />
grammar and readings of classical authors. Prerequisite: Latin 101 or 1 or 2<br />
years of high school Latin. (LN2)<br />
215, 216 Intermediate Latin (3 credits) First term: selected readings in prose and<br />
poetry; advanced grammar. (LN3) Second term: Latin poetry. Prerequisite: Latin<br />
101, 102 or equivalent.<br />
321, 322 Readings in Latin Literature (3 credits) First term: lyric and elegiac<br />
poetry. Second term: selections <strong>from</strong> <strong>the</strong> Roman historians. Prerequisite: Latin<br />
215, 216 or equivalent.
Cognitive Science Minor<br />
There has always been a fascination with how <strong>the</strong> mind works. How are<br />
information and knowledge represented in <strong>the</strong> mind? What is <strong>the</strong> nature of<br />
intelligence? How do we acquire and use language? How do we learn and reason?<br />
Can we build robots that perceive, solve problems, and make decisions like<br />
humans? How do brain lesions affect cognition? How is <strong>the</strong> human brain different<br />
<strong>from</strong> <strong>the</strong> brain of o<strong>the</strong>r animals? Questions such as <strong>the</strong>se drive <strong>the</strong> field of<br />
cognitive science. In recent decades, researchers <strong>from</strong> a variety of disciplines have<br />
joined forces to tackle <strong>the</strong>se topics, acknowledging <strong>the</strong> limitations of each<br />
discipline in isolation, and recognizing <strong>the</strong> value in interdisciplinary contributions.<br />
The five primary contributing disciplines in <strong>the</strong> study of cognitive science include:<br />
Cognitive Psychology Cognitive psychologists use controlled experimental<br />
research to study human mental processes. They contribute to <strong>the</strong> field of<br />
cognitive science by developing formal <strong>the</strong>ories and sophisticated models of<br />
human cognition in areas such as perception, concept formation, attention,<br />
language understanding, memory, problem solving, decision making, reasoning,<br />
intelligence, etc. They often test and modify <strong>the</strong>se <strong>the</strong>ories by means of computer<br />
simulations, comparing <strong>the</strong> “minds” of humans and machines. Neurological<br />
evidence also provides important contributions to <strong>the</strong>ir <strong>the</strong>ory and model<br />
development; for example, one popular model of <strong>the</strong> mind is analogous to neurons<br />
firing in <strong>the</strong> brain.<br />
Computer Science Computer science fits into <strong>the</strong> cognitive science field in a<br />
unique way. It provides a mechanism to test alternative <strong>the</strong>ories of how<br />
intelligence works through experimentation. Researchers can build computer<br />
models based on <strong>the</strong>ories provided <strong>from</strong> psychology, philosophy, biology,<br />
linguistics, and o<strong>the</strong>r disciplines to see how <strong>the</strong>y work.<br />
Linguistics Each time we utter a phrase, we are performing a complex operation<br />
that sets us apart <strong>from</strong> o<strong>the</strong>r living beings. Linguists study <strong>the</strong> ways in which<br />
human beings acquire language; <strong>the</strong> structure of words and sentences; <strong>the</strong> levels of<br />
meaning within language; and language’s effect on human relationships. Linguists<br />
also examine language to understand how a particular people organize reality and<br />
<strong>the</strong>ir surroundings, and how <strong>the</strong>y create meaning and culture.<br />
Neuroscience Neuroscience is <strong>the</strong> study of <strong>the</strong> organization and function of <strong>the</strong><br />
nervous system. Study can be undertaken at <strong>the</strong> molecular, cellular, systems,<br />
behavioral, and cognitive levels. Molecular neuroscience examines molecules and<br />
<strong>the</strong> roles <strong>the</strong>y play in nervous system function. The study of how molecules work<br />
toge<strong>the</strong>r to give <strong>the</strong> neuron and associated cells <strong>the</strong>ir special properties is cellular<br />
neuroscience. Systems neuroscience examines <strong>the</strong> way cells are organized into<br />
functional circuits that process information and mediate behavior. The manner in<br />
which cells and neural systems work toge<strong>the</strong>r to produce integrated behavior is<br />
behavioral neuroscience. Understanding <strong>the</strong> neural mechanisms responsible for <strong>the</strong>
higher levels of mental activity, such as memory, language, and self-awareness is<br />
<strong>the</strong> domain of cognitive neuroscience, in essence how <strong>the</strong> brain creates <strong>the</strong> mind.<br />
Philosophy From its inception in ancient Greece, Western philosophy has been<br />
concerned with “mind/body problems” and questions of what counts as<br />
knowledge. For contemporary philosophers many of <strong>the</strong> terms in cognitive science<br />
are problematic. For instance, what do we mean by “mind” or “mental states?”<br />
Does pain count as a physical or a mental state? What is <strong>the</strong> difference, if any,<br />
between a brain and a mind? What does an adequate model of consciousness have<br />
to include? Students interested in <strong>the</strong> minor should contact <strong>the</strong> coordinator of <strong>the</strong><br />
program, Lisa Onorato, or any of <strong>the</strong> cognitive science faculty. Students who<br />
minor in Cognitive Science will find it has unlimited potential for future careers in<br />
industry as well as in academia in areas such as: computer industry (robotics,<br />
artificial intelligence, expert systems, language understanding, virtual reality,<br />
computer graphics, programming, analysts, etc.), biotechnology companies (e.g.,<br />
cognitive neuroscience, biomolecular/genetic computing), medicine/medical<br />
research, clinical psychology/psychiatry (learning disabilities, dyslexia, autism,<br />
learning and memory, psycho pharmacy, psycho<strong>the</strong>rapy,) education (curriculum,<br />
language acquisition, cognitive development, learning disabilities), humancomputer<br />
interface design, human factors (tool design, telecommunications, workplace<br />
safety), language (speech pathology, language instruction), language<br />
translation and cross-cultural interpretation, lexicography (building dictionary<br />
databases, search engines, etc.), business, art, music, etc.<br />
Cognitive Science Faculty: Susan Carbone, KinHo Chan, Alan Crooker, Stan<br />
Konecky, Jack Moulton, Lisa Onorato, Stefanie Rocknak, Esperanza Roncero,<br />
Marilyn Wesley<br />
Cognitive Science<br />
Required Courses for <strong>the</strong> Cognitive Science Minor: To appreciate <strong>the</strong><br />
contributions of an interdisciplinary approach to <strong>the</strong> study of <strong>the</strong> mind, <strong>the</strong><br />
Cognitive Science minors must take at least one course <strong>from</strong> each of <strong>the</strong> following<br />
five disciplines. An introductory course and a capstone course round out <strong>the</strong><br />
minor.<br />
110 COGS Introduction to Cognitive Science (1 credit) In this mini-seminar,<br />
students are introduced to <strong>the</strong> field of cognitive science by exploring major<br />
<strong>the</strong>mes, recent applications, and special topics in <strong>the</strong> five contributing<br />
disciplines. This interdisciplinary course will include guest lectures <strong>from</strong> most of<br />
<strong>the</strong> faculty associated with <strong>the</strong> minor.<br />
450 COGS Capstone Experience (1 credit) In this mini-seminar, students<br />
engage in individual research projects, applying <strong>the</strong> knowledge gained<br />
throughout <strong>the</strong> minor to a topic of special interest. Students share knowledge<br />
and experiences in <strong>the</strong> field with o<strong>the</strong>r students in an interactive class<br />
environment.
310 BIOL Neurobiology (4 credits) (prerequisite: BIOL 104 and 105), OR<br />
305 PSYC Biopsychology (3 credits) (prerequisite: 290 PSYC or by<br />
permission)<br />
110 CISC Lego Robotics (4 credits), OR 120 CISC Introduction to Computer<br />
Programming (4 credits)<br />
370 PHIL Philosophy of Mind (4 credits) (prerequisite: one o<strong>the</strong>r philosophy<br />
course or 110 COGS)<br />
304 PSYC Cognitive Psychology (3 credits) (prerequisite: 290 PSYC or by<br />
permission)<br />
One course in Linguistics (TBA) (3-4 credits)
Computer and Information Science<br />
An understanding of computers, as well as of <strong>the</strong> world in which <strong>the</strong>y are being<br />
used, will be essential in <strong>the</strong> technologically and culturally complex world of <strong>the</strong><br />
21st century. As computers become valuable tools in nearly every field, it is<br />
important that those involved in <strong>the</strong>ir development and use understand not only<br />
<strong>the</strong> technology but <strong>the</strong> human needs it can serve and <strong>the</strong> implications for society.<br />
The study of computers within <strong>the</strong> framework of a liberal arts and sciences<br />
education can provide this understanding. In addition, students majoring in o<strong>the</strong>r<br />
disciplines will find a knowledge of computers useful in <strong>the</strong>ir future careers—<br />
whe<strong>the</strong>r <strong>the</strong>y plan to become educators or scientists, artists or economists. And<br />
working with computers can streng<strong>the</strong>n logic and problem-solving skills that will<br />
prove valuable in both <strong>the</strong>ir personal and professional lives.<br />
The Department of Computer and Information Science offers major programs in<br />
computer science and information science, as well as a minor in each area. While<br />
<strong>the</strong> two major programs differ in focus, each provides students with a solid<br />
technical background and a broad, general foundation that prepares <strong>the</strong>m for a<br />
variety of career opportunities ra<strong>the</strong>r than one specific job. At <strong>the</strong> same time, <strong>the</strong>ir<br />
study of computers within <strong>the</strong> context of a broader liberal arts and sciences<br />
education prepares majors to evaluate <strong>the</strong> potential and limitations of future<br />
advances in technology, and to adapt to changes within <strong>the</strong>ir profession.<br />
The major in computer science emphasizes <strong>the</strong> scientific and ma<strong>the</strong>matical<br />
dimensions of <strong>the</strong> field. It is for <strong>the</strong> student who wants to work on <strong>the</strong> cutting<br />
edge in developing <strong>the</strong> software necessary to run <strong>the</strong> computers of tomorrow.<br />
Students develop proficiency in programming by learning several commonly used<br />
programming languages, and <strong>the</strong>y develop a broad and deep understanding of<br />
operating systems, computer architecture, programming languages and advanced<br />
programming techniques. Electives are chosen <strong>from</strong> exciting topics such as<br />
computer graphics, parallel processing, artificial intelligence, microprocessors,<br />
computer networks, and optimization techniques.<br />
The major in information science is geared toward students who want to use<br />
computers effectively in <strong>the</strong> modern business world. It is designed to produce<br />
skilled and creative individuals to manage <strong>the</strong> information, computer systems and<br />
people needed by businesses in <strong>the</strong> 21 st century. Building on a solid foundation in<br />
programming, information science majors learn how to analyze and solve <strong>the</strong><br />
complex data processing problems of modern organizations. In advanced courses<br />
in systems analysis and design students use advanced computer assisted software<br />
engineering (CASE) tools which automate <strong>the</strong> software design process. Elective<br />
courses are chosen <strong>from</strong> a diverse list including Web programming, computer<br />
networks, programming languages, artificial intelligence and data structures.<br />
Courses in information science emphasize projects where students learn by doing<br />
real-life projects.
Each major program culminates with a required senior project that involves<br />
independent study in a selected area related to <strong>the</strong> focus of a student’s major and<br />
future career plans. Courses in <strong>the</strong> humanities and social and behavioral sciences<br />
complement study in both major programs. Students graduate understanding not<br />
only computers, but people, and how people and machines can work toge<strong>the</strong>r to<br />
solve problems. Majors in each program also are encouraged to do internships that<br />
provide experience in <strong>the</strong> application of <strong>the</strong>oretical knowledge to real-life<br />
situations. (While strongly recommended by <strong>the</strong> department, internships normally<br />
may not be counted as one of <strong>the</strong> courses required for <strong>the</strong> major or minor.)<br />
Easy access to <strong>the</strong> <strong>College</strong>’s excellent computer facilities enhances <strong>the</strong> study of<br />
computer and information sciences at <strong>Hartwick</strong>.<br />
Some <strong>Hartwick</strong> graduates with a major in computer science or information science<br />
have gone on to do graduate study in <strong>the</strong>ir fields before beginning <strong>the</strong>ir careers.<br />
O<strong>the</strong>rs have begun work immediately in a variety of industries and businesses, in<br />
careers ranging <strong>from</strong> systems analysis, to applications programming, to sales, to<br />
management.<br />
Violation of <strong>the</strong> <strong>College</strong> Computer Use and Abuse Policy or misuse of <strong>College</strong> or<br />
Departmental computing resources can result in disciplinary action, including, but<br />
not limited to, dismissal <strong>from</strong> <strong>the</strong> major.<br />
NOTE: Double majors in computer science and information science, or a major<br />
in one and a minor in <strong>the</strong> o<strong>the</strong>r, are not permitted because of <strong>the</strong> high degree of<br />
overlap in requirements.<br />
Faculty<br />
Computer and Information Science Faculty:, John C. Moulton, chair; Susan R.<br />
Carbone; Davis B. Conley; Robert C. Gann; Howard Lichtman<br />
Courses<br />
101 Introduction to Computers (3 credits) A literacy course providing an<br />
introduction to <strong>the</strong> nature and use of computers. Topics include <strong>the</strong> history of<br />
computers and information processing, <strong>the</strong> use of computers in problem solving,<br />
computers in modern society, <strong>the</strong> Internet and <strong>the</strong> Web. This course is not for<br />
students planning to major or minor in computer science or information science.<br />
(MLC)<br />
102 Internet Fundamentals (3 credits) This course will present <strong>the</strong> basic concepts<br />
and practical know-how to using <strong>the</strong> Internet. Topics will include computer<br />
architecture basics, computer networks and communications software. In addition,<br />
virtual communities, e-commerce, Internet research, privacy and safety issues will<br />
be covered. Students will work in <strong>the</strong> classroom and in <strong>the</strong> computer laboratory in<br />
order to gain familiarity with various software applications. HTML and basic<br />
Web page construction will be emphasized and each student will design, build and<br />
publish a personal Web page. This course is not for students planning to major or<br />
minor in computer science or information science. (MLC)
110 Lego Robotics Programming (4 credits) An introductory course in robotics<br />
programming for students with no prior programming background. Covers <strong>the</strong><br />
fundamentals of programming <strong>the</strong>n moves to <strong>the</strong> special topic of robotics<br />
programming. Robots must adapt <strong>the</strong>ir behavior based on input <strong>from</strong> <strong>the</strong><br />
environment and simple algorithms. Students will build <strong>the</strong>ir own robots and<br />
modify <strong>the</strong>m to handle more sophisticated problems as <strong>the</strong> student progresses in<br />
programming ability. This course is not for students planning to major or minor<br />
in computer science or information science. Prerequisites: Level III or above math<br />
proficiency. (MLC)<br />
115 Introduction to Web Development (4 credits) A comprehensive and dynamic<br />
introduction to Web programming that assumes no prior programming<br />
experience. The course begins with HTML and moves progressively to more<br />
complex languages. Topics include Web design technologies, usability, and human<br />
computer interaction. Students will be encouraged to use <strong>the</strong>ir imagination when<br />
developing Web pages, which must also conform to current usability standards.<br />
Each student will develop and publish a Web page project. This course is not for<br />
students planning to major or minor in computer science or information science.<br />
Prerequisite: Attain Level III or above math proficiency. (MLC)<br />
120 Introduction to Programming (4 credits) An introductory course in computer<br />
programming. Emphasis is placed on problem solving, and <strong>the</strong> implementation of<br />
solutions using a modern programming language. Computer programming skills<br />
are enhanced through individual and student projects. Topics include <strong>the</strong> structure<br />
of programs; data types; input and output; operators and expressions; control of<br />
flow; methods and arrays. Prerequisite: Attain level III or above math proficiency.<br />
(MLC)<br />
135 Visual Programming (4 credits) An introduction to visual programming.<br />
Programming assignments will utilize object-based, event-driven programming<br />
techniques. Emphasis will be placed on program design, form design, file<br />
processing, and data validation, Prerequisite: At least a C in Cisc 120. (MLC)<br />
180 Survey of Computer Systems (4 credits) An introduction to information<br />
processing and <strong>the</strong> use of computers for algorithmic problem solving. Covers <strong>the</strong><br />
scope, major contributions, tools, and current status of information science.<br />
Topics include computer hardware, operating systems, networks, database systems,<br />
and artificial intelligence. Prerequisite or corequisite: Cisc 120. (MLC)<br />
215 PC Systems (4 credits) An introduction to PC hardware. This course will<br />
provide <strong>the</strong> student with <strong>the</strong> opportunity to explore <strong>the</strong> inner workings of a<br />
modern PC through lab assignments and lecture presentations. Topics include<br />
computer architecture, I/O subsystem, video system, microprocessors, memory,<br />
mo<strong>the</strong>rboards, secondary storage devices, system resources, networking hardware,<br />
as well as a survey of modern operating systems and <strong>the</strong>ir role in controlling<br />
hardware. Prerequisites: Cisc 120 and sophomore standing. Offered alternate<br />
years. (MLC)<br />
225 Advanced Programming Techniques (4 credits) An advanced course in<br />
programming emphasizing object-oriented programming, data structures, and<br />
algorithms. Topics covered include object-oriented programming, stacks, queues,<br />
linked lists, searching, sorting, recursion, and binary search trees. Prerequisite: At<br />
least a C in Cisc 120. (MLC)
240 Computer Organization and Assembly Language (4 credits) An introduction<br />
to computer organization, machine language, and assembly language programming.<br />
Topics covered include <strong>the</strong> representation of data and instructions in <strong>the</strong><br />
computer, processors, memory and input/output devices in current and future<br />
computers. Student will write numerous programs in machine and assembly<br />
language. Prerequisite: at least a C in Cisc 225. Offered alternate years. (MLC)<br />
305 Artificial Intelligence (4 credits) An introduction to machine intelligence.<br />
Topics include search techniques, game playing, automating reasoning, problem<br />
solving, natural language understanding, knowledge representation, expert systems,<br />
pattern recognition, computer vision, robotics, machine learning, and neural<br />
networks. Prerequisite: Cisc 225. Offered when <strong>the</strong>re is sufficient students<br />
interest. (MLC)<br />
310 Systems Analysis and Design (4 credits) An introduction to software<br />
engineering and <strong>the</strong> system development life cycle. Topics include techniques for<br />
describing process flows, data flows, file design, input/output design and program<br />
specification. Emphasis will be placed on information ga<strong>the</strong>ring and reporting<br />
activities, on <strong>the</strong> analysis phase and <strong>the</strong> interaction of <strong>the</strong> various participants in<br />
<strong>the</strong> system process. There will be a group project. Prerequisite: Cisc 315. Offered<br />
alternate years. (MLC)<br />
315 Database Management (4 credits) An overview of database systems<br />
particularly relational and object databases. Topics covered will include principles<br />
of good database design, query languages, file and system structure, database<br />
security and integrity. Programming assignments and projects will use native SQL<br />
and SQL embedded in a higher level programming language. Prerequisites: Cisc<br />
135, 225 or permission of <strong>the</strong> instructor. (MLC)<br />
320 Programming Languages (4 credits) Concepts of programming languages.<br />
Topics include <strong>the</strong> history of programming languages, syntax and semantics, data<br />
types, and data abstraction, control structures, subprograms, concurrent<br />
programming, and object-oriented programming. There will be examples <strong>from</strong><br />
several programming languages and a major project involving writing a simple<br />
compiler. Prerequisite: Cisc 225. Offered alternate years. (MLC)<br />
325 Data Structures (4 credits) An advanced course in data structures, algorithm<br />
design, and analysis. Data structures covered include stacks, queues, linked lists,<br />
binary trees, graphs, heaps, hash tables, and B-trees. Algorithms include searching,<br />
sorting, hashing, and o<strong>the</strong>r algorithms for information storage and retrieval.<br />
Prerequisites: at least a C- in Cisc 225, Math 121. Offered alternate years. (MLC)<br />
330 Computer Networks (4 credits) An overview of data communication and<br />
computer networking. Course will provide an introduction to <strong>the</strong> concepts,<br />
terminology, and technology of electronic communications. Local and wide area<br />
networks, <strong>the</strong> Internet, intranets, and extranets, as well as <strong>the</strong> PSTN will be<br />
examined and discussed in detail. Topics include <strong>the</strong> OSI and TCP/IP models,<br />
digital and analog signals, modulation techniques, multiplexing, routing, protocols,<br />
network structure and architecture. Prerequisite: Cisc 225. Offered alternate years.<br />
(MLC)<br />
335 Computer Graphics (4 credits) Concepts of computer graphics. Topics<br />
include graphics devices and systems, interactive graphics, ray tracing, raster<br />
graphics, three-dimensional viewing and transformation, light and color <strong>the</strong>ory,
and hidden line and surface elimination. Prerequisites: Math 121 and Cisc 225.<br />
Math 220 suggested. Offered when <strong>the</strong>re is sufficient student interest. (MLC)<br />
340 Microprocessors (4 credits) Software and hardware considerations in using a<br />
microprocessor. Machine language, registers, addressing modes, stack<br />
manipulations, subroutines, interrupts, computer architecture, types of memory,<br />
data buses, and input/output. Prerequisite: Cisc 240. Offered when <strong>the</strong>re is<br />
sufficient student interest. (MLC)<br />
345 Computer Security (4 credits) A comprehensive introduction to computer<br />
security. Topics covered include network reconnaissance, network scanning,<br />
application attacks, operating system attacks, network attacks, denial-of-service<br />
attacks, Trojan Horses, backdoor programs, rootkits, computer viruses. Students<br />
will learn how vulnerabilities are exploited, and how to prevent, detect, and<br />
respond to an attack. Prerequisite: Cisc 225 or permission of <strong>the</strong> instructor.<br />
Offered when <strong>the</strong>re is sufficient student interest. (MLC)<br />
350 Topics in Computer Science (4 credits) Possible topics include computer<br />
simulation, automata <strong>the</strong>ory, parallel programming, distributed systems, neural<br />
networks, robotics, and expert systems. Cisc 225 or permission of <strong>the</strong> instructor.<br />
Offered when <strong>the</strong>re is sufficient student interest. (MLC)<br />
371 Numerical Analysis (Same as Math 371) (4 credits) The development of<br />
numerical methods and <strong>the</strong>ir associated error analysis. Nonlinear equations,<br />
systems of linear equations, interpolation, numerical differentiation and<br />
integration. Programming of appropriate algorithms with emphasis on accuracy<br />
and efficiency. Prerequisites: Math 220, 223, 235, and Cisc 120. Offered alternate<br />
years. (MLC)<br />
375 Optimization Techniques (Same as Math 375) (4 credits) A survey of <strong>the</strong><br />
methods used to obtain optimal solutions to linear problems. Emphasis on linear<br />
programming, simplex algorithm, duality transportation and assignment problems,<br />
shortest route and maximum flow problems, game <strong>the</strong>ory decision trees.<br />
Additional topics may include integer programming, dynamic programming,<br />
PERT-CPM, graph <strong>the</strong>ory, and queuing <strong>the</strong>ory. Prerequisites: Cisc 120 and Math<br />
220. (MLC)<br />
380 Web Development (4 credits) Addresses programming for <strong>the</strong> Web as a<br />
business tool. Primary emphasis is on learning <strong>the</strong> tools required to build a<br />
professional quality Web site. There are many different technologies available and<br />
<strong>the</strong>y change regularly. Languages for client side and server side programming will<br />
be covered. The course builds on knowledge of Systems Analysis & Design,<br />
Database systems and traditional programming techniques as a starting point.<br />
Prerequisites: CISC 225, CISC 315, CISC 310. Permission of <strong>the</strong> instructor is<br />
required. Offered alternate years (MLC)<br />
385 Theory of Computation (3 credits) An advanced survey of <strong>the</strong> <strong>the</strong>ory of<br />
computation. Topics include regular languages, context-free languages, <strong>the</strong><br />
Church-Turing Thesis, decidability, reducibility, time complexity, space<br />
complexity, and intractability. Prerequisites: Cisc 225, Math 220 and 221.<br />
Offered when <strong>the</strong>re is sufficient student interest. (MLC)<br />
425 Language Design and Implementation (4 credits) Design and implementation<br />
of compilers. Topics covered include lexical analysis, parsing, semantic analysis,
code generation, and optimization. Prerequisite: Cisc 320. Offered when <strong>the</strong>re is<br />
sufficient student interest. (MLC)<br />
430 Operating Systems (4 credits) An advanced course covering <strong>the</strong> principles of<br />
modern operating systems. Topics covered include history of operating systems,<br />
operating system design, resource management, processor scheduling, memory<br />
management, and file systems. There will be numerous programming projects.<br />
Offered alternate years. Prerequisite: Cisc 225.<br />
460 Systems Design and Implementation (4 credits) An advanced study of<br />
systems design and implementation. Emphasis will be placed on <strong>the</strong> use of<br />
structured analysis and design techniques to produce design specifications. Student<br />
projects will focus on <strong>the</strong> programming and testing of information systems that<br />
satisfy user requirements. Prerequisites: Cisc 135, 310, and 315 or permission of<br />
<strong>the</strong> instructor. Offered alternate years. (MLC)<br />
490 Senior Project (3 credits) Supervised independent study with oral and written<br />
presentations. Provides students <strong>the</strong> opportunity to complete a major software or<br />
research project. Students may select topics <strong>from</strong> such areas as computer security,<br />
programming languages, compilers, systems analysis and design, dynamic Web site<br />
creation using JSP or ASP, pocket PC programming, network design and<br />
implementation, robotics programming, database systems, server clustering and<br />
encryption, and artificial intelligence. May involve a programming project.<br />
Prerequisites: Cisc 325 for computer science majors, Cisc 310 and 315 for<br />
information science majors, plus permission of <strong>the</strong> department.<br />
Computer and Information Science<br />
Requirements for <strong>the</strong> major in computer science: 14 courses in computer and<br />
information science and ma<strong>the</strong>matics, as follows:<br />
Four core courses in computer and information science:<br />
120 Introduction to Programming<br />
135 Visual Programming<br />
225 Advanced Programming Techniques<br />
315 Database Management<br />
Five upper-level courses in computer and information science:<br />
240 Computer Organization and Assembly Language<br />
320 Programming Languages<br />
325 Data Structures<br />
430 Operating Systems<br />
One additional three or four credit course at or above <strong>the</strong> 200 level<br />
Four courses in ma<strong>the</strong>matics:<br />
121 Single Variable Calculus<br />
220 Linear Algebra<br />
233 Multivariable Calculus<br />
235 Advanced Single Variable Calculus<br />
490 Senior Project<br />
Requirements for <strong>the</strong> major in information science: 14 courses in computer and<br />
information sciences, ma<strong>the</strong>matics, and management, distributed as follows:
Four core coursers in computer and information science:<br />
120 Introduction to Programming<br />
135 Visual Programming<br />
225 Advanced Programming Techniques<br />
315 Database Management<br />
Six upper-level courses in computer and information science:<br />
310 Systems Analysis and Design<br />
330 Computer Networks<br />
380 Web Development<br />
460 Systems Design and Implementation<br />
Two additional three or four credit courses at or above <strong>the</strong> 200 level<br />
One course in management:<br />
261 Management and Organization (Mana)<br />
Two courses in ma<strong>the</strong>matics:<br />
108 Statistics (Math)<br />
121 Single Variable Calculus (Math)<br />
490 Senior Project<br />
Requirements for <strong>the</strong> minor in computer science: Six courses in computer and<br />
information sciences, distributed as follows:<br />
Three core courses in computer and information science:<br />
120 Introduction to Programming<br />
225 Advanced Programming Techniques<br />
315 Database Management<br />
Two of <strong>the</strong> following:<br />
240 Computer Organization and Assembly Language<br />
320 Programming Languages<br />
330 Computer Networks<br />
325 Data Structures<br />
430 Operating Systems<br />
One additional three or four credit course at or above <strong>the</strong> 200 level<br />
Requirements for <strong>the</strong> minor in information science: Six courses in computer &<br />
information sciences, distributed as follows:<br />
Four courses in computer & information science:<br />
120 Introduction to Programming<br />
135 Visual Programming<br />
310 Systems Analysis and Design<br />
315 Database Management<br />
One of <strong>the</strong> following:<br />
330 Computer Networks<br />
380 Web Development<br />
460 Systems Design and Implementation<br />
One additional three or four credit course at or above <strong>the</strong> 200 level<br />
Grades for all courses taken in Computer and Information Science are used to<br />
calculate <strong>the</strong> average in <strong>the</strong> major for Departmental Distinction.
Violation of <strong>the</strong> <strong>College</strong> Computer Use and Abuse Policy or misuse of <strong>College</strong><br />
computing resources can result in disciplinary action, including but not limited to<br />
dismissal <strong>from</strong> <strong>the</strong> major.
Economics<br />
<strong>Hartwick</strong> students who choose to major in Economics learn to apply <strong>the</strong><br />
principles and <strong>the</strong>oretical foundations of <strong>the</strong> discipline to a wide range of<br />
contemporary issues. Complemented by <strong>the</strong> <strong>Hartwick</strong> liberal arts and sciences<br />
education, economics majors develop a deep appreciation for <strong>the</strong> political,<br />
historical, social, and psychological discoveries that have influenced <strong>the</strong> evolution<br />
of economic thought. Departmental offerings foster <strong>the</strong> development of collegial<br />
working and personal relationships among faculty and students through research,<br />
peer-critical learning, and shared inquiry. Off-campus study, whe<strong>the</strong>r through an<br />
internship or our study-abroad program, is actively promoted to help students<br />
address economic issues through firsthand experience.<br />
Students who earn <strong>the</strong> B.A. in economics are well-prepared for careers in a variety<br />
of fields. Recent graduates have put <strong>the</strong>ir knowledge to work in for-profit and<br />
not-for-profit organizations, federal and state government agencies, consulting, <strong>the</strong><br />
Federal Reserve, securities and commodity trading, international banking, and<br />
lobbying. O<strong>the</strong>rs have pursued a Ph.D. in economics, or advanced study in law,<br />
public policy, education, and business administration.<br />
Faculty<br />
Economics Faculty: Laurence Malone, chair; Carli Cochi Ficano; Karl Seeley<br />
Courses<br />
250-259 Topics in Economics (3 credits) A series of annually updated topics<br />
courses designed to introduce students to <strong>the</strong> <strong>the</strong>ories and principles economists<br />
have devised to understand exchange relationships and markets. These principles<br />
and <strong>the</strong>ories are applied to analyze economic issues and problems. Topics for<br />
investigation are drawn <strong>from</strong> <strong>the</strong> subfields of <strong>the</strong> discipline, including: government<br />
policy, banking and financial markets, race and gender, labor, environmental,<br />
development and transition, and international economics. (SBA)<br />
301 Microeconomic Theory (4 credits) Focuses on <strong>the</strong> <strong>the</strong>oretical depiction of<br />
decision-making processes with respect to exchange and trade relationships.<br />
Topics are considered in a context that includes institutional, behaviorist, game<strong>the</strong>oretic<br />
and international applications and perspectives. The evolution of<br />
competitive and cooperative behaviors associated with markets is explored in<br />
detail. Prerequisite: Two different numbered courses <strong>from</strong> Econ 250-259, Topics<br />
in Economics (SBA) 302Macroeconomic Theory (4 credits) Investigates <strong>the</strong><br />
causes and consequences of inflation and unemployment and how <strong>the</strong>se problems<br />
are described and <strong>the</strong>oretically analyzed through national income and product<br />
accounts. Monetary and fiscal stabilization policies are emphasized in an<br />
international context, with careful consideration given to balance of payments<br />
issues, trade deficits and <strong>the</strong> effect of changes in <strong>the</strong> value of <strong>the</strong> dollar and o<strong>the</strong>r<br />
currencies. Prerequisite: Two different numbered courses <strong>from</strong> Econ 250-259,<br />
Topics in Economics (SBA)<br />
303 Econometrics (4 credits) The method by which real world data is used to test<br />
economic <strong>the</strong>ory and/or to make predictions about future economic events.
Presents regression analysis as a tool with which <strong>the</strong> statistical relationship<br />
between economic variables may be rejected or validated. Equal time is devoted to<br />
understanding <strong>the</strong> process of formal empirical analysis, econometric <strong>the</strong>ory and<br />
<strong>the</strong> direct application of <strong>the</strong>ory to analysis. The course culminates with students<br />
preparing an analytical research paper on a specific question of personal interest.<br />
Prerequisite: Math 108 or Math 121 or a Math course at <strong>the</strong> 200 level. (SBA)<br />
311 Economic History (3 credits) Explores economic causes and consequences<br />
pertaining to <strong>the</strong> development of markets in a research seminar setting. Recent<br />
topics for investigation have included: <strong>the</strong> origins of plantations, <strong>the</strong> emergence of<br />
multinational corporations <strong>from</strong> 1850 to 1900, and 19th and 20th century labor<br />
history. Common readings are initially discussed and <strong>the</strong>n each student undertakes<br />
a substantial project to investigate a specialized <strong>the</strong>me. (SBA)<br />
313 Classical Political Economy (3 credits) Contemplates <strong>the</strong> economic, political<br />
and philosophical “visions” in Adam Smith’s Wealth of Nations, Karl Marx’s<br />
Capital, and John Maynard Keynes’ General Theory. The development of <strong>the</strong><br />
liberal ideal of unrestrained individual freedom is traced through <strong>the</strong> ways <strong>the</strong>se<br />
economists interpreted <strong>the</strong> social reality of <strong>the</strong>ir time. The evolution of<br />
neoclassical economics is also considered, and <strong>the</strong> contemporary relevance of <strong>the</strong>se<br />
works is discussed throughout <strong>the</strong> course. (SBA)<br />
314 Development and Transition (3 credits) Considers various explanations for<br />
<strong>the</strong> disparate levels of economic well-being among nations, both historically and<br />
currently. Issues include <strong>the</strong> potential trade-off between economic growth and<br />
societal equity, miracles and failures, <strong>the</strong> sustainability of certain development<br />
plans, <strong>the</strong> feasibility of “trickle down” development, and innovative development<br />
techniques at both <strong>the</strong> grassroots and macro levels. The course culminates with<br />
students creating and defending development plans for a nation of <strong>the</strong>ir choice.<br />
Prerequisite: One course <strong>from</strong> Econ 250 - 259. (SBA)<br />
315 Government Policy (3 credits) A critical look at contemporary domestic<br />
policy issues using <strong>the</strong> tools of <strong>the</strong>oretical and empirical economic analysis,<br />
institutional analysis and <strong>the</strong> history of social policy. Potential topics include<br />
crime, child care, education, medical care, social security and long term care for <strong>the</strong><br />
elderly. A significant portion of <strong>the</strong> course will be devoted to independent student<br />
assessment of current policy initiatives-specifically <strong>the</strong>ir costs and benefits-and <strong>the</strong><br />
design of policy reform initiatives. Prerequisite: One course <strong>from</strong> Econ 250-259.<br />
(SBA)<br />
316 Race and Gender (3 credits) Utilizes economic analysis to shed light on <strong>the</strong><br />
social issues of race and gender in contemporary United States society. Potential<br />
topics include labor and credit market discrimination, employment and housing<br />
segregation, <strong>the</strong> male-female and black-white wage gap, labor market participation,<br />
divorce and domestic violence. While neo-classical economic <strong>the</strong>ory will serve as a<br />
point of departure for each issue, <strong>the</strong> assumptions behind <strong>the</strong> <strong>the</strong>ory will be<br />
carefully scrutinized and empirical evidence in support of and/or against <strong>the</strong><br />
<strong>the</strong>ory will be brought to bear. Prerequisite: One course <strong>from</strong> Econ 250-259.<br />
(SBA)<br />
317 Labor Economics (3 credits) Economic <strong>the</strong>ory is applied to analyze topics<br />
related to employment. The processes by which businesses determine <strong>the</strong> quantity,<br />
quality and compensation levels of <strong>the</strong>ir employees and individuals decide
whe<strong>the</strong>r, how much and where to work are examined. The course begins with <strong>the</strong><br />
primary building blocks of labor economics: labor supply and labor demand. It<br />
<strong>the</strong>n narrows its scope to look more closely at policy-relevant issues such as<br />
welfare reform, labor unionism, unemployment and <strong>the</strong> minimum wage and<br />
appropriate investments in education. A significant portion of <strong>the</strong> class will be<br />
devoted to independent student research on a relevant topic of personal interest.<br />
Prerequisite: One course <strong>from</strong> Econ 250 - 259. (SBA)<br />
318 Environmental Economics (3 credits) Applies economic logic to a major<br />
political issue. The analysis includes; externalities and market failure, comparison<br />
of command-and-control strategies with market-incentive strategies, evaluation of<br />
costs and benefits of alternative proposals, consequences of court decisions to<br />
resolve environmental disputes, <strong>the</strong> effects of public policies on environment<br />
quality and <strong>the</strong> basic elements of natural resource economics. Prerequisite: One<br />
course <strong>from</strong> Econ 250 - 259. (SBA)<br />
319 Advanced Theory (3 credits) Exploration of advanced topics in economic<br />
<strong>the</strong>ory. The course will be conducted as a seminar, with <strong>the</strong> particular <strong>the</strong>oretical<br />
focus determined by common interests among faculty and students. Recent topics<br />
for investigation have included: growth <strong>the</strong>ory, advanced microeconomics, game<br />
<strong>the</strong>ory, and ma<strong>the</strong>matical finance. Prerequisites: Econ 301 or 302. (SBA)<br />
320 International Economic Policy (3 credits) Evaluates contemporary policy<br />
issues and concerns in <strong>the</strong> international economy. Topics for consideration<br />
include; trade relations and managed trade, protectionism, balance of payments<br />
disparities, wage inequalities, trading blocs, exchange rate regimes, and <strong>the</strong> causes<br />
and consequences of volatility in financial markets. Students will discuss common<br />
readings and undertake a substantial research project on a particular area of<br />
interest. Prerequisite: One course <strong>from</strong> Econ 250-259. (SBA)<br />
350 Topics in Economics (3 credits) Advanced topics of current interest. Subjects<br />
of <strong>the</strong>se courses will be announced before registration. One course <strong>from</strong> Econ<br />
250-259. (SBA)<br />
395, 495 Internships in Economics (3-6 credits) Opportunities for career<br />
development and applied work for Economics students. Placements are designed<br />
to test academic concepts in a work setting and to bring <strong>the</strong> practical knowledge<br />
of a functioning business or institution to <strong>the</strong> classroom. Prerequisites: Economics<br />
major or minor, permission of <strong>the</strong> department and satisfactory internship<br />
qualifications. May be taken for 3 to 6 credits, but only 3 credits may count<br />
toward <strong>the</strong> major or minor requirements.<br />
490 Senior Thesis and Seminar in Economic Research (3 credits) The Senior<br />
Thesis Seminar is <strong>the</strong> capstone to <strong>the</strong> major in Economics, and represents a<br />
substantial research project on a topic of interest. Students will meet periodically<br />
with faculty and peers to present work in progress. The seminar is required of all<br />
majors, and concludes with submission of <strong>the</strong> completed <strong>the</strong>sis.<br />
Economics<br />
Requirements for <strong>the</strong> major: A minimum of 11 courses, distributed as follows:<br />
Two Topics in Economics courses, each with a different number, selected <strong>from</strong><br />
offerings designated Econ 250-259
One course in Ma<strong>the</strong>matics, selected <strong>from</strong> Math 108 or Math 121 or any Math<br />
course at <strong>the</strong> 200 level<br />
Three core courses in economic <strong>the</strong>ory:<br />
301 Microeconomic Theory<br />
302 Macroeconomic Theory<br />
303 Econometrics<br />
Senior Seminar and Thesis:<br />
490 Senior Seminar and Thesis<br />
Four additional courses <strong>from</strong> among Economics 300 level offerings, FINA 360<br />
Investment Analysis and FINA 381 Financial Institutions. One 3-credit internship<br />
in Economics may count toward this requirement.<br />
Requirements for <strong>the</strong> minor: Seven courses, distributed as follows: Two Topics in<br />
Economics courses, each with a different number, selected <strong>from</strong> offerings<br />
designated Econ 250-259<br />
One course in Ma<strong>the</strong>matics: selected <strong>from</strong> Math 108 or Math 121 or any Math<br />
course at <strong>the</strong> 200 level.<br />
Two core courses in economic <strong>the</strong>ory:<br />
301 Microeconomic Theory<br />
302 Macroeconomic Theory<br />
Two additional courses <strong>from</strong> among Economics 300 level offerings, FINA 360<br />
Investment Analysis and FINA 381 Financial Institutions.<br />
One 3-credit internship in Economics may count toward this requirement.<br />
Requirements for a minor in Environmental Science and Policy program:<br />
Recommended courses for economics majors as part of <strong>the</strong>ir major requirements:<br />
318 Environmental Economics (Econ) and<br />
315 Economics of Government Policy (Econ)<br />
Courses for <strong>the</strong> minor:<br />
1. One introductory course:<br />
230 Introduction to Environmental Science (Biol) or<br />
110 Environmental Geology (Geol)<br />
2. Two science lab courses outside <strong>the</strong> major, chosen <strong>from</strong>:<br />
235 Ecology and <strong>the</strong> Environment (Biol)<br />
250 Limnology (Biol)<br />
250 Tropical Biology (Biol),(Bahamas, Costa Rica or <strong>the</strong> Galapagos)<br />
303 Ecology (Biol)<br />
325 Forest Ecology (Biol)<br />
102 Chemistry in Today’s Society (Chem)<br />
215 Environmental Chemistry (Chem)<br />
109 The Global Environment (Geol)<br />
302 Surficial Geology (Geol)<br />
305 Groundwater Hydrology (Geol)<br />
314 Thermodynamic and Statistical Physics (Phys)<br />
3. Environmental Economics (Econ 318; Econ majors substitute an elective <strong>from</strong><br />
5. for this requirement)
4. 244 Environment- Politics and Policy (Posc); Posc majors substitute an elective<br />
<strong>from</strong> 5. for this requirement)<br />
5. At least one elective course outside <strong>the</strong> major, chosen <strong>from</strong> <strong>the</strong> following:<br />
341 Cultural Ecology (Anth)<br />
250 Nature Writing (Engl)<br />
205 Environmental History (Hist)<br />
336 Public Administration (Posc)<br />
322 Population and Ecology (Soci)<br />
Any science course not already taken <strong>from</strong> <strong>the</strong> above choices (under 2) Capstone<br />
Seminar (meets CIS requirement):<br />
410 Senior Seminar in Environmental Assessment (Intr)<br />
Grades for courses taken in economics that are required for <strong>the</strong> major are used to<br />
calculate <strong>the</strong> average in <strong>the</strong> major for Departmental Distinction.
Education<br />
The program prepares future teachers to work with Childhood (1st-6th grade),<br />
Middle Childhood (5th-9th grade) and Adolescence students (8th-12th grade) in<br />
22 teacher certification programs. <strong>Hartwick</strong>’s education program is based on four<br />
axioms: 1) effective teachers excel in <strong>the</strong>ir academic major, 2) effective teachers are<br />
firmly grounded in a liberal arts and sciences background (provided by <strong>Hartwick</strong>’s<br />
Curriculum XXI), 3) effective teachers operate <strong>from</strong> research-based principles of<br />
teaching-learning, and 4) <strong>the</strong>y integrate those principles into meaningful<br />
experiences in classrooms.<br />
Close collaboration with schools in <strong>the</strong> central New York area, Albany, New<br />
York City, and in <strong>the</strong> islands of Anguilla, Puerto Rico, Haiti, and Trinidad<br />
provides opportunities for real world practica in rural and urban school settings.<br />
Reflective, hands-on practica are a central part of <strong>Hartwick</strong>’s education program.<br />
There are many effective ways of learning. Internships, study abroad, volunteer<br />
service work, <strong>the</strong> education work-study program (START), multicultural-urban<br />
internships, field practica, or directed studies are some of <strong>the</strong> options available to<br />
education students. We encourage students to design, develop, and implement a<br />
personalized educational program that is consistent with <strong>the</strong>ir interest and<br />
preparation, and long term professional goals.<br />
Our Mission: A commitment to social justice.<br />
Our program hopes to train educators who are committed and actively engaged in<br />
social change. The program is selective, as it aspires to train future leaders in<br />
education. Students are expected to maintain an excellent academic record,<br />
demonstrate a commitment to social justice, be passionate about teaching, exhibit<br />
leadership qualities, and possess high moral standards.<br />
The Department aspires to prepare teachers who:<br />
· Excel in <strong>the</strong>ir content major<br />
· Possess <strong>the</strong> intellectual sensibilities of a liberal arts and sciences education<br />
· Utilize best teaching practices validated by research<br />
· Have an understanding of <strong>the</strong> epistemological, social political an moral<br />
dimensions of teaching<br />
· Are critical, interdisciplinary thinkers<br />
· Value diversity in all its forms<br />
· Are adept in <strong>the</strong> use of educational technology<br />
Faculty<br />
William Lister, department chair; Patricia Brannigan; Nejla Camponeschi; Mark<br />
Davies; Claudia Koeppel; Jane Kuehne; John Nealis<br />
O<strong>the</strong>r Faculty<br />
Meredith Newman, Dominic Nuciforo, Len Pudelka, Stan Sessions, Mat<strong>the</strong>w<br />
Straub, Mireille Vandenheuvel
Course Requirements<br />
The education sequence, normally begun in <strong>the</strong> sophomore year, includes<br />
foundation courses, pedagogical courses in which students study <strong>the</strong> art and<br />
science of teaching-learning, and in-school field experiences (practica),<br />
culminating in student teaching during <strong>the</strong> fall semester of one’s senior year or<br />
during a fifth fall immediately following graduation.<br />
Additional courses in o<strong>the</strong>r departments:<br />
· For certification programs: Engl 208, 210, or 300<br />
· For Childhood Education: Soci 150 Children’s Lives, Engl 350 Children’s<br />
Literature<br />
Student Teaching Requirements<br />
Admission to <strong>the</strong> <strong>College</strong> does not ensure good standing in <strong>the</strong> program of<br />
secondary education, nor does good standing in <strong>the</strong> education coursework ensure<br />
admission to student teaching. Students must maintain a satisfactory academic<br />
record and must apply for student teaching in accordance with <strong>the</strong> program<br />
guidelines.<br />
Student teaching requirements include:<br />
1. Completed 120 hours of departmentally approved START or equivalent<br />
school internship (180 hours for Childhood education)<br />
2. Portfolio (with sample lessons, specialty curriculum, core course essays, multimedia<br />
projects and video-taped lesson)<br />
3. Statement of Educational Philosophy<br />
4. A Junior year academic review:<br />
· Completion of foundation and pedagogical courses (no grade below a C+)<br />
· Satisfactory academic record (provide current audit)<br />
· A 3.0 GPA in content major and overall<br />
· A written endorsement <strong>from</strong> content major department chair<br />
Regulation: Teacher certification programs at <strong>Hartwick</strong> <strong>College</strong> are subject to <strong>the</strong><br />
rules and regulations of <strong>the</strong> State Legislature, Commissioner of Education, Board<br />
of Regents, and State Education Department of New York State. Institutional<br />
recommendation for certification is not guaranteed upon completion of <strong>the</strong> above<br />
courses without demonstrating professionalism in <strong>the</strong> field.<br />
Teacher education general information sessions are held frequently throughout <strong>the</strong><br />
year. To attend one, or to receive more detailed information on your options for<br />
an education program, contact <strong>the</strong> Department Chair, 311 Clark Hall, 607-431-<br />
4387 or ListerW@hartwick.edu.<br />
Courses<br />
150 Education in Contemporary American Society (3 credits, elective) This<br />
course examines <strong>the</strong> challenges facing K-12 schools in America today. The issues<br />
and controversies covered in class include: school financing, creationism vs.<br />
evolution in <strong>the</strong> classroom, bilingual education, multicultural education, sexual
education, moral education, affirmative action in education, desegregation and<br />
school busing, curriculum standards, homosexuality in <strong>the</strong> classroom, and religion<br />
in <strong>the</strong> classroom. Students are expected to read assigned papers and outline <strong>the</strong>ir<br />
stances on <strong>the</strong> controversies/issues. The class centers on structured debates.<br />
Student assessment is based on class participation, essays, and a portfolio. Offered<br />
Fall Term.<br />
220 Philosophy and Sociology of Education (4 credits, required) The course<br />
explores how philosophy and sociology inform educational practice. Critical<br />
philosophical and sociological analyses is used to dissect fundamental educational<br />
issues of school organization, curricular development, and instructional practice.<br />
The course explores <strong>the</strong> variety of philosophical stances and <strong>the</strong> sociocultural<br />
forces that have shape and constrain K-12 grade education. The course targets<br />
three outcomes for students: (1) to gain an understanding of <strong>the</strong> complex forces<br />
that influence contemporary American schools (2) to critically question prevailing<br />
notions of teaching and schooling; and 3) to begin to develop and articulate a<br />
personal philosophy of education. Offered every semester.<br />
304 Educational Psychology (4 credits, required) Students examine educational<br />
and psychological principles and <strong>the</strong>ories applicable to childhood, middle<br />
childhood, and adolescence age learning. Particular attention is given to human<br />
growth and development, motivation, and <strong>the</strong>ories of learning and instruction.<br />
Students examine <strong>the</strong> major learning <strong>the</strong>ories derived <strong>from</strong> psychological research<br />
and explore <strong>the</strong>ir implications for educational practice. This exploration focuses<br />
on three areas: (a) development, (b) learning <strong>the</strong>ory, and (c) instructional <strong>the</strong>ory.<br />
The course is designed to help pre-service teachers use psychological research<br />
to make informed decisions in educational practice. Offered every semester.<br />
Prerequisite Educ 220 or permission of instructor.<br />
320 Interdisciplinary Curriculum and Instruction: Theory & Practice (4 credits,<br />
required) Students investigate curricular and pedagogical issues in K-12 education.<br />
Through an examination of both curriculum and instruction <strong>the</strong>ory and practice,<br />
each student will have opportunities to streng<strong>the</strong>n her/his philosophical base<br />
prior to student teaching. Presented in seminar style, this class requires active<br />
student participation through reaction writings and dialogue on assigned readings;<br />
debates and discussions; and formal presentations. The overall objectives for this<br />
course work to challenge each student to: (1) understand <strong>the</strong> writings and ideas of<br />
various curricular <strong>the</strong>orists, (2) gain knowledge, comprehension, and application<br />
skills to understand traditional and non-traditional education paradigms, (3)<br />
analyze and evaluate contemporary curricular and instructional <strong>the</strong>mes related to<br />
current educational trends, and (4) understand, analyze and evaluate variables that<br />
affect curriculum and instruction, including community, diversity, politics, money,<br />
technology, and facilities/materials. Offered every semester. Prerequisites: Educ<br />
220 and Educ 304, and declaration of content major.<br />
250/350/450 Topics in Education (3 credits, elective) Themes vary depending<br />
on student and faculty interest. Recent topics: Urban School Cultures; School<br />
Reform; Educational Administration; Puerto Rican schools, language and culture;<br />
Multicultural Education; Religion in Schools; Outdoor Nature Education.<br />
Permission of instructor required.
3XX Content Specialty Teaching Methods (3 credits, required) Students are<br />
required to enroll in one course that corresponds with <strong>the</strong>ir certification field and<br />
level. The courses cover <strong>the</strong> study, development, and implementation of<br />
curriculum. Students explore and practice alternative curriculum and instruction<br />
models; lesson design; best instructional and assessment practices, integration of<br />
cross-curricular planning; and national and state learning standards. The courses<br />
have an interdisciplinary orientation and address instructional approaches for<br />
culturally, developmentally and cognitively diverse student populations. At least<br />
10 hours of field practice and observation are required, typically at several<br />
levels: <strong>the</strong> elementary education courses requires observations at <strong>the</strong> 1st-3rd and<br />
4th-6th grade levels; <strong>the</strong> middle childhood and adolescence courses require<br />
observations at <strong>the</strong> 5th-9th and 10th-12th grade levels. Offered spring or fall<br />
semesters. Prerequisite: Educ 220, Educ 304, Educ 320 and departmental<br />
approval.<br />
325 Teaching Middle Childhood & Adolescence Level English (3 credits) This<br />
seminar style class is designed to promote reflection and broaden <strong>the</strong> scope of preservice<br />
English teachers' perspectives on and knowledge of <strong>the</strong> process of teaching<br />
English in middle level (5-9) and adolescence level (7-12) settings. The field<br />
component of <strong>the</strong> class is designed to give students observation time to be with inservice<br />
teachers and to review best practices for teaching English as demonstrated<br />
in actual class settings.<br />
328 Teaching Middle Childhood & Adolescence Level Social Studies (3 credits)<br />
This seminar style class is designed to promote reflection and broaden <strong>the</strong> scope<br />
of pre-service Social Studies teachers’ perspectives on and knowledge of <strong>the</strong><br />
process of teaching Social Studies in middle level (5-9) and adolescence level (7-<br />
12) settings. The field component of <strong>the</strong> class is designed to give students<br />
observation time to be with in-service teachers and to review best practices for<br />
teaching Social Studies as demonstrated in actual class settings.<br />
326/330 Teaching Middle Childhood & Adolescence Level Math & Science (3<br />
credits) The course explores fundamental applied issues in methods of math and<br />
science education and in <strong>the</strong> students field of specialty. Readings, one-on-one<br />
discussions with <strong>the</strong> faculty, and visits to <strong>the</strong> classroom will provide <strong>the</strong><br />
knowledge necessary to develop a curriculum and lesson plan book. Students are<br />
also expected to do a series of classroom observations, make a video of a lesson,<br />
and attend to a regional or national professional meeting. By <strong>the</strong> end of this course<br />
students have: developed a philosophy of science/math education; reviewed <strong>the</strong><br />
history of science/math education; articulated a one-semester curriculum with<br />
lesson plans, activities, and assessment methods; coordinated this curriculum with<br />
state and national standards; examined state, national, and Advanced Placement<br />
curricula; become familiar with <strong>the</strong> misconception literature; become familiar with<br />
<strong>the</strong> “Best Practice” literature; developed familiarity with computer based<br />
instructional resources and software; and become familiar with <strong>the</strong> professional<br />
teacher organizations.<br />
331, 332 Methods of Elementary Education (6 credits for 2-semester sequence)<br />
The course explores fundamental issues in methods of instruction and assessment<br />
at <strong>the</strong> elementary level. The course is interdisciplinary covering developmentally<br />
appropriate, best practice methods of instruction in <strong>the</strong> creative arts, math and
science, social studies, English language literacy, and non-English languages. The<br />
course uses New York State's Learning Standards to organize instructional<br />
approaches and curriculum in 7 areas: <strong>the</strong> Arts; Career Development and<br />
Occupational Studies; English Language Arts, Health, Physical Education, &<br />
Family and Consumer Sciences; Languages O<strong>the</strong>r than English; Ma<strong>the</strong>matics,<br />
Science, and Technology, and Social Studies. Students develop a semester long<br />
curriculum with daily lesson plans for a 1-6 grade course that is correlated to <strong>the</strong><br />
State Learning Standards, and construct a portfolio of instructional activities and<br />
assessment instruments.<br />
335 Teaching Middle Childhood & Adolescence Level Foreign Language (3<br />
credits) The course examines language acquisition <strong>the</strong>ories, methods of second<br />
language instruction, current best practice teaching methods, lesson plan<br />
organization, and curriculum development issues. Students explore a variety of<br />
instructional approaches using sample materials derived <strong>from</strong> a variety of sources<br />
including internet based, textbooks, state and national curriculum guides and<br />
specialized professional journals. Students become familiar with state and national<br />
standards, professional organizations and journals. The course includes 10 hours<br />
of classroom observations.<br />
340 Reading, Writing, and Literacy for Children (3 credits) The course examines<br />
<strong>the</strong> events, activities, experiences, instructional approaches, and curriculum design<br />
considerations that affect literacy <strong>from</strong> pre-K to 12 grade. The course is<br />
interdisciplinary and has an applied orientation: it examines how literacy can be<br />
promoted in all subject areas; <strong>the</strong> links between oral literacy, visual literacy, and<br />
written literacy; <strong>the</strong> role of social relations and classroom organization in<br />
promoting literacy; <strong>the</strong> challenges and opportunities of culturally, cognitively and<br />
developmentally diverse student populations. Students create a toolbox of<br />
activities that promote literacy in <strong>the</strong>ir content areas and level. Prerequisites: Educ<br />
320 and Writing Level 3.<br />
372 Educational Lyceum Series (2 credits, required, mini courses vary <strong>from</strong> year<br />
to year). Offered in spring.<br />
Substance Abuse Minicourse (required by NYSED) The historical, sociological,<br />
legal, health, and educational dimensions of substance abuse are examined as <strong>the</strong>y<br />
relate to teaching, teachers, and schools. Approaches to prevention and<br />
intervention are examined critically in an attempt to empower future teachers to<br />
deal with <strong>the</strong> contradictions and dilemmas of substance abuse in contemporary<br />
American society.<br />
Violence Prevention Minicourse (required by NYSED)<br />
Child Abuse Minicourse (required by NYSED)<br />
380 Classroom Management—Creating a Positive Learning Environment (3<br />
credits, required) This course examines philosophies and methods for creating a<br />
healthy learning environment. Issues such as child-abuse, apathy, self-discipline<br />
and self-concept, motivation, violence prevention, power struggles, rebellion, and<br />
challenges of diverse student populations, are examined <strong>from</strong> developmental,<br />
multicultural, humanistic perspectives. Prerequisite: Educ 320.
381 Assessment and Evaluation (2 credits) The course explores <strong>the</strong> <strong>the</strong>ory and<br />
practice by which learning is assessed and evaluated. A variety of traditional and<br />
alternative assessment and testing practices are reviewed. Students develop an<br />
assessment toolbox in <strong>the</strong>ir particular subject specialty. The use of computers to<br />
facilitate and enhance evaluation and assessment is emphasized. This course is<br />
linked to Educ 382. Offered alternate Spring semesters. Prerequisite: Educ 320.<br />
382 Educational Technology (2 credits) The course explores <strong>the</strong> diversity of<br />
software and hardware available to teachers for enhancing instruction and<br />
facilitating course administration. Students learn to use a variety of software to<br />
produce instructional materials, develop multimedia presentations, and facilitate<br />
administrative duties. Students become familiar with <strong>the</strong> use of graphic and<br />
presentation (Photoshop, PowerPoint), spreadsheet (Excel), database (Access)<br />
software, and educational software pertinent to <strong>the</strong>ir content specialty. This course<br />
is linked to Educ 381 (Assessment and Evaluation). Offered alternate Spring<br />
Terms. Prerequisite: Educ 320.<br />
390 Multicultural/Urban Educational Experience—Minipracticum (3 credits,<br />
required) The course places students in non-traditional educational settings with<br />
students <strong>from</strong> diverse cultural, socioeconomic and geographic backgrounds.<br />
Students are required to observe, interact, supervise and/or teach for a minimum<br />
of 20 school days (120 hours). Readings on diversity, multicultural education and<br />
<strong>the</strong> sociological dimensions of schools, students and teachers, provide a formal<br />
context for reflecting on <strong>the</strong> field experience. Requires writing a brief proposal<br />
and approval by Education Committee. Internship may be during summer, January<br />
Term or Fall/Spring Terms. Prerequisite: Educ 320.<br />
Educ 480 Interdisciplinary Reflective Student Teaching Seminar (2 credits,<br />
required) Reflective seminar concurrent with 490, 491, 492.<br />
Teaching Practicum (Fall/Spring Terms) Prerequisites: Educ 220, 304, 320,<br />
3XX (Specialty Teaching Methods), and 380 (12 credits, required)<br />
490 Childhood Level Observation and Supervised Teaching Seven weeks in<br />
grades 1-3, and seven weeks in grades 4-6.<br />
491 Middle Childhood Observation and Supervised Teaching. Seven weeks in<br />
grades 5-7, and seven weeks in grades 7-9.<br />
492 Adolescence Level Observation and Supervised Teaching. Seven weeks in<br />
grades 7-9, and seven weeks in grades 10-12.<br />
Extradepartmental Courses<br />
ENG 208, 210, 300 (at least one is required for all levels of certification)<br />
Education Course Work<br />
Foundational Course Work<br />
Credits<br />
Education in Contemporary American Society (FYS 150) elective 3<br />
Philosophy and Sociology of Education (220) 4<br />
Educational Psychology (304) 4<br />
Curriculum and Instruction (320) 4<br />
Pedagogical Course Work<br />
Methods of Teaching Content Specialty (3xx) 3 (or 6)
Reading, Writing and Literacy (340) 3<br />
Lyceum Series (372) 2<br />
Creating a Positive Learning Environment (380) 3<br />
Assessment and Evaluation (381) 2<br />
Educational Technology (382) 2<br />
Topics in Education (250,350,450) elective 3<br />
Field Practica<br />
Multicultural and Urban Educational Experience (390, 391 or 392)<br />
Mini-practicum 3<br />
Supervised Student Teaching—Practicum Childhood (490) 6<br />
Middle School (491) 6<br />
High School (492) 6<br />
Interdisciplinary Reflective Seminar (480) 2<br />
Recommended Program of Study<br />
Childhood Education<br />
Middle or Adolescence Education<br />
Freshman<br />
Fall Educ 150 (elective) Educ 150 (elective)<br />
J Term Service Learning Service Learning<br />
Spring Educ 220 and Service Learning Educ 220 and Service Learning<br />
Summer Service Learning<br />
Sophomore<br />
Fall Educ 304 Educ 304, Service Learning<br />
J Term Service Learning Service Learning<br />
Spring Educ 320, Educ 372, Service Learning Educ 320, Service Learning<br />
Junior<br />
Fall Educ 331, Educ 340, Service Learning Educ 3XX, Educ 340<br />
J Term Educ 390 (Urban/Multicultural Educ 390 (Urban/Multicultural<br />
Minipracticum<br />
Minipracticum<br />
Spring Educ 332, Educ 380 Educ 380, Educ 372<br />
Summer Service Learning Service Learning<br />
Senior<br />
Fall Educ 480 and Practicum Educ 480 and Practicum<br />
J Term<br />
Spring Educ 381-2 Educ 381-2<br />
Or Fifth Fall<br />
Fall Educ 480 and Practicum Educ 480 and Practicum<br />
Areas of Certification<br />
At <strong>Hartwick</strong>, students do not major in education but complete program for certification coupled with a<br />
content major or major/minor combination. <strong>Hartwick</strong> offers education programs in Childhood (grades 1-<br />
6) , Middle Childhood (grades 5-9), and Adolescence (grades 8-12) education, K-12 Music Education,<br />
and Art Education (pending NYSED approval). The Childhood Program requires a major and a minor<br />
chosen <strong>from</strong> each A, B column. Students may also compose <strong>the</strong>ir own minor, which must be approved by<br />
<strong>the</strong> Department of Education.
CHILDHOOD<br />
Majors/Minors (must select one <strong>from</strong> both columns)<br />
Column A Column B O<strong>the</strong>r possible minors (no majors offered)<br />
Art Biology Environmental Science and Policy (Column B)<br />
Anthropology Chemistry U.S. Ethnic studies (Column A)<br />
English Computer Science Women’ s Studies (Column A)<br />
History<br />
Geology<br />
Languages<br />
Math<br />
Philosophy Physics<br />
Political Science Psychology<br />
Sociology<br />
Theatre Arts<br />
Management<br />
Economics<br />
Music<br />
MIDDLE-CHILDHOOD AND ADOLESCENCE<br />
• English<br />
• Math<br />
• Biology, Chemistry, Physics, Earth Science (with Geology/Env. Science)<br />
• French, German, Spanish<br />
• Social Studies (majors in Anthropology, Economics, History, Political Science, or Sociology)<br />
5th-6th grade extension is available for Middle Childhood track.<br />
Dual certification is a marketable advantage and requires additional pedagogy and content courses.<br />
Recommendation for Certification to NYSED<br />
Upon successful fulfillment of <strong>the</strong> curricular and service learning requirements of this program and passing<br />
teacher certification examinations required by New York State, students qualify to be recommended for<br />
Childhood (1st-6th grade), Middle Childhood (5th-9th grade), or Adolescence (8th-12th grade) Initial<br />
Certification. Reciprocity with most states allows students to secure certification in o<strong>the</strong>r regions with<br />
minimal effort: usually an application, state required exams and processing fees.<br />
Requirements: To qualify for Childhood, Middle Childhood, or Adolescence teacher certification through<br />
<strong>the</strong> <strong>Hartwick</strong> <strong>College</strong> Department of Education, an individual must satisfactorily complete <strong>the</strong> following:<br />
1. Course requirements in approved academic major (and minor for Childhood level) with a<br />
cumulative GPA of 3.0<br />
2. Overall GPA of 3.0 or higher<br />
3. Curriculum XXI requirements<br />
4. Videotape of mock lesson or pre-practicum teaching experience<br />
5. Additional extra-departmental course requirement (vary by major and level)<br />
6. Log 120 hours of START/Service Learning or equivalent school internship (180 hours for<br />
Childhood education)—20 of <strong>the</strong>se must be in special education<br />
7. Education course work with a cumulative average of 3.0 or above and no single grade below a C+<br />
8. Child Abuse Identification Seminar<br />
9. Substance Abuse Seminar<br />
10. Violence Prevention Seminar<br />
11. NYSED battery of tests (see www.NYSED.gov for dates and details)
• Liberal Arts and Science Test (LAST)<br />
• Assessment of Teaching Skills Test (written) (ATS)<br />
• Content Specialty Test
English<br />
Our mission is to lead students to a deep appreciation of literature and <strong>the</strong> quality<br />
of writing that ensures its beauty and endurance.<br />
The love of words and joy in <strong>the</strong> creative use of language form <strong>the</strong> basis of literary<br />
study. That study emphasizes <strong>the</strong> rich heritage and diversity of American and<br />
British literature and includes works <strong>from</strong> o<strong>the</strong>r cultures. The department teaches<br />
a disciplined approach to reading this literature and writing about it, <strong>from</strong> a wide<br />
range of critical perspectives.<br />
Students come to realize that language and <strong>the</strong> imagination can create worlds<br />
which, like ours, delight, disturb and challenge. The study of literature, <strong>the</strong>refore,<br />
helps students understand <strong>the</strong> world in which <strong>the</strong>y live and <strong>the</strong>ir places in it.<br />
Exploring our diverse literary heritage requires students to engage in a sensitive,<br />
subtle search for meanings. Through analysis, debate, critique and dissent, <strong>the</strong>y<br />
become better able to formulate and express <strong>the</strong>ir own ideas.<br />
The study of literature reminds us that all people have voices and that much of<br />
our greatest literature has challenged prevailing cultural norms. The individual’s<br />
encounter with literature has always been a crucial part of <strong>the</strong> process of<br />
transformation, of self-definition; for poems, stories, novels and plays record our<br />
blindness, our follies and our crimes just as surely as <strong>the</strong>y record our insights, our<br />
virtues and, occasionally, our genius. We study literature, literary <strong>the</strong>ory, writing,<br />
and culture-history not just to affirm our beliefs and traditions, but to examine<br />
<strong>the</strong>m critically.<br />
In keeping with its emphasis on written expression, <strong>the</strong> department offers a variety<br />
of courses in creative and expository writing. Creative writing courses use literary<br />
study, workshops and individual conferences to help student poets, novelists,<br />
essayists and playwrights understand <strong>the</strong> creative process and create afresh<br />
imagined worlds. Courses in <strong>the</strong> Writing Competency Program employ several<br />
rhetorical and pedagogical strategies to ensure that students graduate knowing<br />
how to write well. The Writing Center works in concert with writing and<br />
literature courses and across <strong>the</strong> disciplines, helping students <strong>from</strong> all majors<br />
achieve skill, precision and grace in <strong>the</strong>ir writing.<br />
Our mission includes maintaining and staffing <strong>the</strong> following programs:<br />
Program I Literature Courses for Majors: a wide range of courses, including<br />
period surveys, major author courses and topic-oriented courses.<br />
Program II Intermediate and Advanced Expository Writing: courses in essay<br />
writing, business writing and journalism for students who aspire to become<br />
professional writers. These courses support a writing minor and <strong>the</strong> English<br />
major with emphasis in writing.<br />
Program III Creative Writing: basic, intermediate and advanced courses in <strong>the</strong><br />
writing of fiction and poetry, which meet <strong>the</strong> creative and performing arts
equirements of Curriculum XXI. They support <strong>the</strong> writing minor and English<br />
major with a concentration in creative writing or an emphasis in writing. They<br />
also prepare students for M.F.A. programs in creative writing.<br />
English majors are strongly advised to attain an intermediate-level competence in a<br />
foreign language, especially if <strong>the</strong>y plan to do graduate work in English. O<strong>the</strong>r<br />
recommended courses include Introduction to <strong>the</strong> Bible; courses in art, music,<br />
history and philosophy; and literature courses in <strong>the</strong> Department of Modern and<br />
Classical Languages.<br />
No later than <strong>the</strong> fall of <strong>the</strong>ir junior year, English majors design and formally<br />
propose a four-course concentration in a specific area of literary study or in<br />
creative writing. Each student presents a written rationale for this concentration at<br />
a Preliminary Junior Review conducted by <strong>the</strong> student’s advisor and ano<strong>the</strong>r<br />
department faculty member of <strong>the</strong> student’s choosing. These faculty determine <strong>the</strong><br />
coherence and feasibility of <strong>the</strong> concentration, review <strong>the</strong> student’s writing, and<br />
help <strong>the</strong> student to plan a program ensuring that <strong>the</strong> student will have taken <strong>the</strong><br />
necessary “Approaches” course in critical methodologies prior to writing a Senior<br />
Project. The faculty members at <strong>the</strong> Preliminary Junior Review may approve <strong>the</strong><br />
proposed concentration as submitted, return it to <strong>the</strong> student for revision, or<br />
forward it to <strong>the</strong> whole department for its decision.<br />
During <strong>the</strong> spring of <strong>the</strong>ir junior year, majors complete a formal review of <strong>the</strong>ir<br />
course selections with <strong>the</strong>ir advisor and ano<strong>the</strong>r department member of <strong>the</strong>ir<br />
choosing. The Junior Review helps to ensure that majors will complete all college<br />
and department requirements on time and will have taken a variety of period and<br />
genre courses.<br />
English majors must complete a senior project, usually during January Term. The<br />
project consists ei<strong>the</strong>r of a long paper exploring a particular author or subject in<br />
depth or an original manuscript of creative writing, and an oral review by <strong>the</strong><br />
student’s study advisor and ano<strong>the</strong>r department member selected by <strong>the</strong> student.<br />
English majors who plan to earn teaching certification in secondary English are<br />
required to take Advanced <strong>College</strong> Writing and The Anatomy of English before<br />
student teaching and to have earned a 3.0 average in <strong>the</strong>ir major by <strong>the</strong> start of <strong>the</strong><br />
semester before <strong>the</strong>y student teach, with allowance for exceptions in extraordinary<br />
circumstances. Such students should obtain a copy of <strong>the</strong> department’s “Policy on<br />
Student Teachers” <strong>from</strong> <strong>the</strong> department chair no later than <strong>the</strong>ir sophomore year.<br />
Students must meet <strong>the</strong> requirements outlined in this policy statement to qualify<br />
for student teaching.<br />
The department offers various o<strong>the</strong>r opportunities for special study outside <strong>the</strong><br />
classroom. Students meet and interact with prominent writers through <strong>the</strong><br />
Visiting Writers Series. Nobel laureates Joseph Brodsky and Derek Walcott,<br />
Pulitzer prize winners Donald Justice and M. Scott Momaday, Poet Laureate<br />
Robert Pinsky and such well-known authors as Jamaica Kincaid and Joyce Carol
Oates have given readings and led student workshops. English majors also write<br />
for and edit Word of Mouth, <strong>the</strong> <strong>College</strong> literary magazine, and Hilltops, <strong>the</strong><br />
student newspaper. Recommended students work as tutors at <strong>the</strong> Writing Center,<br />
gaining valuable experience and academic credit, as well.<br />
The department encourages its majors to do internships in fields such as<br />
journalism, law and publishing. <strong>Hartwick</strong> English majors graduate with verbal and<br />
analytical skills that serve <strong>the</strong>m well in a wide variety of occupations, including law<br />
and medicine, libraries and museums, corporate and government agencies, and<br />
publications and communications.<br />
Faculty<br />
English Faculty: Kim H. Noling, chair; Robert R. Bensen; David C. Cody; Lisa<br />
Darien; Carol Frost; Susan Navarette; Margaret K. Schramm; Julia P. Suarez;<br />
Thomas J. Travisano; Marilyn C. Wesley<br />
O<strong>the</strong>r Faculty: Barbara Bonebrake, Stuart Brown, Nejla Camponeschi, Darwin<br />
Davis, Neil Cunningham, Allison Hedge Coke, Terrance Fitz-Henry, Graham<br />
Hanson, Vicki Howard, Adrienne Martini, Raymond McPhail, Karyn Moyer,<br />
William Rath, Debopriyo Roy, Carol Silverberg, Melora Wolff<br />
Courses<br />
101 Writing Tutorial (2 credits) Practice in writing short compositions and<br />
review of English grammar. Required of, and open only to, students placed at<br />
Level 1 of <strong>the</strong> Writing Competency Program as preparation for Level 2. Does not<br />
count toward majors or minors in English. Offered fall and spring.<br />
110 Composition (3 credits) Basic expository writing taught as a process leading<br />
to a product, with ample opportunity for <strong>the</strong> professor to intervene in, and <strong>the</strong><br />
student to practice, <strong>the</strong> stages of <strong>the</strong> process. Includes assigned readings,<br />
conferences with <strong>the</strong> instructor (at least two per term), peer review and rewriting.<br />
Instruction in how to do library research, how to prepare a bibliography and how<br />
to document sources. One paper based on intensive investigation of a single<br />
subject required. Students write a minimum of 20 finished pages, including <strong>the</strong><br />
investigative paper. Does not count toward majors or minors in English. Offered<br />
fall and spring.<br />
111 Composition Workshop (2 credits) Emphasis on <strong>the</strong> writing and particularly<br />
<strong>the</strong> revision of various short compositions in preparation for successful<br />
participation in a Level 3 (W) course. Open to Level 2B students and to transfer<br />
students who have taken composition elsewhere but have been placed at Level 1 or<br />
2. Does not count toward major or minor in English. Permission required.<br />
115 Principles of Public Speaking (3 credits) Psychological, physical, and<br />
intellectual problems involved in speaking before an audience; classroom<br />
experience in various types of formal speaking; constructive criticism <strong>from</strong> <strong>the</strong><br />
instructor and fellow students. Does not count toward majors or minors in<br />
English. Offered fall and spring.<br />
150 Topics in Literature for Freshmen (3 or 4 credits) These courses, designed<br />
especially for <strong>the</strong> first-year student, approach <strong>the</strong> understanding of literature<br />
through topics and <strong>the</strong>mes, such as “Robert Frost,” “On Keeping a Journal,”
“The Rhythms of Poetry,” “Children in War,” and “Imperial Nightmares.”<br />
Fundamental skills of reading, writing and interpreting literature are emphasized.<br />
Open to first-year students and to o<strong>the</strong>rs by permission of <strong>the</strong> instructor. Offered<br />
fall and spring.<br />
200 Business Writing (3 credits) Extensive practice in writing memos, letters and<br />
brief reports as solutions to communication problems encountered by managers.<br />
Study of <strong>the</strong> strategies of effective, tactful writing and <strong>the</strong> <strong>the</strong>ory on which <strong>the</strong>y<br />
are based. Covers writing within a business, organization or governmental agency<br />
as well as external communications with customers, clients or o<strong>the</strong>r firms or<br />
agencies. Open to students at Level 4, to o<strong>the</strong>rs by permission of <strong>the</strong> instructor.<br />
Limited to 20. Does not count toward <strong>the</strong> English major or toward <strong>the</strong> minor in<br />
literature. Offered yearly.<br />
205 Journalism (3 credits) Theory and practice of writing news stories, editorial<br />
opinion, feature articles and columns. Comparative study of current newspapers<br />
and news magazines. Introduction to copy editing, design, layout and production<br />
of news publications. Does not count toward <strong>the</strong> English major or toward <strong>the</strong><br />
minor in literature. Prerequisite: Level 4 writing ability. Offered yearly.<br />
208 The Anatomy of English (3 credits) A systematic, practical and analytic study<br />
of <strong>the</strong> structure and function of words, phrases and clauses in <strong>the</strong> English language<br />
with emphasis on <strong>the</strong> recognition of form and <strong>the</strong> analysis of function. This basic<br />
syntax course is designed for those students who wish to enrich <strong>the</strong>ir knowledge of<br />
and satisfy <strong>the</strong>ir curiosity about <strong>the</strong> English language through an in-depth study of<br />
au<strong>the</strong>ntic materials by authors <strong>from</strong> diverse backgrounds. It is required of those<br />
students planning to teach secondary English and must be completed before<br />
student teaching. It is recommended to English majors and minors, those planning<br />
to tutor at <strong>the</strong> Writing Center, and those serious about writing as a career.<br />
210 Advanced <strong>College</strong> Writing (3 credits) Emphasis on developing a clear,<br />
engaging style through a rigorous study of <strong>the</strong> elements of college writing. Several<br />
papers will be drafted, critiqued and thoroughly revised to empower students to<br />
write cogently and confidently in academic situations. Prerequisite: Level 4 writing<br />
ability. Limited to 20. Does not count toward <strong>the</strong> English major or toward <strong>the</strong><br />
minor in literature. Required for writing emphasis, writing minor and student<br />
teaching. Offered yearly.<br />
213 Introduction to Creative Writing (3 credits) The course will approach<br />
reading as a way to develop <strong>the</strong> imagination of <strong>the</strong> writer of both poetry and short<br />
fiction. Students will read widely in both genres, write poems and short stories in<br />
response to <strong>the</strong> readings, and participate in workshop discussions of <strong>the</strong>ir writing.<br />
The class will also consider relations between poetry and fiction, in terms of both<br />
<strong>the</strong>ir historical development and contemporary practice. Several short analytical<br />
essays on <strong>the</strong> assigned readings as well as <strong>the</strong> students’ original poetry and fiction<br />
will be expected. (CPA)<br />
215 Oral Interpretation (3 credits) Reading aloud of English prose and poetry.<br />
Emphasis on poise, voice and gesture toward an expressive and imaginative oral<br />
interpretation of literature. Limited to 20 students. (CPA)<br />
220 Western Literature I (3 credits) An exploration of <strong>the</strong> foundations of<br />
Western literature through classics of <strong>the</strong> Hellenic, Medieval and Renaissance
periods. Includes such writers as Homer, Sophocles, Virgil, Dante and Cervantes.<br />
(MWE)<br />
221 Classical Mythology (3 credits) (Same as Clas 221) An introductory survey<br />
of <strong>the</strong> myths and legends of <strong>the</strong> Greek and Roman gods and heroes most<br />
commonly encountered in <strong>the</strong> art, architecture and literature of <strong>the</strong>se two peoples.<br />
The vital place which <strong>the</strong>se tales occupied in <strong>the</strong> fabric of <strong>the</strong> Greek and Roman<br />
societies will be emphasized. May be taken for ei<strong>the</strong>r English or Classics credit.<br />
(MWE)<br />
222 Western Literature II (3 credits) An exploration of major European and<br />
Latin American literary works of <strong>the</strong> Enlightenment, Romantic and Modern eras,<br />
studied in translation. Includes such writers as Voltaire, Goe<strong>the</strong>, Rousseau,<br />
Dostoyevsky, Tolstoy, Kafka, Lorca, Borges, and Garcia Marquez. (MWL)<br />
230 English Literature I (3 credits) A survey of major works, figures, movements<br />
in English literature <strong>from</strong> <strong>the</strong> beginnings to <strong>the</strong> 18th century. Includes Beowulf<br />
and such major writers as Chaucer, Spenser, Shakespeare, Milton, Donne and<br />
Johnson; o<strong>the</strong>rs at <strong>the</strong> discretion of <strong>the</strong> instructor. Offered fall and spring.<br />
(MWE)<br />
231 English Literature II (3 credits) A survey of major works, figures and<br />
movements in English literature <strong>from</strong> <strong>the</strong> early 19th century through <strong>the</strong> 20th<br />
including such Romantic authors as Blake, Wordsworth, Coleridge, Byron,<br />
Shelley, Keats; such Victorians as Tennyson and Browning; and such moderns as<br />
Yeats, T.S. Eliot, Woolf. Offered yearly. (MWL)<br />
235 Issues in British Literature and Culture before 1660 (3 credits) A study of<br />
selected issues in British literature and culture through <strong>the</strong> early modern period.<br />
The course will examine <strong>the</strong> way in which literature is shaped by and, in turn,<br />
helps to shape cultural context. Topics may include Women in <strong>the</strong> Middle Ages,<br />
Neoplatonic Love and its Discontents, The Warrior and <strong>the</strong> Poet, and<br />
Shakespeare’s England. May be repeated with different course content. (MWE)<br />
236 Shakespeare: Page, Stage, and Screen (4 credits) An introductory course<br />
studying a range of Shakespeare’s plays in his four favored genres: comedy, history,<br />
tragedy, and romance. Three modes of <strong>the</strong> plays’ reception will be explored: close<br />
reading with attention to what can be interpreted <strong>from</strong> <strong>the</strong> page, such as character<br />
types, plots, imagery, motifs, and <strong>the</strong>mes as <strong>the</strong>y recur in variations throughout<br />
Shakespeare’s career; <strong>the</strong> interpretation in <strong>the</strong> <strong>the</strong>atre by actors and directors<br />
throughout <strong>the</strong> plays’ stage histories; and film interpretations by which directors,<br />
screenwriters, and cinematographers have transformed fundamentally aural works<br />
into stories for a primarily visual medium. Plays studied may include Richard III,<br />
Henry V, The Comedy of Errors, A Midsummer Night’s Dream, Romeo and<br />
Juliet, O<strong>the</strong>llo, and The Winter’s Tale. (MWE)<br />
237 Reconstructing Shakespeare’s Company (4 credits) (Same as Thea 237) A<br />
simulation of <strong>the</strong> workings of Shakespeare’s <strong>the</strong>atrical company as it prepares to<br />
produce one of his comedies for <strong>the</strong> Elizabethan public <strong>the</strong>atre. Students take on<br />
roles both as characters in <strong>the</strong> comedy, to be produced in a workshop performance<br />
at <strong>the</strong> end of <strong>the</strong> course, and as members of <strong>the</strong> acting company. Activities include<br />
script analysis, discussions of Elizabethan culture and <strong>the</strong>atrical practice, and<br />
improvisations based on research into <strong>the</strong> period. Laboratory sessions are devoted
to rehearsal. Counts in <strong>the</strong> <strong>the</strong>atre major as a course in <strong>the</strong>atre history. (Crosslisted<br />
as Thea 237) (CPA)<br />
239 Transcultural Studies (3 credits) A study of <strong>the</strong> diverse literary, aes<strong>the</strong>tic, and<br />
philosophical expressions of cultures and countries beyond England and <strong>the</strong><br />
United States. Ra<strong>the</strong>r than reproducing center/periphery models of cultural<br />
exchange, this course adopts a transnational and interdisciplinary approach to<br />
cultural and postcolonial studies, examining a wide range of works that may<br />
fruitfully be considered ei<strong>the</strong>r in <strong>the</strong>ir relations to or as independent of traditional<br />
British and American contexts. May be repeated with different course content.<br />
240 American Literature I (3 credits) A study of selected works of leading<br />
American authors through <strong>the</strong> Civil War, including Bradstreet, Poe, Emerson,<br />
Thoreau, Hawthorne, Melville, Whitman, Douglass, Fuller and Dickinson. Stress<br />
is on <strong>the</strong> growth of a uniquely native voice in our literature, <strong>from</strong> its origins in<br />
early writers to its expression in <strong>the</strong> later Romantic writers. Offered fall and<br />
spring. (MWL)<br />
241 American Literature II (3 credits) A study of selected works of leading<br />
American authors since <strong>the</strong> Civil War, such as Dickinson, Twain, Gilman,<br />
Wharton, Ca<strong>the</strong>r, Frost, Hemingway, Faulkner, Hurston and Wright. Stress is on<br />
major cultural and literary movements. Offered fall and spring. (MWL)<br />
245 African American Literature (3 credits) A study of <strong>the</strong> narrative construction<br />
of black identity in major works in key African American literary forms: slave<br />
narratives, autobiographies, and fiction. Includes works by such writers as<br />
Frederick Douglass, Harriet Jacobs, Richard Wright, Ralph Ellison, and Toni<br />
Morrison. (MWL)<br />
250 Topics in Literature (3 credits) A study of various authors, <strong>the</strong>mes,<br />
movements, genres, with attention to <strong>the</strong>ir historical context. Topics include<br />
African American Women Dramatists, The Short Story, Supernatural Horror in<br />
Literature, and Children’s Literature. Offered yearly.<br />
255 Women and Fiction (3 credits) Close reading of novels and short stories by<br />
women writers such as Atwood, Chopin, Gilman, Morrison, Walker, Welty, and<br />
Woolf, with a focus on both aes<strong>the</strong>tic elements and women’s issues. (MWL)<br />
260 Caribbean Literature (3 credits) The course will introduce students to a<br />
major body of literature written in <strong>the</strong> Caribbean region. The course will focus on<br />
<strong>the</strong> engagement of <strong>the</strong> literature with Native American life, European colonialism,<br />
<strong>the</strong> African diaspora, <strong>the</strong> formation of Creole language and society, and <strong>the</strong><br />
problems and potential of <strong>the</strong> hybrid cultures of <strong>the</strong> Caribbean. Readings include<br />
<strong>the</strong> literature of discovery and exploration, as well as contemporary writers <strong>from</strong><br />
<strong>the</strong> French and Spanish Caribbean, such as Cesaire, Glissant, Garcia Marquez and<br />
Carpentier. Writers in English include Brathwaite, Goodison, Jamaica Kincaid,<br />
Lovelace and Walcott. (NTW)<br />
268 Issues in British Literature and Culture since 1660 (3 credits) A study of<br />
selected issues in British literature such as marginality, gender, sexuality, and<br />
colonialism, with emphasis on a text’s relation to ideology and British culture.<br />
Topics may include “Imperial Nightmares” and “Unruly Women.” May be<br />
repeated with different course content. (MWL)
When a 300-level course is offered as an Approaches (A) course, it may carry an<br />
additional hour of credit.<br />
300 Teaching Assistant in Composition (2 credits) Training and practice in <strong>the</strong><br />
teaching of writing. Students will serve as tutors in <strong>the</strong> Writing Center under<br />
supervision of <strong>the</strong> coordinator. Open to students of strong writing ability<br />
regardless of major. Consent of coordinator required early in term preceding<br />
enrollment. May be taken twice. Offered every term.<br />
305 Advanced Journalism (3 credits) Using <strong>the</strong> basic skills of reporting and<br />
writing, students will progress to a more complex story-telling in individual and<br />
group projects. Types of news projects include participatory journalism,<br />
interpreting data, features, profiles and localizing U.S. and international news.<br />
Students will compile a portfolio of <strong>the</strong>ir work and design a resumé for use in<br />
future job searches. Does not count as a literature or creative writing course.<br />
Prerequisite: English 205 or permission of <strong>the</strong> instructor.<br />
310 Creative Writing: Nonfiction (3 credits) Practice in writing a variety of kinds<br />
of non-fictional prose. Readings in <strong>the</strong> New Journalism, study of professional<br />
writing in such periodicals as The Atlantic Monthly, The New Yorker, and The<br />
New York Times. Prerequisites: Level 4 writing ability and permission of <strong>the</strong><br />
instructor. Does not count as a literature course.<br />
311 Creative Writing: Fiction (4 credits) Practice in <strong>the</strong> writing of fiction;<br />
exercises in <strong>the</strong>me and technique. Workshop and conference. Readings in <strong>the</strong><br />
short story and <strong>the</strong> <strong>the</strong>ory of fiction. Prerequisite: English 213 is strongly<br />
recommended. Does not count as a literature course. Offered alternate years.<br />
(CPA)<br />
312 Creative Writing: Poetry (4 credits) Practice in <strong>the</strong> writing of poetry;<br />
exercises in form. Readings in prosody poetics and contemporary poetry.<br />
Prerequisite: English 213 is strongly recommended. Does not count as a literature<br />
course. Offered alternate years. (CPA)<br />
320 Classical Theatre and Drama (3 credits) The tragic and comic plays of<br />
classical Greece and Rome will be studied first as products of <strong>the</strong> cultures that<br />
produced <strong>the</strong>m and <strong>the</strong> stages for which <strong>the</strong>y were intended and second as<br />
continuing influences on European thought and <strong>the</strong>atre. English translations of<br />
plays by Aeschylus, Sophocles, Euripides, Aristophanes, Menander, Plautus,<br />
Terence, and Seneca will be read. (MWE)<br />
321 Studies in Drama to 1850 (3 credits) European plays <strong>from</strong> <strong>the</strong> late Middle<br />
Ages to <strong>the</strong> beginning of <strong>the</strong> modern era will be studied ei<strong>the</strong>r as part of a broad<br />
survey or as representative examples of a particular time or place. Shakespeare will<br />
not be included, and all plays will be in English. (MWE)<br />
322 Studies in Modern Drama (3 credits) European and American plays written<br />
after 1850 and before <strong>the</strong> last quarter of <strong>the</strong> 20th century will be studied. Genres<br />
and movements such as realism, expressionism, and <strong>the</strong> Theatre of <strong>the</strong> Absurd will<br />
be considered when reading plays by such writers as Ibsen, Strindberg, Chekhov,<br />
Shaw, Giraudoux, O’Neill, Brecht, Ionesco, Beckett, and Williams. (MWL)<br />
323 Studies in Contemporary Drama (3 credits) Plays written since <strong>the</strong> middle of<br />
<strong>the</strong> 20th century will be examined. Attention may be given to <strong>the</strong> rise of <strong>the</strong>atres<br />
of protest, experimentation, ethnic and sexual identity, and <strong>the</strong> influence of non-<br />
Western <strong>the</strong>atres.
325 The British Novel I (3 credits) A study of <strong>the</strong> evolution of this “novel” form<br />
of literary expression, <strong>from</strong> its emergence in England in <strong>the</strong> 18th century to its<br />
development as <strong>the</strong> paramount literary genre in <strong>the</strong> 19th. While focusing on <strong>the</strong><br />
salient features of <strong>the</strong> genre, <strong>the</strong> course also will consider <strong>the</strong> historical and<br />
cultural influences that shaped <strong>the</strong> works of novelists such as Defoe, Fielding,<br />
Sterne, Mary Shelley, Austen, <strong>the</strong> Brontës, and Dickens. (MWL)<br />
326 The British Novel II (3 credits) A study of <strong>the</strong> English novel <strong>from</strong> <strong>the</strong> mid-<br />
19th century through its later incarnations in <strong>the</strong> early decades of <strong>the</strong> 20th century<br />
to <strong>the</strong> present, with particular emphasis on <strong>the</strong> ways in which it shaped itself in<br />
response to <strong>the</strong> advent of a “modernity” that was historical, literary, and scientific.<br />
Readings will include <strong>the</strong> novels of authors such as Dickens, Eliot, Hardy, Wells,<br />
Conrad, Lawrence, Woolf, and Joyce. (MWL)<br />
330 Studies in Old English Literature (3 credits) An exploration of <strong>the</strong> literature,<br />
language, and culture of <strong>the</strong> Old English period (c. 500-1100). An examination of<br />
<strong>the</strong> complex and multi-linguistic culture of England in <strong>the</strong> Anglo-Saxon period<br />
will be coupled with intensive study of Old English prose and poetic works such<br />
as “The Life of St. Edmund,” <strong>the</strong> Anglo-Saxon Chronicles, “The Dream of <strong>the</strong><br />
Rood,” “The Wanderer,” “The Seafarer,” and selections <strong>from</strong> Beowulf. Offered<br />
alternate years.<br />
331 Chaucer (3 credits) Intensive study of <strong>the</strong> works of Chaucer. Special attention<br />
will be paid to gaining fluency in reading Chaucer’s Middle English (both silently<br />
and aloud), cultural context, and critical reception. Some of Chaucer’s shorter<br />
works may be studied, but <strong>the</strong> main concentration of <strong>the</strong> course will be on his two<br />
masterpieces, Canterbury Tales and Troilus and Criseyde. Offered alternate years.<br />
(MWE)<br />
333 Middle English Literature (4 credits) Intensive study of <strong>the</strong> literature,<br />
language, and culture of <strong>the</strong> Middle English period (c. 1100-1500). The rich<br />
variety of Middle English literature will be explored through readings in different<br />
genres-romance, lyric, saints’ lives, drama, epic, dream vision-and by practice in<br />
reading different dialects. (MWE)<br />
335 Studies in English Renaissance Literature (3 credits) Advanced study of <strong>the</strong><br />
poetry, drama, prose, fiction, and song of 16th century England, primarily works<br />
of <strong>the</strong> late Elizabethan era. With an eye always to <strong>the</strong> focal point of all<br />
Elizabethan circles, <strong>the</strong> Queen herself, students examine some notable models for<br />
success in court circles; study Elizabethan sonnet cycles, pastoral romance, revenge<br />
tragedy, and lyric comedy, and sample <strong>the</strong> literature of exploration and<br />
colonization. Authors include Hoby, Wyatt <strong>the</strong> Elder, <strong>the</strong> Sidney circle, Marlowe,<br />
Spenser, Kyd, Shakespeare, Mary Stuart, Elizabeth I, Greene, Raleigh. (MWE)<br />
336 Shakespeare I (4 credits) Advanced study of plays <strong>from</strong> <strong>the</strong> first half of<br />
Shakespeare’s career as a dramatist, with attention to <strong>the</strong> development of<br />
Shakespearean comedy, to <strong>the</strong> playwright’s achievement in dramatizing English<br />
history in <strong>the</strong> Richard II-Henry V tetralogy, and to <strong>the</strong> interpenetration of <strong>the</strong>se<br />
genres. The plays will be considered as scripts for a particular <strong>the</strong>atre in a<br />
particular place and time, as well as texts of enduring critical controversy, cultural<br />
interest, and iconic significance. (MWE)<br />
337 Shakespeare II (4 credits) Advanced study of Shakespeare’s later works,<br />
beginning with Hamlet, that is, <strong>the</strong> major tragedies and romances. Special
attention will be paid to cultural context, critical reception, and stage history.<br />
Offered yearly. (MWE)<br />
340 Empire and Revolution in 17 th Century British Literature and Culture (3<br />
credits) In this century of revolution, reformation, and imperial expansion,<br />
England’s writers participated in its political, religious, domestic, and personal<br />
upheavals. We will examine <strong>the</strong>se conflicted areas in <strong>the</strong> work of Shakespeare,<br />
Donne, Jonson, and Milton, and in <strong>the</strong> increasingly important work of women<br />
writers, including Wroth, Philips, and Cavendish. (MWE)<br />
345 Studies in 18 th Century Literature (3 credits) A concentrated study of <strong>the</strong><br />
several interlocking cultural contexts—historical, political, literary—that situate<br />
such quintessentially “18th century” genres as <strong>the</strong> epistolary, picaresque, and<br />
Gothic novels, travel and crime narratives, <strong>the</strong> Newgate pastoral, ballad-operas and<br />
mock-georgics, satire and <strong>the</strong> burlesque, and mock-epic poetry. The literary<br />
productions of writers such as Defoe, Swift, Sterne, Pope, Johnson, Burney, and<br />
Austen will be considered as a response to and an expression of <strong>the</strong> tremendous<br />
social and political transformations marking <strong>the</strong> period spanning roughly 1660<br />
through 1818, as England lurched toward modernity.<br />
350 Selected Topics (3 or 4 credits) Advanced study of a wide range of literary<br />
topics. Recent examples include Contemporary Sou<strong>the</strong>rn Writers, Native<br />
American Literature, Emily Dickinson and her World, The Return of King<br />
Arthur, and Women and Poetry.<br />
355 English Romantics (3 credits) Blake, Wordsworth, Coleridge, Byron, Shelley,<br />
Keats and such essayists as Lamb, DeQuincey and Hazlitt. Offered alternate years.<br />
(MWL)<br />
360 Victorian Literature (3 credits) Major <strong>the</strong>mes and figures in poetry and<br />
fiction, 1832-1900, including Tennyson, Browning, Arnold, Carlyle, Ruskin, and<br />
Emily Brontë. Offered alternate years. (MWL)<br />
365 Modern British Literature (3 credits) Major trends and writers of British<br />
poetry and prose <strong>from</strong> 1914-60, including Forster, Joyce, Lawrence, Thomas,<br />
Woolf and Yeats. Offered alternate years. (MWL)<br />
367 British Authors (3 credits) Courses under this heading focus on <strong>the</strong> works of<br />
one to three British authors read closely within <strong>the</strong> context of <strong>the</strong>ir lives, culture,<br />
and critical reception. Possible authors include John Milton, Jane Austen,<br />
Charlotte Brontë, Oscar Wilde, Virginia Woolf, and James Joyce. May be<br />
repeated with different course content. (MWE or MWL)<br />
368 Issues in British Literature and Culture (3 credits) Advanced study of selected<br />
issues in British literature and culture, such as <strong>the</strong> politics of gender and sexuality;<br />
imperialism and post-colonialism; and ideologies of race, class, and gender. May<br />
be repeated with different course content. (MWE or MWL)<br />
369 Studies in British Poetry (3 credits) Advanced study of various aspects of<br />
British poetry. Courses may trace <strong>the</strong> evolution of a certain genre (e.g., <strong>the</strong> epic),<br />
explore <strong>the</strong> interactions and influence of a particular group of poets (e.g., <strong>the</strong><br />
metaphysical poets), or examine <strong>the</strong> poetic response to a particular cultural and<br />
political moment (<strong>the</strong> French Revolution). May be repeated with different course<br />
content. (MWE or MWL)<br />
372 The American Romantics (3 credits) Concentrated study of such major<br />
19th-century American writers as Hawthorne, Poe, Emerson, Thoreau, Melville,
Whitman. (Ordinarily no more than three authors are covered.) Offered alternate<br />
years. (MWL)<br />
373 The Gilded Age (3 credits) Concentrated study of such major American<br />
writers of <strong>the</strong> late 19th and early 20th centuries (1865-1917) as Jewett, Twain,<br />
James, Dreiser, Norris, and Ca<strong>the</strong>r. Offered alternate years. (MWL)<br />
374 Modern American Literature (3 credits) A close study of major American<br />
authors of <strong>the</strong> 20th century to 1945. A balance between poets and novelists is<br />
maintained. Includes such major poets as Frost, Eliot, Stevens, Pound, Moore and<br />
Williams; and such major novelists as Hemingway, Faulkner, Fitzgerald, Wright<br />
and Welty. Offered at least every o<strong>the</strong>r year. (MWL)<br />
375 Contemporary American Literature (3 credits) A close study of American<br />
authors since 1945 including such poets as Lowell, Roethke, Ginsberg, Plath,<br />
Bishop and Rich; and such fiction writers as Nabokov, Bellow, Cheever, Updike,<br />
O’Connor, Barth and Morrison. Offered at least every o<strong>the</strong>r year. (MWL)<br />
377 Contemporary Sou<strong>the</strong>rn Writers (3 credits) Novels and short fiction by<br />
Sou<strong>the</strong>rn writers. The course opens with writings by William Faulkner, Eudora<br />
Welty, and Flannery O’Conner. The bulk of <strong>the</strong> term is spent reading <strong>the</strong> works<br />
of such authors as Pinckney Benedict, Bobbie Ann Mason, Jill McCorkle, Jayne<br />
Ann Phillips, Reynolds Price, and Peter Taylor. An anthology provides selections<br />
published within <strong>the</strong> past two or three years. (MWL)<br />
378 American Indian Literature (3 credits) American Indian literature has been<br />
shaped by ancient tradition and <strong>the</strong> historical experience of American Indian life.<br />
Readings will include such early writers as Eastman, Winnemucca, McNickle and<br />
E. Pauline Johnson to help us understand <strong>the</strong> growth of literature as an Indian<br />
expressive art. Works by such writers of <strong>the</strong> American Indian Renaissance (1969<br />
to <strong>the</strong> present) as Momaday, Silko, Erdrich, Harjo, Revard, Welch, and Alexie<br />
address contemporary problems in reservation and urban life, and <strong>the</strong> place of<br />
traditional cultures in sustaining Indian community and identity. (NTW)<br />
380 Major American Authors (3 credits) Courses under this heading seek to<br />
enhance our understanding of <strong>the</strong> life and works of one or more important<br />
American authors such as Hawthorne, Melville, Whitman, Dickinson, Faulkner,<br />
Frost, Stevens, Bishop, Lowell, Oates, and Morrison. In general <strong>the</strong> emphasis is on<br />
<strong>the</strong> close reading of a body of work with a framework of cultural contexts,<br />
<strong>the</strong>oretical constructs, and critical traditions. (MWL)<br />
382 Issues in American Literature and Culture (3 credits) Advanced study of<br />
selected issues in American literature and culture, exploring <strong>the</strong> incisive,<br />
imaginative responses of American writers to <strong>the</strong>ir times, and examining <strong>the</strong> way<br />
literature is shaped by, and helps us to shape, cultural contexts. Courses taught<br />
under this heading include <strong>the</strong> Civil War in American Literature, American Ethnic<br />
Literature, African American Women Writers, and New England Women<br />
Writers. May be repeated with different course content. (MWL)<br />
384 Studies in American Poetry (3 credits) Advanced study of an aspect of<br />
American poetry. Specific courses will explore an important circle of poets, a<br />
period, an artistic form, or a historical issue or cultural problem confronted by<br />
American poets. Courses taught under this heading include Four Modern Poets,<br />
Four Contemporary Poets, Contemporary Poetry, and American Women Poets.<br />
May be repeated with different course content. (MWL)
386 The American Novel (3 credits) A study of novels that explores central issues<br />
of American culture, history, and consciousness as well as generic features of <strong>the</strong><br />
developing American novel. Includes works by such writers as James, Dreiser,<br />
Wharton, Ca<strong>the</strong>r, Steinbeck, Faulkner, and Ellison. (MWL)<br />
390 Using Contemporary Theory (4 credits) An introduction to some recent<br />
approaches to literature, such as deconstructive, reader-response, psychological,<br />
feminist, cultural, and materialist <strong>the</strong>ories. The course offers practical experience<br />
in using <strong>the</strong>se methodologies in reading and writing about literature. Offered as an<br />
Approaches (A) course.<br />
391 Modes and Methods of Scholarship (4 credits) This course serves as an<br />
introduction to <strong>the</strong> art of scholarship, a guided tour of <strong>the</strong> tools of <strong>the</strong> scholarly<br />
trade, and a prelude to <strong>the</strong> process of writing a Senior Thesis. Particular emphasis<br />
is placed on research methods and technologies that will facilitate critical analysis<br />
of a wide range of important texts. Offered as an Approaches (A) course.<br />
411 Fiction Workshop (4 credits) Practice in writing longer forms of fiction and<br />
in producing <strong>the</strong> finished short story. Workshop and conference. Prerequisites:<br />
English 311 and permission of instructor. Offered alternate years. (CPA)<br />
412 Poetry Workshop (4 credits) Practice in writing poetry. Students will be<br />
expected to produce a manuscript of finished poems. Workshop and conference.<br />
Prerequisites: English 312 and permission of instructor. Offered alternate years.<br />
(CPA)<br />
450 Seminar in Selected Topics (3 or 4 credits) Concentrated study of a limited<br />
literary subject, such as a single author, a particular movement, a <strong>the</strong>me and,<br />
occasionally, a single work. Recent examples: Four Contemporary Poets, Joyce<br />
Carol Oates, Victorian Women Novelists, Joyce’s Ulysses, and The Family in<br />
Shakespeare. Open to junior and senior English majors, to o<strong>the</strong>rs by permission of<br />
<strong>the</strong> instructor. Limited to 15. Offered fall and spring.<br />
490 Senior Project (4 credits) During January Term of <strong>the</strong>ir senior year, majors<br />
must complete a directed study resulting in a critical essay of at least 20 to 30<br />
pages on an author or topic or producing a manuscript of poetry, short stories, or<br />
a novella prefaced by an essay. Students will arrange for an informal oral review of<br />
<strong>the</strong> paper involving <strong>the</strong>mselves, <strong>the</strong> study advisor, and one o<strong>the</strong>r member of <strong>the</strong><br />
department. Open only to senior English majors. Prerequisites: Level 4 writing<br />
ability and one Approaches (A) course. Additional prerequisite for a senior project<br />
in creative writing: a concentration in creative writing that includes at least one<br />
400-level workshop, preferably in <strong>the</strong> genre chosen for <strong>the</strong> senior project.<br />
English<br />
Requirements for <strong>the</strong> major with a concentration in literature: Minimum of 12<br />
courses, distributed as follows:<br />
Two courses at <strong>the</strong> 200 level:<br />
230 English Literature I<br />
240 American Literature I<br />
Eight courses at <strong>the</strong> 300/400 level, distributed as follows:<br />
Two courses in literature before 1800, selected <strong>from</strong>:<br />
320 Classical Theatre and Drama
321 Drama to 1850<br />
325 The British Novel I<br />
330 Old English<br />
331 Chaucer<br />
333 Middle English Literature<br />
335 English Renaissance<br />
336 and 337 Shakespeare I and II<br />
340 17th Century English Literature<br />
345 18th Century English Literature<br />
350 Selected Topics in Literature Before 1800<br />
367 British Authors Before 1800<br />
368 Issues in British Literature and Culture Before 1800<br />
369 Studies in British Poetry Before 1800<br />
450 Seminar in Literature Before 1800<br />
At least three 300/400-level courses must be part of a four-course literature<br />
concentration designed by <strong>the</strong> student and approved by <strong>the</strong> department no later<br />
than fall of <strong>the</strong> junior year. A concentration may be in a single literary genre, an<br />
historical period, a topic, an author or combination of authors, or in cultural<br />
studies. One of <strong>the</strong> four courses may be a creative writing course or a relevant<br />
course <strong>from</strong> ano<strong>the</strong>r department. Senior seminars and directed studies, exclusive<br />
of <strong>the</strong> Senior Project, may count if appropriate, as may <strong>the</strong> before-1800 courses<br />
at <strong>the</strong> 300/400 level required above.<br />
450 Seminar in Selected Topics<br />
490 Senior Project<br />
One of <strong>the</strong> 300/400-level courses must be an Approaches (A) course.<br />
The balance of <strong>the</strong> 12 required courses may be literature courses at any level. One<br />
creative writing course is allowed, but expository writing and public speaking<br />
courses are not.<br />
Grades for all courses taken in English above 111 are used to calculate <strong>the</strong> average<br />
in <strong>the</strong> major for Departmental Distinction.<br />
Requirements for <strong>the</strong> major with a concentration in creative writing: Minimum of<br />
13 courses, nine in literature, four in creative writing, distributed as follows:<br />
Two courses at <strong>the</strong> 200 level:<br />
230 English Literature I<br />
240 American Literature I<br />
Nine courses at <strong>the</strong> 300/400 level, distributed as follows:<br />
Two courses in literature before 1800, selected <strong>from</strong> <strong>the</strong> list above<br />
At least three 300/400-level courses must be part of a four-course creative<br />
writing concentration designed by <strong>the</strong> student and approved by <strong>the</strong><br />
department no later than fall of <strong>the</strong> junior year.<br />
450 Seminar in Selected Topics<br />
490 Senior Project- may be ei<strong>the</strong>r in creative writing or in literature<br />
One of <strong>the</strong> above 300/400-level courses must be an Approaches (A) course.<br />
The balance of <strong>the</strong> 13 required courses must be literature courses at any level.
Requirements for <strong>the</strong> major with an emphasis in writing: 16 courses, distributed<br />
as follows:<br />
Eleven courses distributed in <strong>the</strong> same fashion as those for <strong>the</strong> major with a<br />
concentration in literature<br />
A total of five courses in writing:<br />
210 Advanced <strong>College</strong> Writing<br />
Four additional courses in writing, at least two at <strong>the</strong> 300/400 level, selected<br />
<strong>from</strong> <strong>the</strong> following. Three semester hours of 300 Teaching Assistant in<br />
Composition may be counted toward <strong>the</strong> emphasis:<br />
200 Business Writing<br />
205 Journalism<br />
213 Introduction to Creative Writing<br />
250 Topics in Creative Writing<br />
300 Teaching Assistant in Composition<br />
305 Advanced Journalism<br />
310 Creative Writing - Nonfiction<br />
311 Creative Writing - Fiction<br />
312 Creative Writing - Poetry<br />
411 Fiction Workshop<br />
412 Poetry Workshop<br />
295, 395, 495 Internship<br />
Requirements for <strong>the</strong> minor in literature: Minimum of six courses, distributed as<br />
follows:<br />
230 English Literature I<br />
240 American Literature I<br />
One 300-level course in literature before 1800:<br />
From list under major in literature<br />
One 300-level course in literature after 1800, selected <strong>from</strong>:<br />
322, 323, 326, 355, 360, 365, 372, 373, 374, 375, 377, 378,<br />
380, 382, 384, and 386<br />
Also Engl 350, 367, 368, 369, and 450 in literature after 1800<br />
Two additional literature courses to be selected in consultation with student’s<br />
advisor<br />
Requirements for <strong>the</strong> minor in writing: Minimum of six courses, distributed as<br />
follows:<br />
Five courses in writing:<br />
210 Advanced <strong>College</strong> Writing<br />
Four additional courses in writing, selected <strong>from</strong> <strong>the</strong> list under <strong>the</strong> major with<br />
an emphasis in writing<br />
One literature course:<br />
Should be a survey, genre, or period course above 100 level<br />
Only courses bearing 3 or more semester hours of credit satisfy requirements in<br />
<strong>the</strong> major, minor, and emphasis.
Environmental Science and Policy Minor<br />
Our program of study in environmental science and policy is based on <strong>the</strong> idea<br />
that understanding and solving <strong>the</strong> current environmental problems facing us<br />
requires broadly trained professionals who can think independently. These<br />
professionals, whatever <strong>the</strong>ir field of expertise, must have a balanced educational<br />
background that is firmly rooted in <strong>the</strong> physical and life sciences as well as in<br />
economics and political science. Our program is designed to provide students with<br />
just such a balance, and helps <strong>the</strong>m prepare for ei<strong>the</strong>r graduate school or<br />
employment in environmental occupations in both public and private sectors.<br />
Students enrolled in <strong>the</strong> Environmental Science and Policy Program, whatever<br />
<strong>the</strong>ir majors, take a set of courses that provide an interdisciplinary perspective on<br />
environmental issues, and culminates in a minor in environmental science and<br />
policy. The program of study begins with an introductory course, followed by a<br />
selection of courses chosen <strong>from</strong> a wide variety of offerings including biology,<br />
chemistry, economics, geology, physics, political science and o<strong>the</strong>r relevant<br />
courses. The capstone experience for all students in <strong>the</strong> program is a Senior<br />
Seminar in Environmental Assessment, in which students deal with real local and<br />
global environmental issues. Particular departments also may advise students to<br />
take courses relevant to <strong>the</strong> minor as part of <strong>the</strong> major requirements (see<br />
description of individual major departments).<br />
O<strong>the</strong>r opportunities for students in <strong>the</strong> program include internships, off-campus<br />
courses, directed and independent studies, conferences and summer research. Offcampus<br />
courses in particular offer unique and valuable opportunities for students<br />
interested in environmental issues, and includes studies of tropical biology in <strong>the</strong><br />
Bahamas, Costa Rica and <strong>the</strong> Galapagos Islands, and geology of <strong>the</strong> French Alps,<br />
<strong>the</strong> Grand Canyon and Hawaii. In addition to <strong>the</strong> curriculum, <strong>the</strong> location of<br />
<strong>Hartwick</strong> <strong>College</strong> on <strong>the</strong> western edge of <strong>the</strong> Catskill mountains near <strong>the</strong> banks of<br />
<strong>the</strong> Susquehanna River, is favorable for <strong>the</strong> study of many environmental issues.<br />
Students in <strong>the</strong> program also benefit <strong>from</strong> <strong>the</strong> Robert R. Smith Environmental<br />
Field Station at Pine Lake, nearly 1,000 acres of mixed deciduous forests, lakes,<br />
swamps and streams only eight miles <strong>from</strong> <strong>the</strong> main campus. Pine Lake is <strong>the</strong> site<br />
of very active student and faculty environmental research, field and laboratory<br />
courses and leadership training, and includes living facilities for students.<br />
Students interested in <strong>the</strong> minor should consult with <strong>the</strong> coordinator of <strong>the</strong><br />
program, Dr. Meredith Newman.
Environmental Science and Policy<br />
Requirements for <strong>the</strong> minor in environmental science and policy: Seven courses<br />
selected as follows:<br />
One introductory course<br />
100 Intro to Environmental Science (Scie)<br />
Three science courses selected <strong>from</strong> <strong>the</strong> following list. We strongly recommend<br />
that 303 Ecology (Biol) be chosen as one of <strong>the</strong>se three courses for science majors,<br />
and 235 Ecology & <strong>the</strong> Environment (Biol) be chosen for non-science majors. At<br />
least one of <strong>the</strong>se courses must be outside <strong>the</strong> major. Only one of <strong>the</strong>se three<br />
courses may be an off-campus course.<br />
Science majors:<br />
303 Ecology (Biol)<br />
325 Forest Ecology (Biol)<br />
315 Environmental Chemistry (Chem)<br />
302 Surficial Geology (Geol)<br />
305 Groundwater Hydrology (Geol)<br />
316 Geochemistry (Geol)<br />
314 Thermodynamic and Statistical Physics (Phys)<br />
250 Tropical Biology: Bahamas or Costa Rica (Biol)<br />
275 Off-Campus Field Studies (Geol)<br />
250 Geology & Alpine Lake Chemistry of Switzerland (Chem)<br />
Social Science and Humanities majors:<br />
230 Environmental Biology (Biol)<br />
235 Ecology and <strong>the</strong> Environment (Biol)<br />
102 Chemistry in Today’s Society (Chem)<br />
109 The Global Environment (Geol)<br />
110 Environmental Geology (Geol)<br />
250 Tropical Biology: Bahamas or Costa Rica (Biol)<br />
275 Off-Campus Field Studies (Geol)<br />
250 Geology & Alpine Lake Chemistry of Switzerland (Chem)<br />
Two social science or humanities courses outside <strong>the</strong> major selected <strong>from</strong> <strong>the</strong><br />
following. Social Science and Humanities majors must take at least one course at<br />
<strong>the</strong> 300 level or higher.<br />
341 Cultural Ecology (Anth)<br />
244 Environmental Policy & Politics (Posc)<br />
336 Public Administration (Posc)<br />
304 U.S. Public Policy (Posc)<br />
276 Environmental Economics (Econ)<br />
205 Environmental History (Hist)<br />
150 Changes in <strong>the</strong> Land (Hist)<br />
Capstone Seminar 410 Senior Seminar in Environmental Assessment (Intr)<br />
Credit for independent studies, internships, etc. may be arranged with approval<br />
<strong>from</strong> <strong>the</strong> coordinator of <strong>the</strong> minor.
French<br />
To learn a new language is to open a door to <strong>the</strong> ideas and insights of ano<strong>the</strong>r<br />
culture and to fresh insights into one’s own language and culture. <strong>Hartwick</strong>’s<br />
French program, offered through <strong>the</strong> Department of Modern and Classical<br />
Languages, introduces students to <strong>the</strong> rich Francophone world through courses in<br />
French literature and civilization as well as in French language. Whe<strong>the</strong>r students<br />
pursue courses in French as part of <strong>the</strong>ir liberal arts and sciences education, or<br />
complete a major or a minor program in <strong>the</strong> language, <strong>the</strong>y gain a breadth of<br />
perspective and useful skills that will prove valuable in <strong>the</strong> coming years.<br />
Students who have never studied French should register for Elementary French<br />
101; French 101, 102 and 201 constitute <strong>the</strong> introductory sequence. (Only 200<br />
level and beyond courses may be counted toward <strong>the</strong> major or minor in French.)<br />
After consulting with <strong>the</strong> French staff, students majoring in o<strong>the</strong>r disciplines may<br />
enroll in any French course for which <strong>the</strong>y are qualified.<br />
Students who wish to pursue an in-depth study in French may major solely in<br />
French, or combine it with a second major in ano<strong>the</strong>r discipline. French majors<br />
also may earn teacher certification in <strong>the</strong> language. Students with a strong interest<br />
in more than one discipline also might choose to combine a major in that<br />
discipline with a minor in French. Requirements for <strong>the</strong> major, as well as <strong>the</strong><br />
minor, in French are designed to assure that students receive a balanced program<br />
of courses in language, culture and civilization, and literature. Course choices<br />
within <strong>the</strong>se areas, and <strong>the</strong> need to select additional courses to complete <strong>the</strong>ir<br />
programs, offer students <strong>the</strong> flexibility to tailor <strong>the</strong>ir studies to <strong>the</strong>ir interests and<br />
career plans.<br />
Because study abroad enhances and reinforces classroom learning, allowing<br />
students to use <strong>the</strong>ir language skills and experience <strong>the</strong> culture firsthand, <strong>the</strong><br />
French faculty also recommends that all students majoring or minoring in <strong>the</strong><br />
language participate in at least one study abroad program. The department<br />
conducts a January Term program in France in alternate years; students also may<br />
enroll in selected Junior Year Abroad programs administered by o<strong>the</strong>r colleges.<br />
<strong>Hartwick</strong> has agreements with <strong>the</strong> central college program in Paris and <strong>the</strong><br />
Syracuse University program in Strasbourg.<br />
Language graduates are prepared for a range of career opportunities in a variety of<br />
fields, as well as for graduate and professional study. Recent <strong>Hartwick</strong> graduates<br />
with a major in French are employed in careers in banking, teaching, international<br />
relations, import-export business, government, travel, and translation.<br />
An agreement with <strong>the</strong> University of Nice-Sophia Antipolis has in recent years<br />
allowed one graduating French major per year to spend a year in Nice as a paid<br />
lecturer in English.
Faculty<br />
French Faculty: Sylvie Lazartigues, Mary Snider, and Mark Wolff<br />
Courses<br />
101,102 Elementary French I and II (3 credits) The Elementary French I and II<br />
sequence is designed to help students develop basic communicative skills in<br />
listening, speaking, reading, and writing while introducing students to <strong>the</strong> culture<br />
of France and <strong>the</strong> francophone world. Prerequisite: consult with French staff<br />
except where student has had absolutely no prior French, in which case <strong>the</strong>re is no<br />
prerequisite. (101 LN1, 102 LN2)<br />
160 French Civilization (3 credits) An introduction to <strong>the</strong> civilization, history,<br />
culture, art, architecture and geography of France. Taught in English.<br />
Recommended course for students participating in an off-campus program to<br />
France. Taught in English.<br />
201 Intermediate French I (3 credits) This course offers students <strong>the</strong> opportunity<br />
to reinforce and expand previous learning in vocabulary, grammar and<br />
comprehension. Unlike earlier courses, this one focuses upon giving <strong>the</strong> student an<br />
idiomatic grasp of French. Oral practice, language laboratory. Prerequisite: Fren<br />
102 or equivalent. (LN3)<br />
202 Intermediate French II (3 credits) This course continues <strong>the</strong> focus upon <strong>the</strong><br />
fluency and idiomatic use of French. Selected readings will be used to study<br />
literary tenses and to increase vocabulary. The course will include conversations,<br />
discussions, compositions to improve language skills and comprehension.<br />
Prerequisite: Fren 201 is normally taken before 202. NOTE: All courses<br />
beginning with 230 and after have <strong>the</strong> prerequisite of Fren 201, 202 or <strong>the</strong>ir<br />
equivalent.<br />
210 Conversation and Composition (3 credits) A beginning conversation course<br />
to develop fluency, vocabulary and pronunciation. Where needed, occasional<br />
grammar review. Conversation topics will relate to French life and culture. Some<br />
use of language laboratory. A useful preparation for off-campus programs in<br />
French-speaking locations. Taught in French. Prerequisites: Fren 202 or<br />
permission of instructor.<br />
212, 215, 218 Literature courses taught in English Each of <strong>the</strong>se may be repeated<br />
for credit when offered with a different topic. Offered on an occasional basis.<br />
212 Literary Movements (3 credits) An in-depth study of a particular movement,<br />
period or school in French literature. Possible topics: <strong>the</strong> classical <strong>the</strong>atre,<br />
surrealism, existentialism, etc. Taught in English. May be repeated for credit.<br />
When repeated, this course bears <strong>the</strong> numbers 213 or 214. (MWL)<br />
215 Major Authors (3 credits) A study of representative works by one or more<br />
authors. Possible topics: Camus and Sartre, Voltaire and Rousseau, Malraux,<br />
Stendhal, Montaigne, etc. Taught in English. May be repeated for credit. When<br />
repeated, this course bears <strong>the</strong> number 216 or 217. (MWL)<br />
218 Themes or Genres (3 credits) A study of a recurrent <strong>the</strong>me or specific genre.<br />
Possible topics include: Novels of Adventure and Imagination, Psychological<br />
Novels, Philosophical Tales, The Short Story, Selected Essayists, The Literature<br />
of Commitment, etc. Taught in English. May be repeated for credit. When<br />
repeated, this course bears <strong>the</strong> numbers 219 or 220. (MWL)
230 Theatre Workshop (3 credits) Preparation of dramatic readings of French<br />
plays. Principles of French pronunciation and speech are applied in rehearsal of<br />
<strong>the</strong> plays. Discussion of selected examples <strong>from</strong> such dramatists as Anouilh,<br />
Cocteau, Camus, Ionesco, Mon<strong>the</strong>rlant, Molière, etc. Required listenings of<br />
recorded plays. Taught in French. Prerequisites: Fren 202 or permission of <strong>the</strong><br />
instructor. Offered on an occasional basis.<br />
231 Oral Interpretation of Poetry (3 credits) The understanding of poetry<br />
involves an appreciation of its sounds and rhythms. Introduction to French<br />
versification, oral drills, <strong>the</strong> interpretative recitation of several major French<br />
poems. Taught in French. Tapes, recordings, language laboratory. Prerequisite:<br />
Fren 202 or permission of <strong>the</strong> instructor.<br />
235 French for Business (3 credits) A study of French business practices,<br />
commercial writing and terminology. Readings, videos and class discussion will<br />
address French commerce and business etiquette, France’s role in <strong>the</strong> European<br />
Union and its attempts to face future economic challenges. Taught in French.<br />
Prerequisite: Fren 202 or permission of <strong>the</strong> instructor. Offered on an occasional<br />
basis.<br />
240 Readings in French (3 credits) Readings <strong>from</strong> various fields in order to<br />
increase reading comprehension. The distinctive construction and tenses of written<br />
French will be studied. Taught in French. Prerequisites: Fren 201, 202. Offered<br />
on an occasional basis.<br />
241 Composition and Grammar Review (3 credits) Practice in <strong>the</strong> writing of<br />
French on a broad range of assigned subjects and open-ended research topics.<br />
Particular attention is given to verb tenses. Items to be reviewed will emerge <strong>from</strong><br />
<strong>the</strong> needs of <strong>the</strong> class. Taught in French. Prerequisites: Fren 201, 202. Offered on<br />
an occasional basis.<br />
242 Pronunciation and Phonetics (3 credits) Study of <strong>the</strong> phonetic properties of<br />
<strong>the</strong> French sound system. Drills and practice. Correction of pronunciation<br />
problems. Language laboratory. Taught in French. Prerequisite: Fren 201 or 202.<br />
Offered on an occasional basis.<br />
285 French Term Abroad (4 credits) The French term abroad is usually offered<br />
on alternate years during January Term. 302 Francophone Cultural Analysis (2<br />
credits) French-language section accompanying Language 301: Introduction to<br />
Cultural Analysis. Required for majors and minors.<br />
315 Translation Workshop (3 credits) Grammatical and stylistic problems<br />
involved in translating passages <strong>from</strong> French into English and <strong>from</strong> English into<br />
French. Short, stylistically varied written selections and some work with<br />
audiovisual material. Taught in French. Prerequisites: Fren 202 or permission of<br />
instructor. Offered on an occasional basis.<br />
321, 322 Survey of French Literature (3 credits) A chronological introduction to<br />
<strong>the</strong> major authors, movements, genres and <strong>the</strong>mes in French literature. Taught in<br />
French. These courses should, if possible, be taken in sequence. Prerequisite: Fren<br />
202.<br />
French 321 The Middle Ages, The Renaissance and <strong>the</strong> 17 th and 18 th Centuries (3<br />
credits) (MWE)
French 322 The 19th and 20th Centuries (3 credits) (MWL)<br />
341, 344, 347 Literature courses taught in French (3 credits) These courses<br />
correspond to Fren 212, 215, 218. As with o<strong>the</strong>r courses for <strong>the</strong> major readings,<br />
papers and exams are in French. Each of <strong>the</strong>se may be repeated for credit when<br />
offered with a different topic. Taught in French. Prerequisite: Fren 202.<br />
341 Literary Movements (3 credits) An in-depth study of a particular movement,<br />
period or school in French literature. Possible topics: <strong>the</strong> Pléiade, <strong>the</strong> classical<br />
<strong>the</strong>atre, romanticism, realism and naturalism, symbolism, surrealism, existentialism,<br />
etc. Taught in French. May be repeated for credit. When repeated, this course<br />
bears <strong>the</strong> number 342, 343. (MWE or MWL, depending on topic)<br />
344 Major Authors (3 credits) A study of representative works by one author:<br />
Rabelais, Montaigne, Racine, Molière, Voltaire, Diderot, Stendhal, Balzac,<br />
Flaubert, Zola, Gide, Claudel, Proust, Sartre, Camus, Beckett, etc. Taught in<br />
French. May be repeated for credit. When repeated, this course bears <strong>the</strong> numbers<br />
345 or 346. (MWL)<br />
347 Themes or Genres (3 credits) A study of a recurrent <strong>the</strong>me or a specific<br />
genre. Possible topics are: Novels of Adventure and Imagination, Psychological<br />
Novels, Philosophical Tales, The Short Story, Selected Essayists, The Literature<br />
of Commitment, Exile and Alienation in 20 th Century Fiction, etc. Taught in<br />
French. May be repeated for credit. When repeated, this course bears <strong>the</strong> numbers<br />
348 or 349. (MWL)<br />
348 Modern French Theatre (3 credits) This course will explore representative<br />
works in French <strong>the</strong>atre <strong>from</strong> <strong>the</strong> end of <strong>the</strong> 19th century, with an emphasis on<br />
<strong>the</strong> influence of avant-garde movements during <strong>the</strong> early 20 th century. Students will<br />
read works by Jarry, Artaud, Sartre, Ionesco, Beckett, Genet, and Arrabal. The<br />
course will emphasize skills in close reading and dramatic interpretation of plays.<br />
Students will write several short papers and perform selected scenes. Taught in<br />
French.<br />
400 Advanced Literary Studies (3 credits) A reading, discussion and literary<br />
analysis course for seniors and o<strong>the</strong>r highly qualified students. This course will<br />
focus on one or more authors, a topic or period. Taught in French. Prerequisites:<br />
French 321 and 322. Offered on an occasional basis. (MWL)<br />
485 French Term Abroad (4 credits) The French term abroad is usually offered<br />
on alternate years during January Term.<br />
490 Senior Project (3 credits) Required of all majors. A <strong>the</strong>sis or o<strong>the</strong>r<br />
appropriate work which demonstrates <strong>the</strong> student’s proficiency in French.
French<br />
Requirements for <strong>the</strong> major: 31 credits, distributed as follows:<br />
Intermediate Level (3 credits)<br />
French 201<br />
Preliminary Assessment (3 credits)<br />
French 202<br />
Skills Courses (3 credits)<br />
Any of <strong>the</strong> following:<br />
French 210<br />
French 230<br />
French 235<br />
French 241<br />
French 250<br />
Common Cultural Studies Course + FLAC Course (4 credits)<br />
Methods of Cultural Analysis (Language 301) +<br />
French 302 (Francophone Cultural Analysis)<br />
Topics in Culture/FLAC Courses (9 credits)<br />
Any of <strong>the</strong> following:<br />
French 321<br />
French 322<br />
French 341<br />
French 344<br />
French 347<br />
French 348<br />
French 400<br />
And/or FLAC courses (6 credits maximum)<br />
Any Language Course above 200 (6 credits)<br />
Senior Thesis (3 credits)<br />
French 490<br />
Requirements for <strong>the</strong> minor: 22 credits, distributed as follows:<br />
Intermediate Level (3 credits)<br />
French 201<br />
Preliminary Assessment (3 credits)<br />
French 202<br />
Skills Courses (3 credits)<br />
Any of <strong>the</strong> following:<br />
French 210<br />
French 230<br />
French 235<br />
French 241<br />
French 250<br />
Common Cultural Studies Course (4 credits)<br />
Methods of Cultural Analysis (Language 301) +<br />
French 302 (Francophone Cultural Analysis)
Topics in Culture/FLAC courses (6 credits)<br />
Any of <strong>the</strong> following:<br />
French 321<br />
French 322<br />
French 341<br />
French 344<br />
French 347<br />
French 348<br />
French 400<br />
And/or FLAC courses (6 credits maximum)<br />
Any Language Course above 200 (3 credits)<br />
Grades for all courses taken in French are used to calculate <strong>the</strong> average in <strong>the</strong><br />
major for Departmental Distinction.
Geological and Environmental Sciences<br />
Geology includes <strong>the</strong> study of <strong>the</strong> continents, <strong>the</strong> oceans, <strong>the</strong> atmosphere and <strong>the</strong><br />
Earth’s magnetic and gravitational fields. It encompasses <strong>the</strong> physical, chemical<br />
and biological sciences, and is concerned with <strong>the</strong> Earth’s history and <strong>the</strong> processes<br />
operating in and on <strong>the</strong> Earth, including <strong>the</strong> formation of its surface features, and<br />
<strong>the</strong> erosion and deformation of this surface. The more that is known about <strong>the</strong><br />
Earth’s materials, formation and structure <strong>the</strong> better we can appreciate, use and<br />
preserve our planet. This understanding is at <strong>the</strong> heart of many economic, social<br />
and environmental issues-oil and mineral exploration; safe disposal of industrial<br />
and municipal wastes; preservation of groundwater supplies; <strong>the</strong> choice of sites for<br />
dams, nuclear power plants and high-rise buildings-issues that will become more<br />
complex as demands on <strong>the</strong> earth and its resources increase.<br />
Study in <strong>the</strong> discipline also can help students develop reasoning and analytical<br />
skills that can prove useful throughout <strong>the</strong>ir lives. Geology is an inductive science<br />
that requires creativity-geologists develop hypo<strong>the</strong>ses, sort through <strong>the</strong> available<br />
data and determine <strong>the</strong> most logical <strong>the</strong>ory supported by that data. As <strong>the</strong>y look at<br />
<strong>the</strong> evolution of <strong>the</strong> earth, its animals and <strong>the</strong>ir environments; <strong>the</strong> formation of<br />
microscopic crystals; <strong>the</strong> global movement of continents; <strong>the</strong> changes that have<br />
occurred over millions of years-<strong>the</strong>y are constantly asking, What were <strong>the</strong><br />
conditions when this occurred? Why did it happen? How?<br />
The study of geology as part of a broader liberal arts and sciences education<br />
prepares students to become better informed citizens, able to make reasoned<br />
judgments that will guide <strong>the</strong> regulation, protection and development of our<br />
environment in <strong>the</strong> coming century. In addition, a minor in geology can<br />
complement major study in a variety of o<strong>the</strong>r disciplines, <strong>from</strong> chemistry to<br />
political science.<br />
Courses required for a major in geology are selected to give students a broad<br />
background in <strong>the</strong> field. Introductory courses cover <strong>the</strong> origin, composition,<br />
structure and history of <strong>the</strong> Earth. In subsequent courses, students study minerals,<br />
igneous and metamorphic rocks; fossils and <strong>the</strong> sedimentary rocks in which <strong>the</strong>y<br />
are found; <strong>the</strong> deformation of rocks and <strong>the</strong> way in which data is ga<strong>the</strong>red and<br />
recorded in <strong>the</strong> field. An understanding of basic concepts necessary for work in<br />
geology is gained through required courses in chemistry, physics and calculus.<br />
During <strong>the</strong> junior year, majors present to <strong>the</strong> department study proposals for <strong>the</strong><br />
required Senior Project (490). The project includes both laboratory and field<br />
work. Majors are encouraged to go beyond <strong>the</strong> minimal requirements, taking<br />
additional courses in chemistry, computer science and ma<strong>the</strong>matics. Students<br />
interested in teaching secondary school earth science can obtain certification by<br />
fulfilling requirements for <strong>the</strong> Geological Education Track.<br />
Careers are available in several areas for graduates with undergraduate degrees in<br />
geology; however, better opportunities are available to individuals with a graduate
degree. Consequently, capable geology students at <strong>Hartwick</strong> are encouraged to<br />
attend graduate school, and a number of recent graduates have done so. O<strong>the</strong>rs are<br />
employed in <strong>the</strong> energy, mineral and environmental science industries.<br />
Faculty<br />
Geology Faculty: Eric Johnson, chair; David Griffing; Meredith Newman; Robert<br />
Titus<br />
Courses<br />
107 Physical Geology (4 credits, 3 one-hour lectures weekly plus one 1 two-hour<br />
lab weekly, one weekend day field trip) Origin, composition, and structure of<br />
Earth. Also covers <strong>the</strong> rock cycle, identification of common minerals and rocks,<br />
formation of igneous, sedimentary, and metamorphic rocks, determination of rock<br />
ages, plate tectonics, local geology, earth resources, and climate change. (LAB)<br />
108 Historical Geology (4 credits, 3 one-hour lectures, 1 two-hour lab weekly) A<br />
history of Earth since its origin. Topics include <strong>the</strong> origin and development of <strong>the</strong><br />
continents, <strong>the</strong> origin and evolution of life, <strong>the</strong> appearance of evolution of man,<br />
and major climate changes and <strong>the</strong>ir effects on man. (LAB)<br />
109 The Global Environment (4 credits, 3 one-hour lectures, 1 two-hour lab<br />
weekly) This course focuses on <strong>the</strong> whole environment, <strong>from</strong> <strong>the</strong> center of <strong>the</strong><br />
Earth’s core to <strong>the</strong> top of its atmosphere. We examine <strong>the</strong> scientific aspects of<br />
processes thought to be responsible for global change, with emphasis on<br />
interactions between <strong>the</strong> lithosphere, hydrosphere, atmosphere and biosphere.<br />
Topics include <strong>the</strong> history of global change <strong>from</strong> <strong>the</strong> formation of <strong>the</strong> Earth to<br />
<strong>the</strong> present, <strong>the</strong> magnitude and rate of change, <strong>the</strong> processes of plate tectonics and<br />
<strong>the</strong> physical environment as driving mechanisms for change, global catastrophes as<br />
catalysts for change, and human intervention and how it affects <strong>the</strong> rate and<br />
magnitude of change. (LAB)<br />
110 Environmental Geology (3 credits, 3 one-hour lectures) This course is a<br />
general survey of <strong>the</strong> role geology plays in <strong>the</strong> environmental sciences. A<br />
description of <strong>the</strong> major geologic hazards, earthquakes, volcanoes, landslides,<br />
erosion, etc. An introduction to hydrogeology <strong>from</strong> <strong>the</strong> point of view of water use<br />
problems. A discussion of energy, mineral and soil resources. Problems of air, soil<br />
and water pollution.<br />
202 Meteorology (4 credits, 3 one-hour lectures, 1 two-hour lab weekly) This<br />
course covers <strong>the</strong> structure and dynamics of <strong>the</strong> Earth’s atmosphere. Topics<br />
include <strong>the</strong> development and prediction of wea<strong>the</strong>r systems, <strong>the</strong>rmodynamics of<br />
atmospheric stability, and dynamics of global climate change. Students will learn<br />
to use <strong>the</strong> <strong>Hartwick</strong> <strong>College</strong> wea<strong>the</strong>r station to collect and analyze atmospheric<br />
data and use <strong>the</strong>se data along with forward atmospheric modeling programs<br />
(NCAR, NWS) to construct forecasts.<br />
203 Planetology (3 credits, 3 one-hour classes weekly) This course covers <strong>the</strong><br />
geology, chemistry, and physics of <strong>the</strong> sun, planets, meteorites and moons of our<br />
solar system. The course focuses on <strong>the</strong> origin and evolution of <strong>the</strong> solar system<br />
and <strong>the</strong> geologic development of <strong>the</strong> planets and <strong>the</strong>ir moons. Hands-on lab<br />
activities (some of <strong>the</strong>m outdoors) explore <strong>the</strong> size of <strong>the</strong> solar system, <strong>the</strong> role of
plate tectonics and volcanism in <strong>the</strong> development of moons and planets, and <strong>the</strong><br />
possibility of discovering life on o<strong>the</strong>r worlds. Offered during January Term.<br />
205 Paleontology (4 credits, 2 two-hour classes weekly) Introduction to <strong>the</strong><br />
morphology, paleontology and evolution of fossil organisms with emphasis on <strong>the</strong><br />
invertebrates. (LAB)<br />
206 Mineralogy (4 credits, 3 one-hour lectures plus one 3 hour lab weekly, one<br />
weekend field trip). Physical properties, chemical properties, crystal structure, and<br />
geological occurrences of minerals. Introduction to optical properties of minerals<br />
and modern techniques of identifying and analyzing mineral chemistry, structure<br />
and surface properties. Offered alternate years. Prerequisites: Introductory geology<br />
course and Chem 107 or permission of instructor.<br />
275 Off-Campus Field Studies (5 credits, January Term) Field trips include study<br />
of <strong>the</strong> geology, geography, and natural history of destinations such as <strong>the</strong> Bahamas,<br />
Hawaii, Texas, and Switzerland. All aspects of Earth Science may be covered<br />
during <strong>the</strong>se trips including surficial geology, geomorphology, sedimentology,<br />
petrology, mineralogy, structural geology, climatology, hydrology, and<br />
geochemistry. These trips offer exceptional opportunities to practice field<br />
techniques in all areas of geology. Prerequisite: Permission of instructor. Physical<br />
Geology (107) is strongly<br />
recommended.<br />
288 Geomorphology (3 credits, 5 two-hour lectures weekly, January Term) A<br />
study of <strong>the</strong> classification and development of landforms. The landforms of<br />
various climatic belts will be discussed and compared. Particular attention will be<br />
paid to glacial geomorphology including a general discussion of glacial and<br />
Pleistocene paleoclimatology.<br />
302 Surficial Geology (4 credits, 2 two-hour classes weekly) This course focuses<br />
on <strong>the</strong> modern environmental science of <strong>the</strong> Earth’s surface. Many of <strong>the</strong><br />
environmental problems faced by a technological society involve surface geological<br />
materials. The course addresses <strong>the</strong> needs of <strong>the</strong> geology student preparing for a<br />
career in <strong>the</strong> environmental sciences. The course emphasizes major elements of<br />
glacial geology and soils science. In addition, <strong>the</strong>re is considerable discussion of<br />
geological engineering problems associated with erosion and unstable slopes.<br />
305 Groundwater Hydrology (4 credits, 3 one-hour lectures weekly. One threehour<br />
lab weekly) The course covers <strong>the</strong> geological and physical aspects of<br />
hydrology. Study of <strong>the</strong> hydrologic budget, hydraulics and material properties of<br />
geologic materials are integrated to develop <strong>the</strong> concepts of groundwater<br />
formation and movement. Groundwater contaminant transport and treatment are<br />
introduced. Use of practical problem solving techniques with quantitative methods<br />
is stressed. Offered alternate years. Prerequisites: Math 233 or permission of<br />
instructor. (LAB)<br />
307 Petrology (4 credits, 3 one-hour lectures, 1 three-hour lab weekly, weekend<br />
field trip) The origin, classification and interpretation of igneous and<br />
metamorphic rocks. Emphasis on tectonic settings and processes by which various<br />
rock types form, and <strong>the</strong> study of origins and evolution of rock suites through<br />
observation, chemical analysis, basic <strong>the</strong>rmodynamics and phase diagrams.<br />
Laboratory emphasizes thin section and hand sample petrography. Offered
alternate years. Prerequisites: Geol 206, Chem 108 or 109. Math 121<br />
recommended. (LAB)<br />
308 Structural Geology (4 credits, 3 one-hour lectures, 1 three-hour lab weekly, 1<br />
three day field trip) Covers <strong>the</strong> dynamics and deformation of <strong>the</strong> Earth with<br />
emphasis on Tectonic processes responsible for mountain building. Students learn<br />
techniques used to study and interpret deformed rocks both in <strong>the</strong> field and in <strong>the</strong><br />
laboratory. Prerequisite: Geol. 107, Math 121 (LAB).<br />
309 Stratigraphy and Sedimentation (W) (4 credits, 3 one-hour lectures, 1 fourhour<br />
field trip each week) Study of sedimentary rocks and <strong>the</strong>ir use in correlation<br />
and analysis of sedimentary processes. (LAB)<br />
311 Field Geology (4 credits, 1 three-hour lecture, 1 four-hour lab weekly, 1<br />
four-day field trip) Teaches <strong>the</strong> field techniques for collecting geologic data using<br />
Brunton compass, GPS, and surveying equipment. Covers an introduction to data<br />
handling using stereographic projections, rose diagrams and GIS software. Most<br />
lectures and labs will be held outdoors. A complete geologic map and written<br />
report are required (LAB).<br />
316 Geochemistry (4 credits, 3 one-hour lectures weekly. 1 three-hour lab weekly)<br />
This course samples many aspects of geochemistry including biogeochemical<br />
cycles, aqueous geochemistry, carbonate systems (such as surface waters and caves),<br />
oxidation-reduction equilibria (such as acid mine drainage), wea<strong>the</strong>ring and<br />
isotope geochemistry. Emphasis will be placed on <strong>the</strong> application of<br />
<strong>the</strong>rmodynamic principles. Offered alternate years. Prerequisites: Math 121, Chem<br />
107, 108, or Chem 109, or permission of instructor. Geol 107 and Math 233<br />
recommended.<br />
450 Topics in Geology (3 credits) Seminars or tutorials in geological topics<br />
selected according to <strong>the</strong> interests and needs of students.<br />
490 Senior Project (3 credits) Required project arranged individually for all<br />
majors.<br />
Geological and Environmental Sciences<br />
Requirements for <strong>the</strong> major: A minimum of 16* courses, distributed as follows:<br />
Core Curriculum<br />
Seven courses in Geology:<br />
107 Physical Geology or 110 Environmental Geology<br />
108 Historical Geology<br />
206 Mineralogy<br />
308 Structural Geology<br />
311 Field Geology or off-campus Field Camp<br />
309 Sedimentation and Stratigraphy<br />
490 Senior Project<br />
In addition, a student must choose one of <strong>the</strong> following program tracks,<br />
depending on <strong>the</strong> student’s future plans:<br />
Track I Geology<br />
307 Petrology<br />
316 Geochemistry<br />
One elective in geology
l07, 108 General Chemistry or 109 Accelerated General Chemistry (Chem)<br />
l41, 142 Principles of Physics I, II or 201, 202 General Physics I, II (Phys)<br />
l21, 233 Single and Multiple Variable Calculus (Math)<br />
Track II Environmental Geology<br />
305 Hydrogeology<br />
316 Geochemistry<br />
One elective in geology<br />
l07, 108 General Chemistry or 109 Accelerated General Chemistry (Chem)<br />
l41, 142 Principles of Physics I, II or 201, 202 General Physics I, II (Phys)<br />
l21, 233 Single and Multiple Variable Calculus (Math)<br />
Track III Geological Education +<br />
109 The Global Environment (Geol), or 230 Introduction to Environmental<br />
Science, or 235 Ecology of <strong>the</strong> Environment (Biol)<br />
307 Petrology<br />
202 Meteorology<br />
l63 Astronomy (Phys)<br />
l07, 108 General Chemistry or 109 Accelerated General Chemistry (Chem)<br />
l41 Principles of Physics I or 201 General Physics I (Phys)<br />
l21 Single Variable Calculus (Math)<br />
One field practicum (student teaching)<br />
+ must complete <strong>the</strong> education program.<br />
* Course load is reduced by one if 109 Accelerated General Chemistry is taken<br />
instead of General Chemistry 107, 108.<br />
Requirements for <strong>the</strong> minor: Minimum of seven courses, distributed as follows:<br />
Five courses in Geology, at least three at 200 level or above<br />
One of <strong>the</strong> following:<br />
l07, 108 General Chemistry or 109 Accelerated General Chemistry (Chem)<br />
l40, 141 Principles of Physics I, II or 201, 202 General Physics 1, 11 (Phys)<br />
235 Ecology and <strong>the</strong> Environment (Biol)<br />
One course in ma<strong>the</strong>matics or computer science<br />
l08 Statistics, 120 Pre-Calculus, 121 Single Variable Calculus (Math), or 120<br />
Introduction to Programming (Cisc)<br />
Grades for all courses required for <strong>the</strong> major (including those <strong>from</strong> o<strong>the</strong>r<br />
departments) are used to calculate <strong>the</strong> average in <strong>the</strong> major for Departmental<br />
Distinction.
German<br />
German, Austrian and Swiss contributions to <strong>the</strong> various sciences, arts, literature,<br />
music, archaeology and philosophy demonstrate <strong>the</strong> significance of German<br />
studies in a liberal arts and sciences curriculum. The German program, offered by<br />
<strong>the</strong> Department of Modern and Classical Languages, provides students with a<br />
range of opportunities <strong>from</strong> general introductory experience in <strong>the</strong> German<br />
language and/or culture, to in-depth concentration in language and literature.<br />
Culture and literature courses are offered in English as well as <strong>the</strong> regular literature<br />
courses taught in German, enabling interested students who have had little or no<br />
language preparation to gain some insight into German cultural and literary<br />
accomplishments. Students majoring in o<strong>the</strong>r disciplines may fur<strong>the</strong>r enrich <strong>the</strong>ir<br />
academic programs and expand <strong>the</strong>ir career options by completing a minor in<br />
German.<br />
Course requirements for <strong>the</strong> major in German assure that students receive a broad<br />
background in German language, literature and culture. The major culminates in<br />
<strong>the</strong> senior project, a <strong>the</strong>sis or o<strong>the</strong>r appropriate work which demonstrates <strong>the</strong><br />
student’s proficiency in <strong>the</strong> language.<br />
Students are encouraged to go beyond <strong>the</strong> minimal requirements in German, and<br />
to develop an academic program that enriches <strong>the</strong>ir knowledge and understanding<br />
of <strong>the</strong> language and culture. Along with additional courses in <strong>the</strong> discipline, it is<br />
suggested that majors begin <strong>the</strong> study of ano<strong>the</strong>r foreign language in addition to<br />
German, and take a basic course in philosophy and courses on Shakespeare and<br />
English literature. In addition, students planning to enter <strong>the</strong> teaching profession<br />
are required to take Composition and Grammar Review (306) as part of <strong>the</strong>ir<br />
preparation in German, while for students considering a career in business,<br />
German in Commerce (235) is highly recommended.<br />
While not mandatory most German majors at <strong>Hartwick</strong> spend at least a semester,<br />
if not an entire year, abroad. The department regularly offers a program in<br />
Vienna, Austria, open to o<strong>the</strong>r interested students as well as majors, where<br />
students become immersed in a German-speaking environment. The <strong>College</strong> also<br />
is a cooperating institution of Central <strong>College</strong>, which administers a Junior Year<br />
Abroad program.<br />
<strong>Hartwick</strong> graduates with a major in German have gone on to do graduate work at<br />
various institutions, including as Fulbright Scholars at universities in Germany and<br />
Austria. They are employed as high school teachers, and have entered <strong>the</strong> world of<br />
business and government in such positions as translators and writers, and as<br />
employees of import-export firms, banks, travel firms and branches of <strong>the</strong> German<br />
and Austrian government.
Faculty<br />
German Faculty: Wendell W. Frye<br />
Part-Time Faculty: Instructors <strong>from</strong> Austria and Germany. The Language<br />
Department also participates in <strong>the</strong> IIE Native Adjunct Program and will<br />
normally have a native of Austria teaching two courses per semester.<br />
Courses<br />
101 Beginning German I (3 credits) This course presupposes no or minimal<br />
preparation in <strong>the</strong> German language. Basic grammatical concepts are introduced,<br />
elementary readings are assigned and vocabulary is stressed. Simple conversational<br />
patterns are practiced, and aspects of German life and society are treated. No<br />
prerequisite. (LN1)<br />
102 Beginning German II (3 credits) This is a continuation of <strong>the</strong> first semester<br />
of basic German. The remainder of <strong>the</strong> basic grammatical concepts are treated.<br />
Readings of increasing difficulty are undertaken and vocabulary building is<br />
stressed. More complex conversational patterns are practiced, as well as having<br />
fur<strong>the</strong>r discussions of German life and society. Prerequisite: Germ 101 or its<br />
equivalent. (LN2)<br />
160 Austro-German Culture (3 credits) This course is a brief survey of <strong>the</strong> salient<br />
aspect of Austro-German culture. The historical development of both Prussia and<br />
<strong>the</strong> Hapsburg Monarchy are touched upon. The major movements in architecture<br />
and music are treated as well as some of <strong>the</strong> principal literary works. The<br />
Nibelungenlied, Adventures of a Simpleton, Faust I and Indian Summer will be<br />
read in <strong>the</strong>ir English translation. No prerequisite. Taught in English. (Regular<br />
preparatory course for <strong>the</strong> Vienna Program.) (MWE) or (MWL)<br />
161 20 th Century Germany and Austria (3 credits) This course will provide an<br />
overview of <strong>the</strong> major political, social and artistic developments of 20th century<br />
Germany and Austria. Within this framework, <strong>the</strong> works and lives of four<br />
exemplary authors—Kafka, Hesse, Brecht, and Boll—will be examined in <strong>the</strong>ir<br />
social and political context. The Trial, Mo<strong>the</strong>r Courage and The Lost Honor of<br />
Katharine Blum will be read in English translation. Taught in English. (MWL)<br />
214 Intermediate German (3 credits) This is a course designed to bridge <strong>the</strong> gap<br />
between <strong>the</strong> second semester of Beginning German and several intermediate level<br />
courses. The remaining grammatical concepts are covered. Students fur<strong>the</strong>r<br />
increase active and passive vocabularies and develop <strong>the</strong>ir ability to communicate<br />
both orally and in writing. A considerable amount of time will be given to<br />
readings. Issues and problems of German-speaking countries will be taken up<br />
again. (LN3)<br />
215 Readings in German (3 credits) This is an intermediate-level course. Selected<br />
readings taken up with particular emphasis on vocabulary expansion of idiomatic<br />
expressions. Grammatical points will be reviewed as <strong>the</strong> need arises. Prerequisite:<br />
Germ 214 or its equivalent.<br />
220 Introduction to Literature (3 credits) This is <strong>the</strong> intermediate level course<br />
that introduces <strong>the</strong> student to <strong>the</strong> periods and genres of German literature. Topics<br />
of discussion will be <strong>the</strong> salient characteristics of <strong>the</strong> various periods <strong>from</strong> <strong>the</strong><br />
Middle Ages to <strong>the</strong> present, as well as <strong>the</strong> Roman, Lyrik, Novelle and Drama.
Selected readings will be taken <strong>from</strong> each period. Required for German majors<br />
and minors. Prerequisite: Germ 214. (MWE) or (MWL)<br />
222 Scientific German (3 credits) This course deals with basic readings in <strong>the</strong><br />
various natural sciences. A reading knowledge and <strong>the</strong> ability to translate original<br />
articles are emphasized. The basic vocabulary of each discipline will be treated,<br />
and each student is expected to complete a translation of an original work of<br />
about five pages in his or her science. Prerequisite: Germ 214. Offered alternate<br />
years.<br />
235 German for Commerce (3 credits) This course deals with readings in <strong>the</strong><br />
commercial writings in <strong>the</strong> German language. Practice in writing business<br />
documents in German as well as basic conversation will be undertaken. Particular<br />
attention will be given to <strong>the</strong> esoteric vocabulary of commerce. Prerequisite: Germ<br />
214. Offered alternate years.<br />
260 The German Novel in Translation (3 credits) This course treats major works<br />
of <strong>the</strong> German novel in translation such as works by Grimmelshousen, Novalis,<br />
Stifter, Mann, Kirst, Remarque, Boll, Grass, Hesse. Particular attention is given to<br />
<strong>the</strong> concept of <strong>the</strong> Bildungsroman. Taught in English. No prerequisite. Offered<br />
alternate years. (MWL)<br />
261 The Oral Narrative in Germany (3 credits) This course is a treatment of <strong>the</strong><br />
folktales and legends in German-speaking lands. Primary emphasis is given to <strong>the</strong><br />
work of <strong>the</strong> Bro<strong>the</strong>rs Grimm and <strong>the</strong> <strong>the</strong>ories of <strong>the</strong> origin of <strong>the</strong> Marchen. The<br />
regional role of <strong>the</strong> legend and its historical significance will also be discussed.<br />
Taught in English. No prerequisite. Offered alternate years.<br />
285 German Term Abroad in Vienna (4 credits) This is <strong>the</strong> on-site experience of<br />
German culture for students who have not yet participated in a <strong>Hartwick</strong> German<br />
program. Various places of interest will be visited and discussed in conjunction<br />
with a classroom program. Integration into Austrian life through living with<br />
families is an important feature. Offered in English and German. Prerequisite:<br />
Germ 214 or 160. Offered alternate years.<br />
302 Germanic Cultural Analysis (2 credits) German-language section of Language<br />
301: Introduction to Cultural Analysis. Required for majors and minors.<br />
305 Phonetics and Conversation (3 credits) Conversational practice at an<br />
advanced level. Complex spoken patterns are practiced with emphasis put on <strong>the</strong><br />
student’s ability to express himself in a variety of situations. Included also is an<br />
introduction to <strong>the</strong> phonetic structure of <strong>the</strong> German language. Taught in<br />
German. Prerequisite: Germ 215 or its equivalent. Offered alternate years.<br />
306 Composition and Grammar Review (3 credits) Through a series of<br />
compositions, <strong>the</strong> student is given practice in written German on an advanced<br />
level. Classroom discussions will also be concerned with various aspects of<br />
German grammar with attention not only to <strong>the</strong> basics but also <strong>the</strong> various<br />
nuances of <strong>the</strong> language. Taught in German. Required of majors seeking teacher<br />
certification. Prerequisite: Germ 215 or its equivalent.<br />
360 Medieval and Baroque Literature (3 credits) A treatment of <strong>the</strong> major works<br />
of <strong>the</strong> Medieval and Baroque periods treating <strong>the</strong> chivalric lyrics and <strong>the</strong> various<br />
Baroque phenomena. Excerpts <strong>from</strong> such works as Das Nibelungenlied, Parzival,<br />
Simplicissimus will also be treated. Taught in German. Required of German<br />
majors. Prerequisite: Germ 220. Offered alternate years. (MWE)
361 Rationalism to Romanticism (3 credits) This course embraces what is<br />
frequently referred to as <strong>the</strong> Goe<strong>the</strong>zeit. Works by Lessing, Goe<strong>the</strong>, Schiller,<br />
Kleist as well as some of <strong>the</strong> Romantic writers will be treated. Taught in German.<br />
Required of majors. Prerequisite: Germ 220. Offered alternate years. (MWL)<br />
362 Biedermeier to Naturalism (3 credits) This course treats <strong>the</strong> various<br />
movements of most of <strong>the</strong> 19th century and includes such authors as Stifter,<br />
Keller, Meyer, Storm, Heine, Grillparzer, Raimund, Nestroy, Hauptmann and<br />
Holz. Taught in German. Required of German majors. Prerequisite: Germ 220.<br />
Offered alternate years. (MWL)<br />
363 The 20th Century (3 credits) Salient movements of <strong>the</strong> century such as<br />
impressionism, expressionism, exile literature and post-war period are treated and<br />
includes such authors as Rilke, von Hoffmansthal, Kafka, Mann, Kayser, Brecht,<br />
Durenmatt, Frisch, Boll. Taught in German. Required for majors. Prerequisite:<br />
Germ 220. Offered alternate years. (MWL)<br />
450 Topics of German Literature (3 credits) For Seniors Detailed study of a<br />
particular author, genre, <strong>the</strong>me or period in German literature. Topic will be<br />
announced in advance. Taught in German. Prerequisite: Permission of instructor.<br />
485 German Term in Vienna (4 credits) This course is designed for <strong>the</strong> student<br />
with a knowledge of German who is participating in a second Vienna program.<br />
Various aspects of <strong>the</strong> culture will be discussed in depth, and each student will be<br />
expected to complete a special project mutually agreed upon by <strong>the</strong> student and<br />
instructor. Prerequisite: Germ 220.<br />
490 Senior Project (3 credits) Required of all majors. A <strong>the</strong>sis or o<strong>the</strong>r<br />
appropriate work which demonstrates <strong>the</strong> student’s proficiency in German.<br />
German<br />
Requirements for <strong>the</strong> major: 31 credits, distributed as follows:<br />
Intermediate Level (3 credits)<br />
German 214<br />
Preliminary Assessment (3 credits)<br />
German 215<br />
Skills Courses (3 credits)<br />
Any of <strong>the</strong> following:<br />
German 222<br />
German 235<br />
German 305<br />
German 306<br />
Common Cultural Studies Course + FLAC Course (4 credits)<br />
Methods of Cultural Analysis (Language 301) +<br />
German 302 (Germanic Cultural Analysis)<br />
Topics in Culture/FLAC Courses (9 credits)<br />
Any of <strong>the</strong> following:<br />
German 360<br />
German 361<br />
German 362<br />
German 363
German 450<br />
And/or FLAC credits (6 credits maximum)<br />
Any Language Course above 200 (6 credits)<br />
Senior Thesis (3 credits)<br />
German 490<br />
Requirements for <strong>the</strong> minor: 22 credits, distributed as follows:<br />
Intermediate Level (3 credits)<br />
German 214<br />
Preliminary Assessment (3 credits)<br />
German 215<br />
Skills Courses (3 credits)<br />
Any of <strong>the</strong> following:<br />
German 222<br />
German 235<br />
German 305<br />
German 306<br />
Common Cultural Studies Course (4 credits)<br />
Methods of Cultural Analysis (Language 301) +<br />
German 302 (Germanic Cultural Analysis)<br />
Topics in Culture/FLAC Courses (6 credits)<br />
Any of <strong>the</strong> following:<br />
German 360<br />
German 361<br />
German 362<br />
German 363<br />
German 450<br />
And/or FLAC courses (6 credits maximum)<br />
Any Language Course above 200 (3 credits)<br />
Grades for all courses taken in German are used to calculate <strong>the</strong> average in <strong>the</strong><br />
major for Departmental Distinction.
Graphic Communications Minor<br />
The minor in graphic communications complements study in such areas as art<br />
history, management, education, English, museum studies and <strong>the</strong>atre arts, for<br />
which an understanding of mass communication techniques is often needed. The<br />
combination of <strong>the</strong> minor with a major in many of <strong>the</strong>se areas also can prepare<br />
students for careers in advertising, printing, publications and public relations.<br />
Students pursuing <strong>the</strong> minor gain a basic foundation in <strong>the</strong> field of graphic<br />
communications through selected courses offered by <strong>the</strong> Departments of Art and<br />
Art History, English, Management, Psychology, and Sociology. The specific<br />
courses each student chooses to complete <strong>the</strong> minor will depend on his or her<br />
interests and career goals. As part of <strong>the</strong> minor program, at least one field<br />
experience in an area of communications must be completed.<br />
The minor in graphic communications is offered through <strong>the</strong> Committee on<br />
Interdisciplinary and Non-Departmental Curricula.<br />
Interested students should contact <strong>the</strong> coordinator of <strong>the</strong> program, Assistant<br />
Professor of Art Cary Peppermint.<br />
Graphic Communications Minor<br />
Requirements for <strong>the</strong> minor in graphic communications: Seven courses in <strong>the</strong><br />
following areas:<br />
Visual Arts: Three courses in art, distributed as follows:<br />
111 or 112 Drawing and Two-Dimensional Design A or B (Art)<br />
Two courses selected <strong>from</strong>:<br />
213 Visual Communications I (Art)<br />
216 Visual Communications II (Art)<br />
241 Photography I (Art)<br />
Writing: Two courses in English, <strong>from</strong>:<br />
200 Business Writing (Engl)<br />
205 Journalism (Engl)-offered yearly<br />
210 Advanced Composition (Engl)<br />
310 Creative Writing, Non-Fiction (Engl)<br />
Social and Behavioral Sciences: An appropriate course as approved by <strong>the</strong> program<br />
coordinator <strong>from</strong> one of <strong>the</strong> following departments: management, psychology or<br />
sociology.<br />
Field Experience: At least one credit of field experience in some area of<br />
communications: advertising, public relations, newspaper or magazine production,<br />
printing, broadcasting or o<strong>the</strong>r communications media. Can be arranged as an<br />
internship or directed study. Consult <strong>the</strong> program coordinator when selecting a<br />
field experience.
History<br />
We use <strong>the</strong> word ‘history’ to define both past events and accounts of those events.<br />
All past and current cultures throughout <strong>the</strong> globe made and make sense of <strong>the</strong>ir<br />
experiences within historical perspectives, whe<strong>the</strong>r genealogical, mythic, magical,<br />
or analytical. In Western traditions <strong>the</strong> ancient Greeks saw history as a form of<br />
knowing based on inquiry of particular things. Since <strong>the</strong> classical era, Western<br />
historians have sought to understand <strong>the</strong> past through careful analysis of evidence<br />
in <strong>the</strong> form of documents and o<strong>the</strong>r physical remains of past cultures with <strong>the</strong><br />
assumption that <strong>the</strong> past and <strong>the</strong> present are closely linked and that in<br />
understanding <strong>the</strong> past we might avoid previous mistakes and fashion a better<br />
future. Within this framework, learning history is first and foremost learning <strong>the</strong><br />
methodologies for studying <strong>the</strong> past and mastering <strong>the</strong> discipline to apply <strong>the</strong>se<br />
methodologies effectively. The faculty members in <strong>the</strong> History Department are<br />
committed to <strong>the</strong> students learning <strong>the</strong> discipline and practicing it.<br />
Recent scholarly debate among historians around <strong>the</strong> globe, however, has<br />
challenged <strong>the</strong> presumptions of objectivity and scientific disinterest implied by <strong>the</strong><br />
traditional model of <strong>the</strong> discipline. The new perspective argues that practicing<br />
historians are engaged in <strong>the</strong>ir subjects with a political commitment and passion<br />
that guides research agendas and our understanding of documents. Never<strong>the</strong>less,<br />
ra<strong>the</strong>r than making historical analysis impossible, this recognition of <strong>the</strong> personal<br />
involvement of anyone who tries to understand <strong>the</strong> past places even more<br />
emphasis on applying <strong>the</strong> discipline with care and self-awareness. We cannot learn<br />
<strong>the</strong> truth about past cultures, but we can develop hypo<strong>the</strong>ses about <strong>the</strong>ir values<br />
and legacies. Even with tentative conclusions, we can come to a fuller and more<br />
critical understanding of own cultures and an appreciation of <strong>the</strong> cultures of<br />
o<strong>the</strong>rs. This is <strong>the</strong> goal for learning that is supported by <strong>the</strong> department’s faculty<br />
members.<br />
The Program: <strong>Hartwick</strong>’s history program (courses, opportunities for individual<br />
study, off-campus experiences) is intended to heighten students’ understanding of<br />
<strong>the</strong> complexities of <strong>the</strong> cultural roots of contemporary America and <strong>the</strong> historical<br />
forces that have produced <strong>the</strong> increasing interdependency of cultures across <strong>the</strong><br />
globe. Exploring history, whe<strong>the</strong>r as part of a liberal education or as a major,<br />
engages students to question <strong>the</strong> historical ‘truths’ offered as justifications of<br />
current systems of power and inequality. Students also learn to analyze<br />
information critically and to test generalizations (including <strong>the</strong>ir own).<br />
Departmental offerings cover American, Latin American, European, and Global<br />
histories. Classroom experience emphasizes active student learning through class<br />
discussion, group work, peer critiques, and individual presentations. Regularly<br />
offered courses cover topics as diverse as Slavery and Abolition in <strong>the</strong> United<br />
States, Issues in Indian Country Today, Gender and Power in Latin America, The<br />
Renaissance, World War II and <strong>the</strong> Home Front, and <strong>the</strong> History of Western<br />
Medicine since 1500. Special topics courses can cover <strong>the</strong>mes ranging <strong>from</strong> <strong>the</strong>
eligious lives of medieval women to American autobiographies. The history<br />
faculty also participates in interdisciplinary minors, such as Women’s Studies,<br />
Latin American Studies, Environmental Science and Policy, U. S. Ethnic Studies,<br />
and Museum Studies. Many history majors apply <strong>the</strong>ir growing disciplinary<br />
understanding for <strong>the</strong>ir work in <strong>the</strong>se minors and programs. Many students in<br />
o<strong>the</strong>r disciplines choose to broaden <strong>the</strong>ir academic programs by completing <strong>the</strong><br />
department’s minor in history.<br />
The Major: Students majoring in history complete a program of study with an<br />
emphasis on doing history. A required introductory course in historical methods<br />
(Hist 222) orients <strong>the</strong> students to <strong>the</strong> fundamental skills of historical research,<br />
while working with primary and secondary source materials in <strong>the</strong> archives, online,<br />
and in print. The skills acquired in this course provide <strong>the</strong> student with <strong>the</strong><br />
methodological foundation needed to conduct research in any course that involves<br />
historical analysis. The advanced course in historical methods (Hist 422) prepares<br />
advanced majors for <strong>the</strong> significant and focused research necessary for <strong>the</strong>ir <strong>the</strong>sis.<br />
The critical skills acquired in <strong>the</strong>se classes, however, can carry over to all of <strong>the</strong>ir<br />
course work. In addition to <strong>the</strong> methodological core of <strong>the</strong> major, students build<br />
<strong>the</strong>ir understanding <strong>from</strong> a required introductory survey in American and in<br />
Global histories. These surveys approach <strong>the</strong> broad scope of <strong>the</strong>ir subject <strong>from</strong> <strong>the</strong><br />
perspective of a particular critical lens to provide an analytical focus. From this<br />
base students deepen <strong>the</strong>ir knowledge in two of four areas of history: American,<br />
Latin American, European, or Global history. The major culminates with a Senior<br />
Seminar and Thesis (Hist 490) which is an in-depth research project built on<br />
primary sources and reflective of <strong>the</strong> historical literature on <strong>the</strong> subject. Students<br />
share research progress in a regularly scheduled seminar setting, work closely with<br />
an individual faculty mentor, and present <strong>the</strong>ir completed work in a public<br />
defense. For History majors <strong>the</strong> challenge of <strong>the</strong> Senior Thesis is one of <strong>the</strong> most<br />
memorable and satisfying aspects of <strong>the</strong>ir <strong>Hartwick</strong> education.<br />
Off-Campus Experiences: Students fur<strong>the</strong>r enrich <strong>the</strong>ir academic programs<br />
through a variety of learning opportunities offered by <strong>the</strong> department outside of<br />
<strong>the</strong> classroom. Students can design independent reading and research projects with<br />
faculty approval that explore subjects outside <strong>the</strong>ir regular curriculum or allow<br />
<strong>the</strong>m to delve more deeply into an area of particular interest. The department has<br />
offered off-campus programs in France, England, and <strong>the</strong> Czech Republic. Future<br />
programs may explore Appalachian history, <strong>the</strong> borderlands of <strong>the</strong> American<br />
Southwest, or <strong>the</strong> cosmopolitan culture of Brazil. Some majors have pursued<br />
semester long programs at universities in France, Greece, Mexico, and Spain.<br />
O<strong>the</strong>rs have pursued individual off-campus study in January or during <strong>the</strong> summer<br />
under a faculty member’s guidance. Majors also undertake internships in areas that<br />
relate to <strong>the</strong>ir academic field and future career goals. During January Term, history<br />
majors have served as teaching aides, clerks at law firms, or as members of museum<br />
staffs. Semester long programs in Washington, DC, Boston, Philadelphia, or New<br />
York also mix classroom experience in urban universities with internships in<br />
congress or o<strong>the</strong>r institutions in <strong>the</strong> public and private spheres. One recent<br />
graduate pursued her internship as a Foreign Service officer in El Salvador.
Career preparation: In all, <strong>the</strong> diverse course work and o<strong>the</strong>r opportunities offered<br />
by <strong>the</strong> history department are designed to meet <strong>the</strong> needs and intellectual interests<br />
of a variety of students, including those who want to become professional<br />
historians. A major in history is also excellent preparation for a variety of o<strong>the</strong>r<br />
careers. The analytical, research, and writing skills acquired through <strong>the</strong> study in<br />
<strong>the</strong> discipline are excellent preparation for law school. Many of our graduates<br />
teach, while o<strong>the</strong>rs pursue careers in management, law, government, libraries,<br />
museums, and many more fields.<br />
Faculty<br />
History Faculty: Edy<strong>the</strong> Ann Quinn, chair; Richard L. Haan; Sean Kelley;<br />
Cherilyn Lacy; Mieko Nishida; Peter G. Wallace<br />
Courses<br />
Perspectives in U. S. History: These foundational courses examine <strong>the</strong> full sweep<br />
of American history <strong>from</strong> <strong>the</strong> perspective of a particular critical lens.<br />
103 American Political History (3 credits) This course examines politics in<br />
British North America/United States up to <strong>the</strong> present day. Topics include: <strong>the</strong><br />
politics of empire and independence; <strong>the</strong> emergence of institutions of <strong>the</strong>se people<br />
through an examination of <strong>the</strong>ir cultural and political achievements. [WHS]<br />
104 Race and Ethnicity in American History (3 credits) This course is a survey of<br />
<strong>the</strong> dynamic of race and ethnicity <strong>from</strong> <strong>the</strong> colonial era to <strong>the</strong> present day. Topics<br />
include: Native Americans and <strong>the</strong> project of colonization; <strong>the</strong> rise of slavery and<br />
<strong>the</strong> birth of African American culture; race and republican citizenship; <strong>the</strong> politics<br />
of “whiteness,” labor and immigration; <strong>the</strong> operation of a black/white racial<br />
binary in a multi-ethnic society; <strong>the</strong> rise of scientific racism; and strategies of<br />
opposition and resistance. [WHS]<br />
106 America at War (3 credits) This course follows <strong>the</strong> course of wars <strong>from</strong> <strong>the</strong><br />
colonial era through <strong>the</strong> current period, examining <strong>the</strong> “declared” and underlying<br />
causes of war and <strong>the</strong> demands for service, sacrifice and patriotism by <strong>the</strong><br />
American public, with special attention to race, ethnicity, class and gender.<br />
Students will analyze pro-war propaganda, as well as anti-war protests and <strong>the</strong><br />
changing definitions of conscientious objector status. Patterns of change and<br />
continuity will be emphasized. While this is not a course in military history and<br />
<strong>the</strong> major focus is on <strong>the</strong> home front, <strong>the</strong> impact of major battles and campaigns<br />
and <strong>the</strong> role of <strong>the</strong> media in reporting <strong>the</strong> war will be examined. [WHS]<br />
107 American Labor History (3 credits) This course examines <strong>the</strong> history of<br />
American labor <strong>from</strong> <strong>the</strong> colonial era to <strong>the</strong> present. Although we will discuss <strong>the</strong><br />
history of labor organizations, our emphasis will be on <strong>the</strong> lives of working people<br />
<strong>the</strong>mselves. O<strong>the</strong>r important topics include labor and empire; <strong>the</strong> shift <strong>from</strong><br />
indentured servitude to slavery; <strong>the</strong> relationship between race, gender, and work;<br />
agrarian and artisan republicanism; industrialization and waged labor; socialism<br />
and o<strong>the</strong>r radical movements; labor and <strong>the</strong> liberal state; and <strong>the</strong> post industrial<br />
service economy. [WHS]
150 Introductory Topics in History (3 credits) From time to time <strong>the</strong> department<br />
will offer courses for small groups of students, particularly freshmen. Students<br />
may elect Hist 150 more than once, provided <strong>the</strong>y do not repeat <strong>the</strong> same topic.<br />
Perspectives in Global History: These foundational courses examine <strong>the</strong> eras in<br />
global history <strong>from</strong> <strong>the</strong> perspective of a particular critical lens.<br />
161 Pre-modern Roots of Cultural Diversity (3 credits) This course will<br />
introduce students to <strong>the</strong> diverse cultures of <strong>the</strong> pre-modern world. The<br />
descriptions and analyses of <strong>the</strong>se cultures will highlight <strong>the</strong>ir distinct religious<br />
and ethical systems and <strong>the</strong>ir definitions of political identities. Following a survey<br />
of <strong>the</strong> historical roots of <strong>the</strong>se cultural and political systems, <strong>the</strong> course will<br />
examine <strong>the</strong>ir distinct responses to world wide crises in political and social order<br />
<strong>from</strong> <strong>the</strong> third to tenth centuries C.E. The final section of <strong>the</strong> class will survey <strong>the</strong><br />
world in <strong>the</strong> century prior to <strong>the</strong> era of European oversees expansion. [NTW]<br />
162 Human Civilization and <strong>the</strong> Natural World since 1500 (3 credits) A survey<br />
of social, political, cultural and economic developments in world history, focusing<br />
on <strong>the</strong> diversity of cultural perspectives on humanity’s relation to <strong>the</strong> natural<br />
world, <strong>the</strong> use of material resources, and <strong>the</strong> organization of production. Major<br />
<strong>the</strong>mes will include exploration; trade routes and global economy; comparative<br />
systems of explaining <strong>the</strong> place of human beings in <strong>the</strong> world (science, philosophy,<br />
religion); and <strong>the</strong> relationship between <strong>the</strong>se scientific, philosophical, religious<br />
systems, and dominant political and social orders. [NTW]<br />
164 Race and Identity (3 credits) How do you define “race” in <strong>the</strong> United States?<br />
How do you identify yourself? Are you aware how o<strong>the</strong>r people (and society) label<br />
you as a member of a certain racial group? Are <strong>the</strong>re any critical conflicts between<br />
society’s categorization and individual identities? How can <strong>the</strong> notion of race<br />
differ in a specific historical context? Could your individual racial identity change<br />
in a different time and space? This course discusses various important issues of<br />
race and identity not only in <strong>the</strong> U.S. but also in o<strong>the</strong>r parts of <strong>the</strong> New<br />
World with a comparative historical perspective. [FYS]<br />
165 Free and Unfree Labor (3 credits) This course is a survey of world labor<br />
history, focusing on <strong>the</strong> period 1500-present. The first unit examines <strong>the</strong> various<br />
forms of unfree labor, including serfdom, slavery, servitude, and peonage. The<br />
second unit surveys <strong>the</strong> ways in which laboring people resisted and sought to<br />
shape <strong>the</strong>ir own worlds. The final unit examines labor during and after <strong>the</strong> Age of<br />
Revolution, focusing on <strong>the</strong> rise of wage labor and its attendant problems, as well<br />
as workers’ movements. Special attention will be paid to <strong>the</strong> connections between<br />
class, race, and gender. [NTW]<br />
171 Changes in <strong>the</strong> Land (3 credits) This course introduces students to Changes<br />
in Land Use in this Central New York and Catskill Mountain region <strong>from</strong> <strong>the</strong><br />
late 1700s to <strong>the</strong> present, through an analysis of forces of change, for example,<br />
decline or increase of natural resources, including wildlife, technology,<br />
demographics, urban influences and market demands, as well as <strong>the</strong>ir<br />
socioeconomic impact. For example, <strong>the</strong>re is a unit on Hunting as Economic<br />
Development. Besides history texts, <strong>the</strong> course materials include songs, poems,<br />
folk tales, interviews, photographs, and newspaper articles. The first unit analyzes<br />
<strong>the</strong> changes in land use <strong>from</strong> <strong>the</strong> 1700s to <strong>the</strong> present of <strong>the</strong> area now<br />
encompassing <strong>Hartwick</strong> <strong>College</strong>’s Pine Lake Environmental Campus. The course
usually is taught in <strong>the</strong> fall semester in a classroom at Pine Lake and includes field<br />
trips. [FYS]<br />
201 Colonial Latin America (3 credits) This course is an overview of <strong>the</strong> most<br />
significant historical processes and <strong>the</strong>mes that contributed to <strong>the</strong> formation,<br />
evolution and development of Colonial Latin America. The course studies <strong>the</strong><br />
main streams that have contributed to <strong>the</strong> emergence of Latin America, <strong>from</strong> pre-<br />
Columbian cultures and <strong>the</strong> first encounter between <strong>the</strong> Old and New Worlds to<br />
<strong>the</strong> military, religious and bureaucratic conquests of <strong>the</strong> New World and <strong>the</strong><br />
formation and evolution of a colonial society that came to an end with <strong>the</strong> Wars<br />
of Independence <strong>from</strong> Spain in <strong>the</strong> early 19 th century. [NTW]<br />
202 Modern Latin America (3 credits) This course examines <strong>the</strong> most significant<br />
<strong>the</strong>mes, events and personages that played an important role in shaping<br />
contemporary Latin America. The period under examination encompasses <strong>the</strong> two<br />
centuries beginning with <strong>the</strong> precursors of <strong>the</strong> Wars of Independence in <strong>the</strong> 19th<br />
century and <strong>the</strong> events taking place at <strong>the</strong> close of <strong>the</strong> 20th century. [NTW]<br />
207 History of Ancient Greece (3 credits) An introduction to <strong>the</strong> history of <strong>the</strong><br />
Greeks <strong>from</strong> <strong>the</strong>ir beginnings up to <strong>the</strong> death of Alexander. The class examines <strong>the</strong><br />
values and <strong>the</strong> ideas of <strong>the</strong>se people; and <strong>the</strong>ir literature and art are used in this<br />
undertaking as instruments of discovery. [WHS]<br />
208 History of Republican and Imperial Rome (3 credits) An introduction to <strong>the</strong><br />
history and culture of <strong>the</strong> ancient Romans <strong>from</strong> <strong>the</strong>ir origins up to <strong>the</strong> death of<br />
Constantine. The class explores <strong>the</strong> life, beliefs, and institutions of <strong>the</strong>se people<br />
through an examination of <strong>the</strong>ir cultural and political achievements. [WHS]<br />
209 Medieval Europe (3 credits) This course traces <strong>the</strong> emergence of Europe<br />
through <strong>the</strong> syn<strong>the</strong>sis of Greek, Christian, Roman and Germanic cultures. The<br />
survey will begin with <strong>the</strong> collapse of <strong>the</strong> Pax Romana in <strong>the</strong> third century and<br />
conclude with <strong>the</strong> crisis of <strong>the</strong> 14 th century and its immediate aftermath. The<br />
survey will focus on Western Europe, but <strong>the</strong> class will discuss Byzantium and<br />
Islam as unique civilizations, which profoundly influenced European culture.<br />
[WHS]<br />
210 Early Modern Europe (3 credits) This course first examines <strong>the</strong> birth of<br />
modern Europe in <strong>the</strong> Italian Renaissance. It <strong>the</strong>n considers <strong>the</strong> religious and<br />
political forces, which shredded <strong>the</strong> fabric of Christian unity and ushered in an age<br />
of religious and dynastic warfare that produced <strong>the</strong> modern constitutional and<br />
absolutist states. The survey will <strong>the</strong>n examine <strong>the</strong> cultural, economic and political<br />
impact of overseas exploration, <strong>the</strong> Scientific Revolution and <strong>the</strong> Enlightenment.<br />
The survey culminates with a close examination of <strong>the</strong> French and Industrial<br />
Revolutions. [WHS]<br />
212 Europe, 1815-1914 (3 credits) Pivotal events in 19 th century European<br />
History, including: Industrialization and its consequences; political revolutions<br />
and ideologies: nationalism; <strong>the</strong> labor question; and cultural and intellectual<br />
movements such as Romanticism. Attention will also be devoted to <strong>the</strong> prevailing<br />
cultural assumptions about race, class and gender which defined Europeans’ sense<br />
of identity and <strong>the</strong>ir place in <strong>the</strong> world, as well as scientific and economic <strong>the</strong>ories<br />
which were used to justify European imperialism. [WHS]<br />
213 Europe in 20th Century (3 credits) Major events in 20 th century European<br />
history, including <strong>the</strong> origins and catastrophic nature of World War I; <strong>the</strong>
Russian revolution and Communist and Fascist challenges to strained democratic<br />
societies; economic depression; World War II and <strong>the</strong> Holocaust; <strong>the</strong> Cold War<br />
and <strong>the</strong> eclipse of Europe by <strong>the</strong> Superpowers; <strong>the</strong> loss of colonial empires; reform<br />
and revolution in Eastern and Western Europe, and <strong>the</strong> gradual formation of a<br />
more cooperative European community; and emerging challenges of globalization<br />
in <strong>the</strong> 21 st century (economic conflict, immigration, sustainable development).<br />
[WHS]<br />
215 Tudor-Stuart History (3 credits) A survey of Tudor-Stuart English history<br />
(ca. 1485-1688), one of <strong>the</strong> most important periods of Western European history<br />
as it shaped much of English society into <strong>the</strong> present even as it served as a baseline<br />
for much of what would be reinforced, continued, or altered as <strong>the</strong> English<br />
confronted <strong>the</strong> complexities of <strong>the</strong> “New World.”<br />
222 Introduction to Historical Methods (4 credits) This course introduces <strong>the</strong><br />
students to <strong>the</strong> fundamental skills of historical research. The Students work with<br />
primary and secondary source materials in <strong>the</strong> archives, online, and in print. They<br />
learn to distinguish primary <strong>from</strong> secondary sources, to understand <strong>the</strong> problems<br />
that various sources pose to interpretation, and to identify <strong>the</strong> types of questions<br />
particular sources can answer. They learn to read <strong>the</strong>se sources critically and to<br />
think historically. They learn how to quote properly, to summarize, and to<br />
annotate sources. Finally <strong>the</strong>y apply <strong>the</strong>ir skills in a series of writing assignments<br />
including review essays, interpretive source critiques, précis, and short research<br />
papers. From <strong>the</strong> skills acquired in this course, <strong>the</strong> student should have <strong>the</strong><br />
methodological foundation needed to conduct research in any course that involves<br />
historical analysis. [SBA]<br />
225 History of Brazil (3 credits) Through lecturers, readings, and discussions,<br />
toge<strong>the</strong>r with films and slides, this course examines changes and continuities in<br />
Brazilian history <strong>from</strong> independence (1822) to <strong>the</strong> present. Special emphasis is<br />
placed on race, class, gender, and ethnicity. We will discuss how colonial heritages<br />
determined <strong>the</strong> “fate” of Brazil as a modern nation-state; and how various forms<br />
of power relationship emerged, evolved, disappeared, and/or transformed during<br />
<strong>the</strong> 19 th and 20 th centuries. [NTW]<br />
226 History of Mexico (3 credits) This course analyzes <strong>the</strong> evolution of some of<br />
<strong>the</strong> most significant strands forming <strong>the</strong> complex tapestry of Mexican history. It<br />
begins with an examination of <strong>the</strong> High cultures of Ancient Mexico, <strong>the</strong> Iberian<br />
conquest and <strong>the</strong> emergence of a colonial society; it continues with a study of <strong>the</strong><br />
Wars of Independence and concludes with an evaluation of <strong>the</strong> Mexican<br />
Revolution and its impact on present-day Mexican society. [NTW]<br />
240 American Environmental History (3 credits) An exploration of American<br />
attitudes toward <strong>the</strong> natural environment, <strong>the</strong> course will examine <strong>the</strong> roots of<br />
nature appreciation and <strong>the</strong> genesis of <strong>the</strong> conservation movement in its utilitarian,<br />
ecological and aes<strong>the</strong>tic camps, and will trace <strong>the</strong> environmental movement to <strong>the</strong><br />
present. [WHS] or [SBA]<br />
241 African-American History (3 credits) A survey of African Americans’<br />
experience <strong>from</strong> 1619 to <strong>the</strong> Civil War. Topics covered include: African culture<br />
and society before European contact, <strong>the</strong> Atlantic slave trade, <strong>the</strong> rise of African<br />
slavery in <strong>the</strong> United States, black-white relations under slavery, enslaved blacks
esponses to forced servitude and <strong>the</strong> rise and impact of <strong>the</strong> Abolition Movement.<br />
[WHS]<br />
242 Women in American History (3 credits) A survey of women’s collective<br />
experience in America <strong>from</strong> <strong>the</strong> colonial period to <strong>the</strong> present. Emphasis will be<br />
upon <strong>the</strong> relationship of defined sex roles to <strong>the</strong> broader society in a given<br />
historical context. Topics include women and family life, women on <strong>the</strong> frontier,<br />
Black and ethnic women, <strong>the</strong> impact of industrialization upon women’s roles and<br />
feminism as a historical movement. [WHS]<br />
244 Baseball in American History (3 credits) This course is not a history of<br />
baseball; ra<strong>the</strong>r, it uses baseball to examine important issues in American history.<br />
Among <strong>the</strong>se <strong>the</strong>mes are industrialization and <strong>the</strong> rise of leisure time, race and<br />
segregation, immigration and ethnicity, gender, labor, and national identity.<br />
245 World War II on <strong>the</strong> Home Front (3 credits) When students enroll in this<br />
course, <strong>the</strong>y enlist “for <strong>the</strong> duration,” in order to “reconstruct” <strong>the</strong> Home Front<br />
<strong>from</strong> Pearl Harbor to “V-J” Day. This course is normally taught in January Term<br />
with its daily classes in only one subject, giving students <strong>the</strong> opportunity to solely<br />
and totally concentrate <strong>the</strong>ir attention on this goal, making it easier to reconstruct<br />
<strong>the</strong> home front. Daily exercises in recreating <strong>the</strong> home front include music of <strong>the</strong><br />
period, letters, diary entries, columns by war correspondent Ernie Pyle, excerpts<br />
<strong>from</strong> oral histories, and incorporation of WWII home front artifacts. Besides this<br />
“hands-on” approach to history, students critically analyze WWII as “The Good<br />
War” and examine <strong>the</strong> historiography, especially <strong>the</strong> debate over WWII as a<br />
“watershed” in <strong>the</strong> 20 th century, addressing <strong>the</strong> question, was WWII’s impact on<br />
society an “example of continuity or change?”<br />
261 Indian Ocean World, 1300-1800 (3 credits) An introduction to <strong>the</strong> history<br />
of <strong>the</strong> peoples and societies of India, Arabia, and East Africa, with an emphasis on<br />
<strong>the</strong> role of trade, religion, and cultural exchange in shaping <strong>the</strong> civilizations of <strong>the</strong><br />
Delhi Sultanate, <strong>the</strong> Mughal Empire, cities of <strong>the</strong> East African Swahili Coast and<br />
<strong>the</strong> Ottoman Empire. The course will examine <strong>the</strong> thriving indigenous shipping<br />
and o<strong>the</strong>r exchange networks before <strong>the</strong> arrival of Europeans in 1498, with a<br />
primary focus on <strong>the</strong> Indian Ocean as a hub of human exchanges between India,<br />
Arabia, and Africa in <strong>the</strong> era of <strong>the</strong> classical Islamic world. [NTW]<br />
262 Politics of Identity: Globalization, Diaspora, and Cultural Diversity (3<br />
credits) In our “global” age identity continues to be an extremely fascinating as<br />
well as complicated phenomenon. By utilizing journalistic accounts on<br />
contemporary issues, narratives, <strong>the</strong>oretical readings, feature movies, and<br />
documentary films, this course seeks to understand who and what we are, both at<br />
individual and collective levels, with special emphasis on globalization, Diaspora,<br />
and cultural diversity. [SBA]<br />
263 Modern East Asia (3 credits) Following a brief survey of Imperial Chinese<br />
under <strong>the</strong> Ming dynasty and <strong>the</strong> relations between <strong>the</strong> Chinese empire and its<br />
political neighbors, this course will examine <strong>the</strong> social and cultural tensions within<br />
<strong>the</strong> region and <strong>the</strong> disruptive impact of <strong>the</strong> initial European contact. European<br />
imperialism increased <strong>the</strong> internal tensions in all East Asian states as elites<br />
struggled to find an effective balance between modernization and westernization.<br />
The difficulties in achieving such a balance led to murderous wars and bloody<br />
revolutions of <strong>the</strong> political left and right in <strong>the</strong> 20 th century. Throughout
centuries, old cultural traditions continue to inform aspects of family life,<br />
philosophy, aes<strong>the</strong>tics, gender relations, and cultural identity. [NTW]<br />
273 The American South (3 credits) Is <strong>the</strong> South “different” <strong>from</strong> o<strong>the</strong>r parts of<br />
<strong>the</strong> United States? Is <strong>the</strong>re one South, or many Souths? Is <strong>the</strong> very title of this<br />
class an oxymoron? In this course we will examine that part of <strong>the</strong> United States<br />
bounded by <strong>the</strong> Edwards Plateau, <strong>the</strong> Red River, <strong>the</strong> Ohio River, and, of course,<br />
<strong>the</strong> Mason-Dixon Line, and pose <strong>the</strong>se very questions. Our starting assumption is<br />
that Sou<strong>the</strong>rnness is essentially a historical creation. Course <strong>the</strong>mes include:<br />
conceptualizing <strong>the</strong> South; <strong>the</strong> place of <strong>the</strong> Sou<strong>the</strong>rn colonies in <strong>the</strong> Atlantic<br />
World; <strong>the</strong> place of <strong>the</strong> Sou<strong>the</strong>rn states in <strong>the</strong> early republic and antebellum<br />
period; race, class, and gender in Sou<strong>the</strong>rn life; <strong>the</strong> question of change and<br />
continuity in Sou<strong>the</strong>rn history; and <strong>the</strong> New South.<br />
275 American Indian History to 1700 (3 credits) From <strong>the</strong> peopling of <strong>the</strong> New<br />
World some 20,000 plus years ago to 1700, <strong>the</strong> rise of civilizations, <strong>the</strong><br />
differentiation of cultures and <strong>the</strong> impact of European civilization on Indian<br />
America are mapped out and probed. The first third of <strong>the</strong> course will emphasize<br />
Indians’ world views and <strong>the</strong>ir relationships with each o<strong>the</strong>r and <strong>the</strong>ir varying<br />
environments. The course will examine <strong>the</strong> social, religious, technological,<br />
ecological and political changes that impacted Indian societies between 1492 and<br />
1700. [NTW] or [SBA]<br />
276 American Indian History since 1700 (3 credits) The interaction between<br />
Native Americans and <strong>the</strong> U.S. <strong>from</strong> 1700 to <strong>the</strong> present. The topics covered<br />
include: wars and alliances, trade patterns, revitalization movements, federal-Indian<br />
relations, philanthropic and missionary activities, <strong>the</strong> reservation period, Red<br />
Power, etc. [NTW] or [SBA]<br />
278 History of American Foreign Relations in <strong>the</strong> 20 th Century (3 credits)<br />
Students analyze American Foreign Relations in <strong>the</strong> 20 th Century by utilizing<br />
several methodological lenses: World System and Hegemony; Liberal Commercial<br />
World Order and Mission; Gendering Practices applied to Peoples and Nations;<br />
<strong>the</strong> Influence of Race/Ethnicity; <strong>the</strong> Definition and Protection of National Core<br />
Values; and Bureaucratic Politics. As part of Mission, students discuss continuity<br />
and change in our views of ourselves <strong>from</strong> “City Upon a Hill” to “World<br />
Policeman” to “New World Order.” Our assumptions about Communism are<br />
analyzed in relation to The Cold War and <strong>the</strong> Vietnam War. The emphasis is on<br />
patterns, concepts, <strong>the</strong>ories, and <strong>the</strong> historians’ changing interpretations of foreign<br />
relations, that is, historiography. [SBA]<br />
283 Western Medicine since 1500 (3 credits) The history of Disease and its<br />
treatment in Europe and <strong>the</strong> United States since <strong>the</strong> reform of <strong>the</strong> study of<br />
anatomy by Andreas Versalius. While <strong>the</strong> overall <strong>the</strong>me will be <strong>the</strong> development<br />
of medicine as a science and a profession, attention will also be given to traditional<br />
medicine, women as healers, epidemics and <strong>the</strong> 19 th century public health<br />
movement, and <strong>the</strong> vexed relationship between <strong>the</strong> State commercialism and <strong>the</strong><br />
delivery of healthcare after 1880. [WHS]<br />
305 The Renaissance (4 credits) This course will not be a chronological survey.<br />
The origins of <strong>the</strong> idea of <strong>the</strong> “Renaissance” and how this concept has framed<br />
Western perceptions of modernity will be considered. The functional practicality<br />
of applying this concept to Italian culture and society between 1350 and 1550
will be investigated. The course has two goals: to provide an understanding of <strong>the</strong><br />
world of <strong>the</strong> Italian Renaissance and to critique <strong>the</strong> values we have associated with<br />
that world. Prerequisites: 209, 210 or instructor’s permission. [WHS]<br />
306 Reformation Europe 1450-1600 (4 credits) This course examines <strong>the</strong><br />
dissolution of Medieval European culture as a system of regulated religious beliefs<br />
and established political relations between <strong>the</strong> Roman church and secular powers.<br />
It also will consider <strong>the</strong> economic dislocation and social tensions that animated<br />
<strong>the</strong> Reformation passions, and examine <strong>the</strong> reintegration of <strong>the</strong>se dynamic factors<br />
into new systems of belief and power during <strong>the</strong> age of confessional struggles.<br />
Prerequisites: Hist 209, 210 or instructor’s permission. [WHS]<br />
308 Enlightenment and Revolution (4 credits) This course examines <strong>the</strong> efforts of<br />
18th-century intellectuals to rationalize <strong>the</strong> experiences of <strong>the</strong> 17 th century crises.<br />
It analyzes <strong>the</strong> political and social culture of <strong>the</strong> Old Regime and <strong>the</strong> growing<br />
friction among <strong>the</strong> powerful nation-states in Europe and overseas. Finally it<br />
considers <strong>the</strong> social, economic and political pressures which culminated in <strong>the</strong><br />
French and Industrial revolutions and traces <strong>the</strong> trajectories of those revolutions.<br />
Prerequisites: Hist 210, 212, or instructor’s permission. [WHS]<br />
324 Slavery in Latin America and <strong>the</strong> Caribbean (4 credits) This course examines<br />
how <strong>the</strong> institution of slavery was transplanted in Latin America and <strong>the</strong><br />
Caribbean during <strong>the</strong> 16 th century, why slavery developed in some parts of Latin<br />
America and <strong>the</strong> Caribbean (and why not in o<strong>the</strong>r regions), and how <strong>the</strong><br />
institution was eventually abolished by <strong>the</strong> last decades of <strong>the</strong> 19 th century. It also<br />
examines o<strong>the</strong>r important topics, such as <strong>the</strong> transatlantic slave trade; gender and<br />
ethnicity; family and kinship; uprisings and rebellions; and <strong>the</strong> historical<br />
formation of <strong>the</strong> Black Atlantic. [NTW]<br />
326 Gender and Power in Latin America (4 credits) This course discusses various<br />
topics concerning gender and power in Latin American history <strong>from</strong> <strong>the</strong> late<br />
colonial period to <strong>the</strong> present time. By reading articles and monographs written by<br />
historians, life histories, women’s narratives, as well as by viewing four Latin<br />
American films, we will be able to relate our own experiences to women and men<br />
in Latin America. We also will compare and contrast <strong>the</strong> experiences of different<br />
groups of women according to such factors as race, ethnicity, and class. [NTW]<br />
327 Revolutions in Latin America and <strong>the</strong> Caribbean (4 credits) This course<br />
examines four cases of attempts to change fundamentally <strong>the</strong> social structure and<br />
<strong>the</strong> social basis of political power in Latin America and <strong>the</strong> Caribbean. They are:<br />
Haiti, 1789-1820; Mexico, 1910-34; Bolivia, 1952-60; and Cuba, 1959-95. The<br />
four revolutions represented attempts—not always entirely successfully—to alter<br />
<strong>the</strong> fundamental ways <strong>the</strong> social basis of political power operates. The course<br />
attempts to ascertain <strong>the</strong> degree of indelible change imposed by <strong>the</strong> revolutionary<br />
experience. [NTW]<br />
330 Slavery and Abolition in <strong>the</strong> United States (4 credits) Beginning with a survey<br />
of kingdoms of North and West Africa, this course examines <strong>the</strong>ir histories and<br />
cultures briefly. Analysis of slavery and its trade, within and outside that<br />
continent, will follow. The bulk of attention will center upon <strong>the</strong> institution of<br />
slavery as it developed in <strong>the</strong> British Colonies and will trace <strong>the</strong> rise of opposition<br />
to it until its final elimination <strong>from</strong> <strong>the</strong> United States.
332 Colonial America (4 credits) A writing-based seminar in which students will<br />
rely on primary sources to write a major paper on a subject of <strong>the</strong>ir choosing<br />
within <strong>the</strong> American colonial experience. Prerequisite: Hist 222.<br />
333 Revolutionary America (4 credits) A writing-based seminar in which students<br />
will rely on primary sources to write a major paper on an aspect of <strong>the</strong> American<br />
Revolution of <strong>the</strong>ir choosing. Prerequisite: Hist 222.<br />
334 Jacksonian America (4 credits) This course examines <strong>the</strong> United States<br />
between 1815 and 1848, focusing on <strong>the</strong> impact of <strong>the</strong> Market Revolution on<br />
Americans of all backgrounds. Important <strong>the</strong>mes include <strong>the</strong> construction of<br />
“democracy” and citizenship, transformations in labor, <strong>the</strong> rise of evangelical<br />
religion, <strong>the</strong> emergence of reform movements, expansionism, <strong>the</strong> growth of<br />
plantation agriculture, and slave resistance. [WHS]<br />
337 Civil War and Reconstruction (4 credits) This course examines <strong>the</strong> United<br />
States between 1848 and 1877, focusing on <strong>the</strong> fall of slavery and <strong>the</strong> rise of wage<br />
labor in <strong>the</strong> North, South, and West, and related topics, such as African American<br />
resistance, <strong>the</strong> transformation of household and gender relations, and <strong>the</strong><br />
realignment of <strong>the</strong> American political system. The course also will draw<br />
comparisons with <strong>the</strong> shift <strong>from</strong> slave to free labor in o<strong>the</strong>r societies, including<br />
Haiti, Jamaica, Cuba, and Brazil.<br />
341 Civil Rights Seminar (4 credits) After considering <strong>the</strong> social, economic, and<br />
political conditions of African Americans in <strong>the</strong> South and North in <strong>the</strong> late 19 th<br />
and early 20 th centuries, students examine <strong>the</strong> Civil Rights Movement in <strong>the</strong> mid-<br />
20 th century. Besides analyzing roles and changing images of <strong>the</strong> leaders, for<br />
example, <strong>the</strong> Reverend Dr. Martin Lu<strong>the</strong>r King Jr., students seek to learn more<br />
about <strong>the</strong> lives and actions and voices of ordinary people, black and white, swept<br />
up in <strong>the</strong> currents of <strong>the</strong> Civil Rights Movement, through oral histories and<br />
autobiographies. Students also analyze <strong>the</strong> Black Power Movement and changes in<br />
<strong>the</strong> images of Black men and women in <strong>the</strong> media and public life. For <strong>the</strong> major<br />
paper, students conduct original, primary research on <strong>the</strong> history of discrimination<br />
in <strong>the</strong>ir home communities.<br />
342 U.S. History after <strong>the</strong> Bomb (4 credits) Focuses on three <strong>the</strong>mes: 1) How<br />
“we” (U.S./nation and each of us personally) define security; 2) U.S. as a Global<br />
“Superpower” and 3) Bringing O<strong>the</strong>rs into <strong>the</strong> Fold: Race, Ethnicity, Class, and<br />
Gender in <strong>the</strong> Post-Bomb Years. Students analyze <strong>the</strong>se <strong>the</strong>mes through textbook<br />
readings, autobiographical accounts, historiography, primary documents,<br />
documentaries, and movies. Also, given <strong>the</strong> course title, “After <strong>the</strong> Bomb!”—<br />
students discuss how <strong>the</strong> threat of nuclear war has influenced political, social, and<br />
economic life in <strong>the</strong> U.S.<br />
350 Advanced Topics in History (4 credits) From time to time <strong>the</strong> department<br />
will offer advanced courses in particular topics in history. Students may elect Hist<br />
350 more than once, provided <strong>the</strong>y do not repeat <strong>the</strong> same topic.<br />
361 European Imperialism (4 credits) This advanced seminar will examine <strong>the</strong><br />
interaction between Europeans, Africans and Asians <strong>from</strong> 1750 to <strong>the</strong> present.<br />
Issues addressed will include <strong>the</strong> European use of science and religion to justify<br />
<strong>the</strong>ir rule over o<strong>the</strong>r societies; how <strong>the</strong> culture of imperialism shaped perceptions<br />
of gender and race; how certain Indian and African nationalists argued against<br />
imperial rule; and <strong>the</strong> challenges of <strong>the</strong> post-colonial era. Because of <strong>the</strong> scope of
<strong>the</strong> subject, a substantial portion of <strong>the</strong> course will focus on British and French<br />
imperialism in Africa and India <strong>from</strong> 1850 to 1970. Prerequisites: HIST 212,<br />
213, 261, or 266; or permission of <strong>the</strong> instructor. [WHS]<br />
362 Becoming National (4 credits) Students will survey <strong>the</strong> development of <strong>the</strong><br />
nation as a modern cultural identity and <strong>the</strong> foundation for appropriate political<br />
association and representation. The course will consider <strong>the</strong> pre-modern forms of<br />
cultural identity and political organization to emphasize <strong>the</strong> relatively recent<br />
historical appearance of <strong>the</strong> nation in political discourse. The readings will<br />
juxtapose this European model on <strong>the</strong> colonial and post-colonial worlds. Finally,<br />
<strong>the</strong> students will consider <strong>the</strong> political alternatives for nations as viable political<br />
agents in <strong>the</strong> 21 st world. Prerequisite: a global history survey (Hist 160-9).<br />
376 Issues in Indian Country Today (4 credits) A seminar-format course in which<br />
<strong>the</strong> class will examine a series of selected topics relating to modern Native<br />
Americans—examining each topic for its present status, complexity, and historical<br />
origins/antecedents. What makes this course a bit different <strong>from</strong> <strong>the</strong> standard<br />
undergraduate history course (if <strong>the</strong>re is such a thing) is in its approach to <strong>the</strong><br />
subject, in both a chronological and evidentiary sense. The chronological approach<br />
taken will be one that reverses <strong>the</strong> common ‘historical’ procedure of starting at <strong>the</strong><br />
beginning and moving forward to <strong>the</strong> present. This class will proceed <strong>from</strong> <strong>the</strong><br />
present, selecting topics of immediate interest to <strong>the</strong> students, establishing a<br />
reasonable understanding of <strong>the</strong> issues involved and <strong>the</strong>n seek out <strong>the</strong> topics<br />
antecedents and <strong>the</strong>ir relevance to <strong>the</strong> present. The approaches to <strong>the</strong> use of<br />
evidence will come as no surprise to historians, although students might find <strong>the</strong><br />
expectation/practice to be a bit muddled. Each student in <strong>the</strong> course is expected<br />
to conduct research on <strong>the</strong> immediate topic using as many available sources as <strong>the</strong>y<br />
can find and to use those materials during class discussions.<br />
383 Disease and <strong>the</strong> Social Body (4 credits) This advanced seminar will draw<br />
upon contemporary historiography and critical <strong>the</strong>ory to shed light on <strong>the</strong> use of<br />
disease as a metaphor to justify <strong>the</strong> marginalization, persecution or criminalization<br />
of certain groups (women, Jews, homosexuals) in <strong>the</strong> 19 th and 20 th centuries.<br />
Prerequisites: HIST 212, 213, 283; or permission of <strong>the</strong> instructor. [SBA]<br />
422 Advanced Historical Methods (4 credits) This course is designed to prepare<br />
advanced majors for <strong>the</strong> significant and focused research necessary for <strong>the</strong>ir <strong>the</strong>sis.<br />
The students develop in depth analyses <strong>from</strong> archival research projects, extensive<br />
studies in primary source collections, and critical reviews of historical<br />
interpretation on controversial subjects. In its final unit, <strong>the</strong> student explores <strong>the</strong><br />
ethical responsibilities of practicing history. Prerequisite: C grade or better in<br />
History 222. [SBA]<br />
440 Historiography (4 credits) This course will introduce students to <strong>the</strong><br />
historical literature, which has informed recent debates in American, Latin<br />
American, European, and Global history. The students will read and analyze at<br />
least six texts that have challenged established views of historical narrative,<br />
interpretation, or methodology. The students will write reviews of <strong>the</strong> texts. Each<br />
student will complete a final project through a historiographical essay of a debate<br />
in a particular area of interest. Permission of <strong>the</strong> Instructor.
450 Advanced Seminars in History (4 credits) A series of special courses to enable<br />
students in focused individual and group research, to share work in progress, and<br />
practice <strong>the</strong> discipline.<br />
490 Senior Seminar/Thesis (4 credits) Required of all majors. This capstone<br />
seminar and research essay entails a focused and in-depth research project that<br />
demonstrates familiarity with appropriate primary sources and <strong>the</strong> existing<br />
historical literature on <strong>the</strong> subject. Students share research progress in a regularly<br />
scheduled seminar setting, work closely with an individual faculty mentor, and<br />
present <strong>the</strong>ir completed work in a public defense. Prerequisite: C grade or better in<br />
Hist 422.<br />
History<br />
Requirements for <strong>the</strong> major:<br />
1 Perspectives in U. S. History course (3 credits)<br />
1 Perspectives in Global History course (3 credits)<br />
222 Introduction to Historical Methods (4 credits)<br />
422 Advanced Methods (4 credits)<br />
490 Senior Thesis (4 credits)<br />
6 additional courses <strong>from</strong> at least two of <strong>the</strong> following four areas: Europe, Latin<br />
America, U.S., and Global, with two courses at <strong>the</strong> 300 or 400 level (20 credits)<br />
Ancillary requirement: Language proficiency at <strong>the</strong> Intermediate level through<br />
course work or examination (maximum 10 credits).<br />
Requirements to minor in History:<br />
1 Perspectives in U. S. History course (3 credits)<br />
1 Perspectives in Global History course (3 credits)<br />
222 Introduction to Historical Methods (4 credits)<br />
3 additional courses in history with one at least at <strong>the</strong> 300 level (9 credits)<br />
Grades for all courses taken in history are used to calculate <strong>the</strong> average in <strong>the</strong><br />
major for Departmental Distinction.
Interdisciplinary and Non-Departmental Courses<br />
The following courses which do not fit <strong>the</strong> disciplinary focus of a single<br />
department are available on a regular basis. The purpose of <strong>the</strong>se interdisciplinary,<br />
non-departmental courses is to enable students to participate in <strong>the</strong> sharing of<br />
ideas which extend beyond <strong>the</strong> limits of a single academic department and which<br />
emphasize <strong>the</strong> interdependence of all academic disciplines.<br />
In addition to <strong>the</strong> courses that follow, <strong>the</strong> <strong>College</strong> offers o<strong>the</strong>r interdisciplinary<br />
courses, which are of a more experimental nature and tend to be proposed and<br />
offered for one term only. This is especially true of interdisciplinary courses<br />
designed for January Term. A list of <strong>the</strong>se can be found in <strong>the</strong> schedule of courses<br />
available at registration for each term.<br />
Interdisciplinary Courses<br />
310 Contemporary Issues Seminar (3 credits) The Contemporary Issues Seminar,<br />
taken in <strong>the</strong> junior or senior year, is an opportunity for students who are<br />
developing as liberally educated people and maturing in an area of study to<br />
integrate what <strong>the</strong>y have learned so far with one ano<strong>the</strong>r across academic divisions<br />
in <strong>the</strong> analysis, discussion and research of issues or problems of common concern.<br />
320 <strong>College</strong> Honors Seminar (3 credits) The seminar, interdisciplinary in focus,<br />
provides honors students with <strong>the</strong> opportunity to examine “an issue of<br />
significance” by interacting with faculty in a setting that transcends <strong>the</strong> boundaries<br />
of a particular academic discipline and encourages <strong>the</strong> nurturing of holistic<br />
patterns of thinking.<br />
Non-Departmental Courses<br />
166 Introduction to Women’s Studies (3 credits) This course introduces students<br />
to feminist scholarship and acquaints <strong>the</strong>m with <strong>the</strong> intellectual, ethical, social,<br />
political, historical and cultural forces constructing gender. The class is<br />
interdisciplinary and grounded in feminist pedagogy.<br />
360 Seminar in Women’s Studies (3 credits) This seminar explores a broad range<br />
of classical and contemporary feminist <strong>the</strong>ory and contrasts it with existing,<br />
normative <strong>the</strong>oretical paradigms. A feminist framework is used to focus on a<br />
specific academic field, i.e., history, literature, labor, science. Emphasis is placed on<br />
cultivating self-development through student participation in pedagogical<br />
experimentation, project creation and reading choices. Prerequisite: two of <strong>the</strong><br />
courses listed above or permission of <strong>the</strong> instructor.<br />
410 Senior Seminar in Environmental Assessment (3 credits) A number of studies<br />
in <strong>the</strong> 1960s suggested that <strong>the</strong> exploitation of natural resources for <strong>the</strong> purpose<br />
of economic development and meeting <strong>the</strong> demands of growing populations was<br />
having additional second and third order effects that were detrimental to global<br />
ecological systems. In <strong>the</strong> 1970s many of <strong>the</strong> nations of <strong>the</strong> developed world<br />
attempted to regulate <strong>the</strong> rate of development and protect <strong>the</strong> environment.<br />
During <strong>the</strong> past two decades, <strong>the</strong> need for international cooperation has been<br />
recognized, but <strong>the</strong> results have been realized slowly. This seminar gives students
an opportunity: (1) to evaluate <strong>the</strong> state of <strong>the</strong> environment at global, national and<br />
local levels of analysis, (2) to survey methods of environmental assessment, and<br />
assessment in <strong>the</strong> U.S. and its member states.
Latin American-Caribbean Studies Minor<br />
The countries of Latin America and <strong>the</strong> Caribbean are important neighbors of <strong>the</strong><br />
United States that have made rich contributions to <strong>the</strong> North via <strong>the</strong> arts,<br />
literature, human migration and diplomatic and economic exchange, among o<strong>the</strong>r<br />
things. Moreover, <strong>the</strong>se states toge<strong>the</strong>r constitute an important bloc of <strong>the</strong><br />
“developing” world and, as such, present a variety of models of socio-economic<br />
and political change.<br />
The Latin American-Caribbean studies minor, which includes courses <strong>from</strong><br />
anthropology, art, biology, English, history, political science and Spanish, provides<br />
interested students <strong>the</strong> opportunity to study <strong>the</strong> region in some detail. That<br />
interdisciplinary study includes such topics as <strong>the</strong> history and legacies of<br />
colonialism and conquest, <strong>the</strong> conflict and cooperation that has defined United<br />
States-Latin American relations, <strong>the</strong> cultural experience and contributions of <strong>the</strong><br />
region, current politics and strategies toward economic development and<br />
ecological and environmental issues. Students are also strongly encouraged to<br />
participate in an off-campus program or internship in <strong>the</strong> region.<br />
The minor, in sum, aims to enhance both international academic programming at<br />
<strong>Hartwick</strong> and, simultaneously, awareness of hemispheric and global<br />
interdependence among states and peoples.<br />
Students interested in <strong>the</strong> Latin American-Caribbean studies minor should contact<br />
<strong>the</strong> coordinator of <strong>the</strong> program, Professor Adam Flint ,<br />
for more information about opportunities within <strong>the</strong> minor.<br />
Latin American-Caribbean Studies<br />
Requirements for <strong>the</strong> minor in Latin American-Caribbean studies:<br />
Seven courses distributed as follows:<br />
201, 202 Colonial Latin America, Modern Latin America (Hist)<br />
268 Latin American-Caribbean Politics (Posc)<br />
246 Latin American Cultural Studies (Span) (taught in English)<br />
The LACS Seminar is a required capstone seminar for LACS juniors/seniors. It is<br />
multidisciplinary in approach, faculty participants, and content faculty. The course<br />
will be taught on an alternate-year basis and will be offered as a CIS under Curriculum<br />
XXI. Teaching responsibilities/coordination will rotate among LACS faculty.<br />
Three electives <strong>from</strong> a list of courses that are designed as fulfilling LACS requirements (or<br />
that are cross-listed with LACS) For example:<br />
260 Engl: Caribbean Literature<br />
LACS Hist topic courses will be offered regularly<br />
160 Span: Introduction to Regional Hispanic Studies<br />
317 Span: Hispanic Civilization in Latin America<br />
333 Span: 20th Century Spanish American Writers<br />
LACS Soci topic courses will be offered regularly<br />
Any upper 300/400 level course taught in Spanish
Off-Campus Study: An off-campus internship or program in Latin American-<br />
Caribbean countries with considerable cross-cultural or in situ content and approved<br />
by <strong>the</strong> LACS faculty; this option is highly recommended.<br />
Courses <strong>from</strong> o<strong>the</strong>r disciplines with primary or considerable LACS content/focus and<br />
approved by LACS faculty also fulfill <strong>the</strong> minor.<br />
See <strong>the</strong> Latin American-Caribbean studies program coordinator, <strong>the</strong> LACS program Web page<br />
, or <strong>the</strong> Registrar for a current list of courses.<br />
Language:: It is <strong>the</strong> expectation that Latin American-Caribbean studies students meet<br />
<strong>the</strong>ir <strong>College</strong> language requirement in Spanish or French. However, <strong>the</strong> interested student<br />
may meet this expectation by demonstrating proficiency in Portuguese through<br />
examination.
Management<br />
The world in which we work continues to change. Gone are <strong>the</strong> comforts of job<br />
security or of predictability in <strong>the</strong> work place. What were once permanent skills<br />
now turn out to be only <strong>the</strong> underlying foundations for ever-evolving application<br />
requirements. For our students, who will work in organizations far different <strong>from</strong><br />
<strong>the</strong> ones in which <strong>the</strong>ir parents started, <strong>Hartwick</strong>’s management major proposes to<br />
prepare <strong>the</strong>m for this life-long challenge. The major will help <strong>the</strong> students<br />
internalize <strong>the</strong> necessary foundation of knowledge and also will help develop <strong>the</strong><br />
ability to adapt to <strong>the</strong> changes <strong>the</strong> future work environment will bring.<br />
The <strong>Hartwick</strong> Virtual Management Program helps students prepare <strong>the</strong>mselves<br />
for life after college in a distinctive manner. Building <strong>the</strong> skills and competencies<br />
needed in <strong>the</strong> work place-intellectual, technical and interpersonal-is <strong>the</strong> major<br />
program’s focus. First, students learn that any aspect of managing involves<br />
multiple elements, in surprising mixtures, at any moment. A finance problem may<br />
well include elements of strategy and decisions about new business locationstraditionally<br />
material covered in o<strong>the</strong>r separate courses. A manufacturing problem<br />
may include issues of human resources, accounting and organizational<br />
development.<br />
Second, <strong>the</strong> <strong>Hartwick</strong> Virtual Management Program is driven not by our<br />
knowledge and lectures about business and management, but by students’<br />
willingness to work at solving business problems that we present. Our major<br />
depends on simulations, case studies and projects—all of which require much<br />
thought and effort. Successful students will learn how to face challenges, analyze<br />
risky situations and make informed decisions. Most importantly, <strong>the</strong>y also will<br />
learn <strong>the</strong> implications of living with <strong>the</strong> outcomes of <strong>the</strong>ir decisions and that<br />
decisions made in today’s business environment often do not turn out as expected.<br />
The tool that aids this process is <strong>the</strong> computer. This technology provides <strong>the</strong><br />
vehicle for simulations, and empowers students to analyze information and make<br />
decisions. Mastering <strong>the</strong> technological tools is an important part of <strong>the</strong> major.<br />
Third, <strong>the</strong> context of <strong>the</strong> <strong>Hartwick</strong> Virtual Management Program occurs in teams,<br />
working interactively with computers. Management trends suggest that teamwork<br />
and intense interaction with co-workers is <strong>the</strong> future; interpersonal skills, team<br />
building, communication, leading and following help students learn how to work<br />
with <strong>the</strong>ir colleagues. The traditional approach to management education, which<br />
depends on <strong>the</strong>ories focused at specific parts of business management, is not <strong>the</strong><br />
approach we take. We believe that students will better understand how business<br />
works if <strong>the</strong>y learn it as it is lived-in an interrelated and unpredictable way.<br />
The <strong>Hartwick</strong> Virtual Management Program course work is different. The major<br />
begins with one prerequisite course, Mana 261 that is normally taken in <strong>the</strong><br />
sophomore year. Here, students learn elements of organizational behavior (how<br />
businesses compete in a dynamic and indifferent environment) and <strong>the</strong>ories about<br />
how people behave in those organizations. Also required are three introductory
courses concerning <strong>the</strong> vocabulary and structure of <strong>the</strong> business world, Econ 250-<br />
259 as well as Acco 141 and 142. It is recommended that <strong>the</strong>se three courses<br />
be taken in <strong>the</strong> first and second years at <strong>Hartwick</strong>.<br />
In <strong>the</strong> junior year and senior year semesters students learn <strong>the</strong> following traditional<br />
management functions, using organizational behavior and accounting principles<br />
learned earlier: finance, human resources, international management, marketing,<br />
policy and strategy and production/operations. In addition, students will deal<br />
with leadership, team building and decision making; computer and information<br />
management issues; presentation and communication skills; ethical dimensions of<br />
business situations; new venture creation.<br />
<strong>Hartwick</strong> offers a dual degree program with Clarkson University and Union<br />
University, where students earn a B.A. <strong>from</strong> <strong>Hartwick</strong> and an M.B.A. or M.S.<br />
<strong>from</strong> Clarkson or Union. Contact Professor Pontius for information.<br />
Faculty<br />
Management Faculty:, John M. Pontius Jr., chair; John K. Clemens; Scott J.<br />
Dalrymple; Stephen A. Kolenda; Thomas G. Sears; Priscilla Z. Wightman; Katrina<br />
A. Zalatan<br />
Courses<br />
261 Management and Organization (4 credits) Analysis of behavior within <strong>the</strong><br />
organization. Introduction to concepts of goal setting, structure and decision<br />
making. Examination of conflict, motivation, communication, team building and<br />
leadership <strong>the</strong>ories. Organizational, interpersonal and personal dimensions of<br />
behavior will be examined through readings, cases, and running a small business in<br />
a simulated industry. No prerequisite. (SBA)<br />
340 Management I (3 credits) Students assume <strong>the</strong> role of a product manager,<br />
responsible for marketing multiple products. Students learn and apply basic<br />
marketing principles and statistical, financial and economic analyses to design and<br />
market <strong>the</strong>ir products to meet customer needs and ultimately achieve target market<br />
share, revenue and profit objectives. Prerequisites: At least a C in Mana 261 and<br />
junior standing.<br />
341 Management II (3 credits) Students assume <strong>the</strong> role of general manager<br />
responsible for a company in a service industry. Students integrate basic finance,<br />
operations, human resource management and marketing concepts to achieve<br />
planned service delivery and profit objectives. Industry analysis, demand<br />
forecasting, capital budgeting, and strategic planning concepts also are<br />
emphasized. Prerequisite: Mana 340.<br />
380 Management III (3 credits) Students assume <strong>the</strong> role of financial managers.<br />
Financing and investing activities are investigated with emphasis on learning <strong>the</strong><br />
tools and techniques of this function. Building on <strong>the</strong> accounting and economics<br />
backgrounds of students, this course focuses on <strong>the</strong>ir properly making decisions<br />
based on quantitative analysis. Prerequisites: Mana 341 and Acco 142.<br />
381 Management IV (3 credits) Students assume <strong>the</strong> role of human resource<br />
managers responsible for creating, implementing and critically evaluating <strong>the</strong>
success of human resource plans. Students develop and implement objectives and<br />
strategies pertaining to compensation , training and development, assessment,<br />
staffing and labor relations. Specific regulatory and ethical issues are covered, as<br />
well as <strong>the</strong> interrelationships of <strong>the</strong> human resource decisions to o<strong>the</strong>r<br />
management functions. Prerequisite: Mana 380.<br />
395, 495 Internship in Management (3-6 credits) This course provides an<br />
opportunity to fur<strong>the</strong>r <strong>the</strong> professional career development of students.<br />
Placements are designed to utilize academic concepts in a work setting and to<br />
bring practical knowledge of a functioning business back to <strong>the</strong> classroom. The<br />
learning experience is designed to take place in an organization appropriate to <strong>the</strong><br />
career interests of <strong>the</strong> student. Prerequisites: junior or senior standing,<br />
management majors only, permission of <strong>the</strong> department, and satisfactory<br />
internship qualifications.<br />
440 Management V (3 credits) Students explore <strong>the</strong> role of entrepreneurship in<br />
today’s business environment. This course integrates macro-economic analysis,<br />
marketing research, financial planning, strategy formulation and o<strong>the</strong>r functional<br />
business considerations. Activities take <strong>the</strong> students <strong>from</strong> <strong>the</strong> formation of a small<br />
business using planning software to exploring <strong>the</strong> issues involved in registering a<br />
new company on one of <strong>the</strong> stock exchanges using venture capital. Prerequisite:<br />
Mana 381.<br />
441 Management VI (3 credits) Students assume <strong>the</strong> role of general manager of a<br />
multinational business. In addition to learning <strong>the</strong> international aspects of <strong>the</strong><br />
production, marketing, human resource and financing functions, students gain new<br />
knowledge related to dealing with foreign currencies, customers, workers and<br />
cultures. Prerequisite: Mana 440.<br />
480 Management VII (3 credits) Students take <strong>the</strong> role of top management of a<br />
complex, multinational organization. Students draw upon <strong>the</strong>ir experiences as<br />
managers in various functional areas to deal with <strong>the</strong> larger organizational issues of<br />
corporate strategy, policy formulation, values, and vision. Prerequisite: Mana 441.<br />
490 Senior Thesis (3 credits) Each management major is required to write, in<br />
consultation with a faculty member in <strong>the</strong> department, a research paper which<br />
demonstrates <strong>the</strong> ability to investigate and analyze some aspect of management<br />
<strong>the</strong>ory and practice in considerable detail, and to defend <strong>the</strong> work before <strong>the</strong><br />
management faculty. Prerequisite: Mana 441.
Management<br />
Requirements for <strong>the</strong> major: Minimum of 12 courses, distributed as follows:<br />
Nine courses in management:<br />
261 Management and Organization<br />
340, 341 Management I, II<br />
380, 381 Management III, IV<br />
440, 441 Management V, VI<br />
480 Management VII<br />
490 Senior Thesis in Management<br />
Two specified accounting courses:<br />
141, 142 Principles of Accounting I, II (Acco)<br />
One course in economics selected <strong>from</strong><br />
250-259 Topics in Economics (Econ)<br />
Suggested sequence of courses for students majoring in management:<br />
Freshman and Sophomore Years<br />
Acco 141, 142<br />
Econ 250-259<br />
Mana 261<br />
Junior Year<br />
Mana 340, 341, 380, 381<br />
Senior Year<br />
Mana 440, 441, 480, 490<br />
Requirements for <strong>the</strong> minor in management include eight courses:<br />
Two courses in accounting:<br />
141, 142 Principles of Accounting I, II (Acco)<br />
Five courses in management:<br />
261 Management and Organization<br />
340, 341 Management I, II<br />
380, 381 Management III, IV<br />
One course in economics, selected <strong>from</strong><br />
250-259 Topics in Economics (Econ)<br />
Grades for courses taken in economics, management, and accounting that are<br />
required for <strong>the</strong> major are used to calculate <strong>the</strong> average in <strong>the</strong> major for<br />
Departmental Distinction.
Ma<strong>the</strong>matics<br />
The study of ma<strong>the</strong>matics enables students not only to learn ma<strong>the</strong>matical<br />
principles and <strong>the</strong> application of those principles, but to develop <strong>the</strong>ir ability to<br />
think logically, solve problems, express <strong>the</strong>mselves precisely and gain a cultural<br />
appreciation of <strong>the</strong> discipline.<br />
Ma<strong>the</strong>matics majors must complete a specified core of courses, beginning with a<br />
calculus and linear algebra sequence and an introductory course in abstraction.<br />
These courses provide <strong>the</strong> foundation for upper level courses. To obtain an<br />
overview of modern ma<strong>the</strong>matics, majors take courses in two general areas,<br />
abstract algebra and real analysis, generally during <strong>the</strong>ir junior year. As an<br />
introduction to applied ma<strong>the</strong>matics, <strong>the</strong>y must elect one of several courses that<br />
stress a modeling/problem-solving approach to using ma<strong>the</strong>matics. During <strong>the</strong><br />
junior year, majors must participate in a junior seminar which emphasizes<br />
supervised seminar study and oral presentations. A required senior project involves<br />
supervised independent study with written presentations and a final oral<br />
presentation.<br />
In addition, ma<strong>the</strong>matics majors are required to complete a term of general<br />
physics, which provides <strong>the</strong>m with a problem-solving experience and introduces<br />
<strong>the</strong>m to <strong>the</strong> subject which was one of <strong>the</strong> primary motivations for <strong>the</strong><br />
development of <strong>the</strong> calculus, and a computer programming course, which provides<br />
basic knowledge of one of <strong>the</strong> essential tools of modern ma<strong>the</strong>matics.<br />
Students who wish to pursue a special area of ma<strong>the</strong>matics in greater depth may<br />
do so by taking additional courses in that area and by independent study with a<br />
faculty member in an area not specifically covered in a course. Among <strong>the</strong> areas<br />
available for such study are numerical methods, ma<strong>the</strong>matical modeling,<br />
operations research, statistics, graph <strong>the</strong>ory, combinatorics, and topology. For<br />
students who may be interested in engineering, <strong>Hartwick</strong> offers a Pre-Engineering<br />
Program and <strong>the</strong> opportunity to participate in a combined degree program with<br />
Columbia University or Clarkson University in which <strong>the</strong> student spends three<br />
years at <strong>Hartwick</strong> and two years at one of <strong>the</strong> engineering schools, earning a<br />
bachelor’s degree <strong>from</strong> each in <strong>the</strong> process.<br />
Students majoring in o<strong>the</strong>r disciplines who wish to complete a minor in<br />
ma<strong>the</strong>matics should notify <strong>the</strong> department of <strong>the</strong>ir intent as soon as possible,<br />
preferably by <strong>the</strong> junior year. In addition to <strong>the</strong> required courses, a course in<br />
computer programming is strongly recommended.<br />
Incoming students are administered an algebra placement test and, on <strong>the</strong> basis of<br />
<strong>the</strong> results, are advised which ma<strong>the</strong>matics courses would be most appropriate for<br />
<strong>the</strong>ir algebra backgrounds. Pre-Calculus Ma<strong>the</strong>matics (120) may be selected by<br />
students who need a stronger background in algebra before <strong>the</strong>y begin <strong>the</strong> calculus<br />
sequence. For students with exceptional ma<strong>the</strong>matics backgrounds, advanced<br />
placement credit in calculus will be granted on <strong>the</strong> basis of Advanced Placement
Test scores. Advanced placement without credit also may be granted on <strong>the</strong> basis<br />
of consultation with <strong>the</strong> department faculty.<br />
A Math Center sponsored by <strong>the</strong> department offers problem sessions and tutoring<br />
for students enrolled in any of <strong>the</strong> department’s service courses. Tutoring in<br />
ma<strong>the</strong>matics also is available through <strong>the</strong> Academic Center for Excellence.<br />
Faculty<br />
Math Faculty: Charles H. Scheim, chair; Ronald M. Brzenk; Min Chung; L.<br />
Gerald Hunsberger; Gary E. Stevens<br />
Courses<br />
106 Finite Ma<strong>the</strong>matics (3 credits) An introduction to some modern concepts of<br />
ma<strong>the</strong>matics and to <strong>the</strong>ir use in ma<strong>the</strong>matical models. Topics include sets, algebra,<br />
systems of equations, linear programming, matrices, probability and an<br />
introduction to statistics. Applications of <strong>the</strong>se topics to <strong>the</strong> social, behavioral,<br />
managerial and biological sciences are considered. Cannot be taken for credit if<br />
credit has already been received for Math 220. Only students placed at Level 2 or<br />
3 on <strong>the</strong> algebra placement test may enroll in this course. Prerequisite: permission<br />
of <strong>the</strong> instructor. (MLC)<br />
108 Statistics (3 credits) This course is an introduction to basic methods in<br />
exploratory data analysis, experimental design and statistical inference. Material<br />
covered has application to biology, economics, nursing, political science,<br />
psychology, sociology and o<strong>the</strong>r fields. Cannot be taken for credit if credit has<br />
already been received for Math 308. Prerequisite: at least Level 2 on Math<br />
Placement Exam. (MLC)<br />
110 Problem Solving with Recreational Ma<strong>the</strong>matics (3 credits) An introduction<br />
to strategies of problem solving using recreational ma<strong>the</strong>matics. Analysis of<br />
problems arising <strong>from</strong> logical puzzles, games, card tricks and geometric puzzles<br />
will systematically introduce students to a variety of problem-solving techniques<br />
and ma<strong>the</strong>matical topics. Topics may include logic, <strong>the</strong> pigeon hole principle,<br />
applications of algebra, ma<strong>the</strong>matical induction, number <strong>the</strong>ory, graph <strong>the</strong>ory and<br />
game <strong>the</strong>ory. Students will be encouraged to solve problems on <strong>the</strong>ir own using<br />
creative strategies. Prerequisite: Level 4 or 5 on algebra placement test. (MLC)<br />
120 Pre-Calculus Ma<strong>the</strong>matics (3 credits) This course is intended to provide <strong>the</strong><br />
background necessary for <strong>the</strong> calculus sequence. Topics <strong>from</strong> algebra, elementary<br />
functions and analytic geometry: algebraic operations, functions, graphing<br />
inequalities, absolute value, quadratic equations, trigonometry and conics. The<br />
course should be taken only by students who intend to begin <strong>the</strong> calculus sequence<br />
(however, Math 120 is not a prerequisite for Math 121). Prerequisite: Permission<br />
of <strong>the</strong> instructor or Level 3 or 4 on <strong>the</strong> algebra placement test. (MLC)<br />
121 Single Variable Calculus (4 credits) This is a course in <strong>the</strong> basic concepts of<br />
single-variable calculus. It includes functions and <strong>the</strong>ir graphs, limits, derivatives,<br />
applications of <strong>the</strong> derivative and an introduction to integration. Prerequisite:<br />
Level 5 on <strong>the</strong> algebra placement test or at least a C in Math 120. (MLC)<br />
200 Problem Solving with Calculus (3 credits) This is a problem solving course<br />
where methods of first-year calculus are applied to selected problems drawn <strong>from</strong>
various disciplines. Emphasis is placed on <strong>the</strong> application of topics covered in<br />
Math 121 and 233 such as rates of change, maximum-minimum problems,<br />
differentials, integrals, non-rectangular coordinate systems and vectors in two and<br />
three dimensions. Problems addressed are questions which arise in physics,<br />
economics, biology and o<strong>the</strong>r areas of study. This course is strongly recommended<br />
for math majors and o<strong>the</strong>rs with interest in applied ma<strong>the</strong>matics. This course does<br />
not count towards satisfying <strong>the</strong> requirements for a ma<strong>the</strong>matics major or minor.<br />
Prerequisite: Math 233 or 235. Offered J Term. (MLC)<br />
220 Linear Algebra (3 credits) Systems of linear equations, matrix algebra,<br />
dependence and independence, vector spaces, transformations. Applications.<br />
Prerequisite: at least a C- in Math 233 or 235. (MLC)<br />
233 Multivariable Calculus (3 credits) This course begins with techniques of<br />
integration of functions of a single variable, <strong>the</strong>n goes on to include vectors,<br />
functions of several variables, partial derivatives, multiple integrals (including<br />
alternate coordinate systems), parametric equations, vector-valued functions, and<br />
line integrals. Prerequisite: at least a C- in Math 121. (MLC)<br />
235 Advanced Single Variable Calculus (3 credits) This course is <strong>the</strong> second half<br />
of <strong>the</strong> single-variable calculus. It includes techniques of integration, applications of<br />
integration, infinite sequences and series, polar coordinates, and complex numbers.<br />
Prerequisite: at least a C- in Math 121. (MLC)<br />
308 Ma<strong>the</strong>matical Probability and Statistics (3 credits) Probability <strong>the</strong>ory,<br />
random variables, limit <strong>the</strong>orems and applications to hypo<strong>the</strong>sis testing,<br />
estimation, regression. Prerequisites: Math 233 and 235. (MLC)<br />
311 Differential Equations (3 credits) Basic <strong>the</strong>ory of ordinary differential<br />
equations. Equations of first order and first degree, linear differential equations<br />
and linear systems, operational methods, numerical methods, solution in series,<br />
existence and uniqueness <strong>the</strong>orems. Prerequisite: Math 233; Prerequisite or<br />
corequisite: Math 235. (MLC)<br />
320 Introduction to Abstraction (3 credits) This course prepares students for <strong>the</strong><br />
more abstract upper-division courses. Topics such as sets, logic, ma<strong>the</strong>matical<br />
proof, partial orders, equivalence relations, construction of <strong>the</strong> natural numbers,<br />
integers, rational numbers and <strong>the</strong> real numbers will be covered. Prerequisite:<br />
Math 233, 235, and at least a C in Math 220. (MLC)<br />
326 Discrete Ma<strong>the</strong>matics (3 credits) Elementary set <strong>the</strong>ory and logic.<br />
Ma<strong>the</strong>matical induction. Principles of counting including combinations,<br />
permutations, distributions, derangements, binomial and multinomial<br />
coefficients, pigeon-hole principle, Stirling numbers. O<strong>the</strong>r topics selected <strong>from</strong><br />
generating functions, finite state machines and languages, graph <strong>the</strong>ory, Boolean<br />
algebra. Prerequisites: Math 220, 233, and 235. Offered alternate years. (MLC)<br />
333 Advanced Multivariable Calculus (3 credits) Parameterization of curves and<br />
surfaces, curves in 3-space, arc length, surface area, gradient, divergence, curl, line<br />
integrals, surface integrals, <strong>the</strong>orems of Green, Gauss, and Stokes. Prerequisite:<br />
Math 233. (MLC)<br />
335 Modern Geometry (3 credits) Structure and flaws of Euclidean geometry as<br />
an axiomatic system; development of neutral geometry leading to Euclidean and<br />
non-Euclidean geometries. Prerequisites: Math 220, 233, and 235. Offered when<br />
<strong>the</strong>re is sufficient student interest. (MLC)
337 Number Theory (3 credits) Divisibility, primes, congruences, arithmetic<br />
functions, quadratic residues, partitions and generating functions. Prerequisites:<br />
Math 220, 233, and 235. Offered alternate years. (MLC)<br />
341 Complex Variables (3 credits) An introduction to <strong>the</strong> <strong>the</strong>ory of functions of<br />
complex variables, derivatives and integrals, Cauchy’s <strong>the</strong>orem, <strong>the</strong>ory of residues,<br />
applications to ma<strong>the</strong>matical physics. Prerequisites: Math 233 and 235. Offered<br />
when <strong>the</strong>re is sufficient student interest. (MLC)<br />
350 Topics in Ma<strong>the</strong>matics (3 credits) Selected topics involving fur<strong>the</strong>r study in<br />
advanced areas of ma<strong>the</strong>matics. Offered when <strong>the</strong>re is sufficient student interest.<br />
(MLC)<br />
371 Numerical Analysis (same as Cisc 371) (3 credits) The development of<br />
numerical methods and <strong>the</strong>ir associated error analysis. Non-linear equations,<br />
systems of linear equations, interpolation, numerical differentiation and<br />
integration. Programming of appropriate algorithms with emphasis on accuracy<br />
and efficiency. Prerequisites: Math 220, 233, and 235. Offered when <strong>the</strong>re is<br />
sufficient student interest. (MLC)<br />
375 Optimization Techniques (same as Cisc 375) (3 credits) A survey of some of<br />
<strong>the</strong> methods used to obtain optimal solutions to linear problems. Emphasis on<br />
linear programming, simplex algorithm, duality transportation and assignment<br />
problems, shortest route and maximum flow problems, game <strong>the</strong>ory, decision<br />
trees. Additional topics may include integer programming, dynamic programming,<br />
PERT-CPM, graph <strong>the</strong>ory, queuing <strong>the</strong>ory. Prerequisites: Math 220, 233, and<br />
235. Offered alternate years. (MLC)<br />
381 Ma<strong>the</strong>matical Modeling (3 credits) Selected topics in modern ma<strong>the</strong>matics<br />
and operations research that have application to <strong>the</strong> social, life and managerial<br />
sciences. Emphasis on problem solving through model building. Possible topics<br />
include Markov chains, linear programming, optimization, graph <strong>the</strong>ory,<br />
combinatorics, game <strong>the</strong>ory, decision <strong>the</strong>ory, queuing <strong>the</strong>ory, simulation.<br />
Prerequisites: Math 220, 233, 235. Offered alternate years. (MLC)<br />
390 Junior Seminar (4 credits) Supervised seminar study with oral and written<br />
presentations. Seminar groups are assigned topics <strong>from</strong> areas such as geometry,<br />
algebra, analysis or applied ma<strong>the</strong>matics. Prerequisites: at least a C in Math 320<br />
and permission of <strong>the</strong> department. (Must be taken during January Term on<br />
campus.) (MLC)<br />
411 Partial Differential Equations (3 credits) Solution of second order linear<br />
equations including <strong>the</strong> heat, potential and wave equations; initial and boundary<br />
value problems; Fourier series; numerical methods. Prerequisite: Math 311.<br />
Offered when <strong>the</strong>re is sufficient student interest. (MLC)<br />
420 Abstract Algebra (3 credits) Ma<strong>the</strong>matical induction, divisibility, Euclidean<br />
algorithm, congruences, groups, rings, integral domains, fields. Prerequisites: at<br />
least a C in Math 320. (MLC)<br />
431 Introduction to Real Analysis (3 credits) Set <strong>the</strong>ory, <strong>the</strong> real number system,<br />
basic topology, metric spaces, limits, continuity, differentiation, Riemann<br />
integration, series. Prerequisites: at least a C in Math 320. (MLC)<br />
441 History of Ma<strong>the</strong>matics (3 credits) Study of <strong>the</strong> development of ma<strong>the</strong>matics<br />
<strong>from</strong> ancient times through <strong>the</strong> 19th century. Prerequisite: Math 320. Offered<br />
when <strong>the</strong>re is sufficient student interest. (MLC)
450 Topics in Ma<strong>the</strong>matics (3 credits) Selected topics involving fur<strong>the</strong>r study in<br />
advanced areas of ma<strong>the</strong>matics. Offered when <strong>the</strong>re is sufficient student interest.<br />
(MLC)<br />
461 Introduction to Topology (3 credits) Set-<strong>the</strong>oretic notions and notation,<br />
continuity compactness, connectedness, separation, metric spaces, topological<br />
spaces, topological invariants. Prerequisite: Math 431. Offered when <strong>the</strong>re is<br />
sufficient student interest. (MLC)<br />
490 Senior Project (3 credits) Supervised independent study with one oral and<br />
several written presentations. Students select topics <strong>from</strong> such areas as algebra,<br />
analysis, applied ma<strong>the</strong>matics and geometry. Prerequisites: Math 390, 420 and<br />
permission of <strong>the</strong> department. (MLC)<br />
Ma<strong>the</strong>matics<br />
Requirements for <strong>the</strong> major: Minimum of 12 courses in ma<strong>the</strong>matics, 1 in<br />
physics, and 1 in computer science, distributed as follows:<br />
Five foundation courses:<br />
121, 233 Single Variable and Multivariable<br />
Calculus—normally taken freshman year<br />
220 Linear Algebra<br />
235 Advanced Single Variable Calculus<br />
320 Introduction to Abstraction<br />
Two overview courses:<br />
420 Abstract Algebra<br />
431 Introduction to Real Analysis<br />
One course in applied ma<strong>the</strong>matics, selected <strong>from</strong>:<br />
311 Differential Equations<br />
375 Optimization Techniques<br />
381 Ma<strong>the</strong>matical Modeling<br />
Two additional ma<strong>the</strong>matics courses at <strong>the</strong> 300 or 400 level<br />
Two advanced directed studies:<br />
390 Junior Seminar<br />
490 Senior Project<br />
One course in physics:<br />
201 General Physics I (Phys)<br />
One course in computer science:<br />
120 Introduction to Programming (Cisc)<br />
Requirements for <strong>the</strong> minor: Notify department of intent as soon as possible, and<br />
complete a minimum of seven courses, distributed as follows:<br />
Four foundation courses in calculus-linear algebra:<br />
121, 233, 235 Single Variable, Multivariable and Advanced Single Variable<br />
Calculus<br />
220 Linear Algebra<br />
Three additional courses in ma<strong>the</strong>matics:<br />
At <strong>the</strong> 300 or 400 level
Grades for all courses taken in ma<strong>the</strong>matics above 120 are used to calculate <strong>the</strong><br />
average in <strong>the</strong> major for Departmental Distinction.
Medical Technology<br />
Faculty/Coordinator: Walter O. Nagel<br />
Although medical laboratories are physically located in hospitals, clinics and<br />
physicians’ offices, <strong>the</strong> real location is on <strong>the</strong> frontier of scientific medicine. Here,<br />
<strong>the</strong> best qualified men and women are building careers in laboratory medicine by<br />
applying <strong>the</strong>ir expert knowledge and practical skills. Medical technologists, whose<br />
broad background of college and clinical laboratory training provides <strong>the</strong><br />
necessary ingredients for <strong>the</strong>ir professional responsibilities, fulfill a prominent role<br />
in <strong>the</strong>se laboratories.<br />
Completion of <strong>the</strong> medical technology program as part of a liberal arts and<br />
sciences education offers students <strong>the</strong> breadth of knowledge and experience to<br />
handle <strong>the</strong> responsibilities and decisions <strong>the</strong>y will face in <strong>the</strong>ir careers, and to<br />
adapt to changes within <strong>the</strong>ir profession. In addition, <strong>the</strong>y will be prepared to lead<br />
full and satisfying lives.<br />
Students interested in preparing for a career in medical technology may choose<br />
<strong>from</strong> two tracks offered through <strong>the</strong> biology department: <strong>the</strong> three-plus-one track<br />
or <strong>the</strong> four-plus-one track.<br />
The three-plus-one track leads to a bachelor of science degree in medical<br />
technology. It consists of three years of academic work at <strong>Hartwick</strong> (which also<br />
partially fulfills departmental requirements for a major in biology), followed by a<br />
12-month clinical internship for those students who are accepted by an affiliated<br />
hospital School of Medical Technology (listed in directory). The final selection of<br />
students for clinical internships is <strong>the</strong> province of <strong>the</strong> hospital Schools of Medical<br />
Technology. It is anticipated that in <strong>the</strong> future, as it was in <strong>the</strong> past, student<br />
demand will exceed <strong>the</strong> number of clinical internships available. Therefore,<br />
constant academic advisement regarding a student’s continuation in <strong>the</strong> medical<br />
technology program is necessary and <strong>the</strong> medical technology coordinator will<br />
advise students of <strong>the</strong>ir ranking in <strong>the</strong> program on an annual basis. Those students<br />
with a grade point average below 2.8 in <strong>the</strong>ir science courses may be advised to<br />
consider ano<strong>the</strong>r major and may not be recommended for clinical internship.<br />
Medical technology majors with an overall grade point average below 3.0 will be<br />
advised to improve <strong>the</strong>ir academic average in order to be more competitive for<br />
available clinical internship positions.<br />
Under <strong>the</strong> four-plus-one track, students follow <strong>the</strong> medical technology curriculum<br />
<strong>the</strong>ir first three years. During <strong>the</strong> fourth year, <strong>the</strong>y complete <strong>the</strong> requirements for a<br />
major in biology and graduate with a bachelor’s degree in biology. They may <strong>the</strong>n<br />
apply to a medical technology program which accepts students who have earned<br />
bachelor’s degrees. The four-plus-one program may also be completed by students<br />
in <strong>the</strong> three-plus-one track who did not obtain a clinical internship following <strong>the</strong>ir<br />
junior year. This option provides those students with an opportunity to take<br />
additional courses, improve <strong>the</strong>ir grade point average and apply for a clinical
internship which begins after completion of <strong>the</strong> baccalaureate degree as a biology<br />
major.<br />
The curriculum for students in <strong>the</strong> three-plus-one program fulfills <strong>the</strong><br />
requirements of <strong>the</strong> National Accrediting Agency for Clinical Laboratory Sciences.<br />
Students must complete an interdepartmental major concentration consisting of<br />
courses in biology, chemistry and ma<strong>the</strong>matics. In addition, it is recommended<br />
that medical technology majors take Chem 203 Analytical Chemistry, two courses<br />
in physics and a course in computer science.<br />
Students in <strong>the</strong> three-plus-one track who are accepted for a 12-month clinical<br />
internship begin <strong>the</strong>ir internships at <strong>the</strong> end of <strong>the</strong>ir junior year. Following<br />
completion of <strong>the</strong> internship, <strong>the</strong>y have earned <strong>the</strong> necessary 120 credits for <strong>the</strong><br />
B.S. degree in medical technology <strong>from</strong> <strong>Hartwick</strong>, and a certificate indicating<br />
completion of <strong>the</strong> school of medical technology (MT). They may <strong>the</strong>n be eligible<br />
to take <strong>the</strong> National Registry Examination, <strong>the</strong> passage of which earns <strong>the</strong><br />
professional certification, MT (ASCP).<br />
The specific requirements of <strong>Hartwick</strong>’s medical technology program and <strong>the</strong><br />
general college requirements for <strong>the</strong> baccalaureate degree permit sufficient<br />
flexibility for students to take advantage of numerous off-campus study programs<br />
applicable to <strong>the</strong>ir profession. This is in keeping with <strong>the</strong> multi-faceted<br />
responsibilities of professional medical technologists (electronic maintenance,<br />
computer programming, business and personnel management and teaching<br />
techniques).<br />
Medical Technology<br />
Minimum of 10 courses in biology, chemistry, and ma<strong>the</strong>matics, distributed as<br />
follows:<br />
Five courses in biology:<br />
110, 111 Human Anatomy and Physiology (Biol)<br />
200 Genetics (Biol)<br />
215 Microbiology (Biol)<br />
425 Immunology (Biol)<br />
One course in biochemistry:<br />
405 Biochemistry I (Bioc)<br />
Four courses in chemistry:<br />
107, 108 General Chemistry I, II (Chem) (First year)<br />
201, 202 Organic Chemistry I, II (Chem)<br />
One course in ma<strong>the</strong>matics:<br />
108 Statistics (Math)<br />
Completion of a 12-month clinical internship at an affiliated hospital school of<br />
medical technology<br />
Grades for all courses required for <strong>the</strong> major (including those <strong>from</strong> o<strong>the</strong>r<br />
departments) are used to calculate <strong>the</strong> average in <strong>the</strong> major for Departmental<br />
Distinction.
Museum Studies Minor<br />
Students interested in learning about museums as part of our cultural heritage or<br />
as an aid in developing a museum-related career are invited to complete <strong>the</strong><br />
Museum Studies minor. Coursework for this minor is complemented by <strong>the</strong> use of<br />
<strong>the</strong> <strong>College</strong>’s Yager Museum and permanent collections when appropriate.<br />
Students take museum studies courses in conjunction with a major or minor in an<br />
academic field most often associated with museums, such as anthropology, art, art<br />
history, history, management or one of <strong>the</strong> sciences. Some students may opt to<br />
design <strong>the</strong>ir own Individual Student Program. Students who are interested in<br />
museum work and need advice about possible combinations of a major field with<br />
museum studies are encouraged to consult <strong>the</strong> coordinator of <strong>the</strong> program, Fiona<br />
Dejardin.<br />
To complete <strong>the</strong> program students take a total of six courses that include three<br />
core courses and an approved internship in museum studies. Students may <strong>the</strong>n<br />
choose two additional courses <strong>from</strong> a variety of selected courses in writing,<br />
computer design or special topics in museum studies. Because experience is highly<br />
valued in museum work, students are strongly encouraged to pursue additional<br />
opportunities such as a second internship or volunteer work in a museum. Field<br />
trips are generally included as part of each course. Because museum studies courses<br />
are not offered every semester, students should plan <strong>the</strong>ir schedule carefully by<br />
consulting <strong>the</strong> program’s coordinator.<br />
This minor prepares students for graduate school, or in special cases, entry-level<br />
positions.<br />
Courses<br />
203 Introduction to Museum Studies (3 credits) This survey course introduces<br />
students to <strong>the</strong> relationship between museums, museum professionals, and <strong>the</strong><br />
public. The course covers <strong>the</strong> history of museums, collecting and collections and<br />
<strong>the</strong> relation of museums to Western ideas about civilization. Museum<br />
administration, <strong>the</strong> ideology of exhibitions and <strong>the</strong> interpretation of objects are<br />
also addressed. This course may include field trips.<br />
250 Topics in Museum Studies (3 credits) Special topics of current interest are<br />
considered in depth. Off-campus courses with a strong museum content, such as<br />
Museums of Europe, may be listed as topics courses. Students may take more than<br />
one topics course for credit.<br />
302 Curatorial Workshop (3 credits) This course, which examines <strong>the</strong> <strong>the</strong>ory and<br />
practice of curating collections and designing exhibits, covers topics such as<br />
managing collections information, accessioning and deaccessioning, cataloguing,<br />
conservation needs and storage. Students also design, research and install exhibits.<br />
Prerequisite: Muso 203.<br />
304 Museum Education and Programming (3 credits) This course examines <strong>the</strong><br />
community-service aspect of <strong>the</strong> museum’s mission. Education <strong>the</strong>ory regarding
diverse audiences is examined and students are given practice in designing and<br />
implementing interpretive programs for school groups, etc.<br />
Museum Studies Minor<br />
Requirements for <strong>the</strong> minor: Minimum of six required courses as follows:<br />
Four courses in museum studies:<br />
203 Introduction to Museum Studies<br />
302 Curatorial Workshop<br />
304 Museum Education and Programming<br />
An approved Internship in Museum Studies<br />
One course chosen <strong>from</strong> <strong>the</strong> following:<br />
A second approved Internship in Museum Studies<br />
Engl 210, Advanced <strong>College</strong> Writing<br />
Engl 310, Non-Fiction Writing<br />
Art 213, Visual Communication I<br />
A sixth course: This course should be related to <strong>the</strong> student’s interest in museums,<br />
but must be taken <strong>from</strong> any department o<strong>the</strong>r than <strong>the</strong> student’s major field. The<br />
course is to be selected with <strong>the</strong> approval of <strong>the</strong> student’s advisor and <strong>the</strong><br />
Coordinator of <strong>the</strong> Museum Studies Minor.<br />
Grades for all courses required for <strong>the</strong> major (including those <strong>from</strong> o<strong>the</strong>r<br />
departments) are used to calculate <strong>the</strong> average in <strong>the</strong> major for Departmental<br />
Distinction.
Music<br />
Music is a profound and integral part of all human societies. Regardless of age,<br />
culture, education, economics or politics, all people create lasting connections to<br />
this form of art. The impact of music is transformational, instigating social and<br />
political change and allowing spaces for play and creativity. The self-discipline<br />
involved in mastering an instrument cultivates a heightened sense of selfexpression<br />
and develops <strong>the</strong> concept of self. Ensemble experience, ideally, requires<br />
us to release some measure of our own ego; we combine, support, and blend<br />
with o<strong>the</strong>rs to respond to <strong>the</strong> nuances and character of <strong>the</strong>ir expression.<br />
An engagement with art-an aes<strong>the</strong>tic encounter-is sometimes conceptualized<br />
as <strong>the</strong> sublime, <strong>the</strong> spiritual-even compared to an understanding of <strong>the</strong> soul.<br />
Musical materials are close to that indefinable domain, embracing areas of<br />
emotional, psychological, and spiritual energy while simultaneously requiring<br />
detailed organization.<br />
Bachelor of Arts (B.A.)<br />
This degree allows students to specialize within <strong>the</strong> broader context of a liberal<br />
arts and sciences education. It also prepares students for graduate work in music as<br />
well as affiliated careers in music.<br />
Emphasis in Music Theatre<br />
Students majoring in ei<strong>the</strong>r music or <strong>the</strong>atre arts have <strong>the</strong> opportunity to<br />
concentrate a portion of <strong>the</strong>ir studies in <strong>the</strong> area of music <strong>the</strong>atre. The<br />
distinguished living tradition of American musical <strong>the</strong>atre is explored through an<br />
array of courses and productions that cover <strong>the</strong> performance, technical and<br />
historical dimensions of <strong>the</strong> art. Students work with <strong>Hartwick</strong> faculty and area<br />
professionals to develop <strong>the</strong> skills necessary to produce successful musicals.<br />
Bachelor of Science (B.S.)<br />
The major in music education is an intensive and rigorous professional program<br />
that fosters individual growth. Curricular emphasis is placed on critical thinking<br />
and creativity, and students gain competency in vocal, instrumental, and general<br />
music, K-12. Student teaching placements take place in <strong>the</strong> sophomore, junior,<br />
and senior years.<br />
In addition to core courses in music and music education, students must<br />
demonstrate keyboard and guitar proficiency by <strong>the</strong> end of <strong>the</strong> sophomore year.<br />
Education courses required for teacher certification are: Educ 220: Psychological<br />
Foundations of Education, Educ 304: Social and Philosophical Foundations of<br />
Education; Educ320: Interdisciplinary Curriculum and Instruction; Educ 372:<br />
Substance Abuse and <strong>the</strong> Classroom; and Child Abuse Identification Seminar. As<br />
part of <strong>the</strong> sophomore review, students are required to take part in a three-step<br />
interview process with <strong>the</strong> education faculty.<br />
Students are required to complete <strong>the</strong> NYSED battery of tests in order to be<br />
recommended for teacher certification. These include <strong>the</strong> Liberal Arts and Science<br />
Test (LAST), Assessment of Teaching Skills Test (ATS), and Content Specialty<br />
Test.
Note: Because of <strong>the</strong> great overlap in requirements for <strong>the</strong> music education and<br />
music majors, no student may be credited with both majors.<br />
Affiliations and Memberships<br />
The Department of Music is accredited by <strong>the</strong> National Association of Schools of<br />
Music (NASM) and is a member of <strong>the</strong> national music honor society, Pi Kappa<br />
Lambda.<br />
Student organizations include: MENC, for music Educators, and two music<br />
fraternities, Sigma Alpha Iota, for women and Phi Mu Alpha, for men.<br />
Faculty<br />
Music Faculty: Sandra McKane, chair; Jane Kuehne, music education; Jirka<br />
Kratochvíl, choral music; Thomas Licata, composition, music <strong>the</strong>ory and<br />
technology; Diane M. Paige, music history and world music; Alejandro Rutty;<br />
composition, music <strong>the</strong>ory, conducting, and chamber music<br />
Resident Artists: All private lesson instructors are also professional performers.<br />
They include principals <strong>from</strong> <strong>the</strong> Catskill Symphony Orchestra, <strong>the</strong> Catskill<br />
Klezmorim, Woodwind Quintet, Brass Quintet, and Chamber Players. Ben<br />
Aldridge, Johana Arnold, Paul Blake, Julia Clay, Karlinda Caldicott, John Davey,<br />
Cynthia Donaldson, Al Gallodoro, Joanne Grigoriev, Jeff Grubbs, Lorena Guillén,<br />
Lynn Hileman, Timothy Horne, Rob Hunt, Dave Irvin, Stephen Markuson,<br />
Sandra McKane, Greg Norris, Andy O’Dell, Ray Paradis, Kim Paterson, Rene<br />
Prins, Mary-Anne Ross, Charles Schneider, Robin Seletsky, Julie Signitzer,<br />
Thomas Slavinsky, Bob Tousignant, Dennis Turechek, Ben Whittenburg, Julian<br />
Wilcox<br />
Courses<br />
(Note: Students enrolled in ei<strong>the</strong>r major program may take a proficiency exam as<br />
arranged with <strong>the</strong> instructor for any required course. If <strong>the</strong> student successfully<br />
completes <strong>the</strong> exam, that course requirement is waived and an elective can be<br />
substituted.)<br />
102 Basics of Music (3 credits) An introductory course designed to familiarize <strong>the</strong><br />
student with <strong>the</strong> basic elements of music. Musical nomenclature and <strong>the</strong> basics of<br />
music harmony, rhythm, and melody will be studied. Oral and written exercises<br />
are used. (CPA)<br />
105 Music Theatre Production (3 credits) (same as Thea 105) Study, rehearsal,<br />
and performance of a musical <strong>the</strong>atre piece. Students will be cast in a role or<br />
assigned a production responsibility and will be coached and directed by <strong>the</strong> staff<br />
and faculty. An emphasis will be placed on development through practice of skills<br />
in singing, acting, dancing, and in <strong>the</strong> design, lighting, and running of a<br />
production. Significant time will be devoted to <strong>the</strong> literary, <strong>the</strong>matic, and<br />
historical aspects of <strong>the</strong> chosen work with <strong>the</strong> intent of developing sensitivity to<br />
<strong>the</strong> special qualities of musical <strong>the</strong>atre. (CPA) Whe<strong>the</strong>r Musi or Thea, this course<br />
may only be taken twice for credit.<br />
106 Introduction to Music History and Literature (3 credits) A course for nonmajors<br />
designed to cultivate <strong>the</strong> appreciation of Western art music. Representative
works <strong>from</strong> <strong>the</strong> Medieval through 20th century are presented with a strong<br />
emphasis on developing <strong>the</strong> student's listening skills. (CPA)<br />
110 Fundamentals of Guitar (3 credits) A guitar course for <strong>the</strong> beginning student<br />
(including those without any previous musical experience). Designed to provide basic skills<br />
in guitar technique and music fundamentals by exploring a diverse repertory that includes<br />
classical (course emphasis), folk, country, and popular styles. Successful completion of this<br />
course also fulfills <strong>the</strong> guitar requirement for music education majors. (CPA)<br />
140 Music Theory I (3 credits) An investigation of <strong>the</strong> basic elements of Western<br />
tonal music: major and minor scales, intervals, diatonic triads and seventh chords,<br />
cadences, non-harmonic tones, principles of harmonic relationships, fundamentals<br />
of part-writing and analysis. (CPA)<br />
141 Aural Skills I (2 credits) Sight singing using moveable and fixed “Do”<br />
systems, single-voice dictation, interval work on Mm2, Mm3, P4, P5, P8;<br />
distinguishing major, minor, diminished, and augmented triads; introduction<br />
rhythmic exercises in simple and compound meters; chord progressions using<br />
major degrees of <strong>the</strong> scale. (CPA)<br />
142 Music Theory II (3 credits) A continuation of <strong>the</strong> work completed in Music Theory<br />
I. It includes more advanced part writing and analysis, harmonization of melodies, chord<br />
inversions, diatonic seventh chords, non-chord tones, phrase structure, small-scale formal<br />
structures, and individual and group projects that focus on various analytical and<br />
compositional activities. Prerequisite MUSI 140 (CPA)<br />
143 Aural Skills II (2 credits) Continued progressive work in all areas;<br />
incorporating alto clef; increasing complexity in sight singing and melodic<br />
dictation; streng<strong>the</strong>ning intervals including Mm6, Mm7; distinguishing triads in<br />
inversion; integration of notation of dotted rhythms in compound time and<br />
differentiating divisions of 3, 4, 6, 8 to a beat; reading rhythms with a division of<br />
5 or 7 to a beat; <strong>the</strong> addition of I6, IV6/4, V7, V6, to chord progressions.<br />
Prerequisite: Musi 141. (CPA)<br />
145 Music Theatre: The Evolution and Mechanics of Broadway (3 credits) (same<br />
as Thea 145) Emphasis is placed on <strong>the</strong> historical development of <strong>the</strong> style of<br />
American musical <strong>the</strong>atre known as Broadway. This course traces <strong>the</strong> musical and<br />
social influences that initiated <strong>the</strong> creation of this genre. Students will become<br />
familiarized with <strong>the</strong> compositional techniques used by Broadway's most<br />
successful composers to create effective cohesion of music and drama.<br />
150 Topics in Music Courses (3 credits) Offered periodically in special aspects of<br />
music, such as Music and American Culture (FYS) and <strong>the</strong> History of Rock and<br />
Roll. (CPA)<br />
150 Electroacoustic Music Composition (3 credits) An introduction to <strong>the</strong> basic<br />
concepts and techniques of electronic music composition. The student will be<br />
introduced to <strong>the</strong> rudiments of musical acoustics, provided with “hands on”<br />
instruction on <strong>the</strong> use of professional-level sequencing and digital sound-editing<br />
software, and introduced to <strong>the</strong> basic techniques of recording. In addition,<br />
numerous electronic music composers and <strong>the</strong>ir music will be read about, listened<br />
to, and openly discussed. Much of <strong>the</strong> class will be devoted to a series of<br />
composition exercises and projects that are designed to explore, apply, and expand<br />
upon many of <strong>the</strong> concepts and issues presented.
152 Song Writing/Arranging (3 credits) Designed to be a practical approach to<br />
song writing. The main activity during <strong>the</strong> semester will be composing original<br />
songs based on different texts. The class will cover some <strong>the</strong>oretical content in <strong>the</strong><br />
area of analysis of text and meter, versification and poetic structure. Special<br />
attention will be given to melody writing, basic harmonization, melodic<br />
improvisation and, especially, to problems of cross-relationships between music<br />
and text at all levels. Although <strong>the</strong> focus of <strong>the</strong> course is not in lyric writing, some<br />
readings and exercises in lyric writing will be assigned. Each student will create a<br />
number of songs during <strong>the</strong> semester, and a selection of <strong>the</strong>m will be performed in<br />
an open recital at <strong>the</strong> end of <strong>the</strong> term. Different methods of composing songs will<br />
be explored, as well as alternative strategies for “when inspiration doesn’t come.”<br />
Exploration of <strong>the</strong> relation between music and <strong>the</strong>atre, or <strong>the</strong>atrical situations in<br />
song. A minor portion of <strong>the</strong> course will be devoted to arranging and to devising<br />
efficient strategies for adapting existing or newly created songs. The course is open<br />
to all students, and no composing experience is required, although music<br />
reading-writing abilities or competence in an instrument/voice is strongly<br />
recommended.<br />
160 American Popular Music (3 credits) Surveys <strong>the</strong> music that is distinctive to<br />
American culture. The musical styles considered are those created in <strong>the</strong> U.S. and<br />
often influenced by outside cultures such as Europe and Africa. Emphasis will be<br />
on genres such as folk, jazz, pop, Broadway, and rock. Students will develop a<br />
more discriminating approach to popular styles and an appreciation for <strong>the</strong> variety<br />
of American forms. (CPA)<br />
174 History of Radio (3 credits) On Air: The sociological effects of radio<br />
broadcasting in America in its role as entertainer and information provider;<br />
provides an introduction to <strong>the</strong> history of radio and its powerful presence as a<br />
provider of news, information, and entertainment. Topics include: history of radio<br />
broadcasting <strong>from</strong> its inception in <strong>the</strong> early part of <strong>the</strong> 1920s; important<br />
individuals involved in radio technology who became <strong>the</strong> foundation of early<br />
broadcasting; <strong>the</strong> inter-relative facets of radio, its personalities, and effects on<br />
entertainment and information with respect to historical happenings and <strong>the</strong><br />
constantly changing tastes of <strong>the</strong> listening public; <strong>the</strong> continued importance of<br />
radio in our lives; and radio’s historic role as a mirror of social change and<br />
development.<br />
217 Golden Prague (4 credits) (J Term abroad) (Same as History 217) Based in<br />
Prague, <strong>the</strong> Czech Republic, this course examines <strong>the</strong> transitions <strong>from</strong> its Imperial<br />
to <strong>the</strong> independent and democratic nationhood, and through its Marxist past into<br />
<strong>the</strong> democratic present. Students will survey history and politics of this vibrant<br />
cultural city as <strong>the</strong>y relate to <strong>the</strong> arts, music and culture in general. Several trips<br />
will take students into <strong>the</strong> countryside of <strong>the</strong> Czech Republic, and abroad to<br />
places such as Auschwitz (Poland) and Salzburg (Austria). Many visits to <strong>the</strong><br />
musical performances (Czech Philharmonic Orchestra, National Opera Theatre,<br />
jazz and rock clubs, ballet) will be an essential aspect of <strong>the</strong> course. Permission of<br />
instructor required.<br />
230 Introduction to Computer Technology in Music (3 credits) This course is<br />
offered as an introduction to <strong>the</strong> fundamentals of computer technology and music<br />
as it relates to <strong>the</strong> needs of <strong>the</strong> professional musician/educator. Students will be
introduced to <strong>the</strong> fundamentals of musical acoustics; <strong>the</strong> ability to use professional<br />
level music notation, music sequencing, and digital audio software; a technical<br />
understanding of MIDI, MIDI software and hardware; Web page design; and<br />
digital recording and sound editing. The class will progress through a series of<br />
exercises and projects that are designed to explore, apply, and expand upon many<br />
of <strong>the</strong> concepts and issues described above. Individual and group instruction will<br />
be provided for all exercises and projects. Prerequisite: <strong>the</strong> ability to read music<br />
(CPA) or (MLC)<br />
232 Fundamentals of Sound Recording (3 credits) Provides an introduction to<br />
<strong>the</strong> techniques of studio sound and music recording. Topics include: acoustics and<br />
psychoacoustics; concepts and terminology relating to sound recording; <strong>the</strong><br />
recording of <strong>the</strong> voice (both spoken and sung), instrumental music, and<br />
“environmental” sound; sound editing; microphone techniques; control board<br />
operation; as well as <strong>the</strong> “hands-on” experience of supervising a recording session<br />
<strong>from</strong> start to finish. The class culminates in <strong>the</strong> production of a CD, representing<br />
<strong>the</strong> projects successfully completed during <strong>the</strong> course of <strong>the</strong> term.<br />
240 Music Theory III (3 credits) A continuation of <strong>the</strong> work completed in <strong>the</strong><br />
first year of Music Theory. The material includes chromaticism, more advanced<br />
elements in part writing, analysis, and melodic harmonization, large-scale formal<br />
structures, secondary functions, augmented sixths chords, modulation, and<br />
individual and group projects that focus on expanded analytical and compositional<br />
activities. Prerequisite MUSI 142 (CPA)<br />
241 Aural Skills III (2 credits) Increase in <strong>the</strong> demands of aural acuity in<br />
identifying intervals and triads, in particular, as applied to sight singing, 2-voice<br />
dictation and chord progressions that will add I6/4, II6, V, V/V, V7/IV; open<br />
score Bach chorales are used to streng<strong>the</strong>n interval and clef study, including <strong>the</strong><br />
tenor clef; rhythm exercise covers aural and notation aspects of divisions of 5 and<br />
7 to a beat in simple and compound time. Prerequisite: Musi 143 (CPA)<br />
242 Music Theory IV (3 credits) This course primarily concentrates on <strong>the</strong> music of <strong>the</strong><br />
20th century. It begins with an introduction to late 19th century harmonic practices, and<br />
<strong>the</strong>n turns its full attention to <strong>the</strong> rich and broad array of analytical and compositional<br />
features found in 20 th century music. Analytical and compositional projects, undertaken in<br />
individual and small student groups, are structured toward various 20 th century music<br />
practices. Prerequisite MUSI 240 (CPA)<br />
243 Aural Skills IV (2 credits) Reinforcement of previous materials with <strong>the</strong><br />
addition of compound intervals; 4-voice triads; chord progressions including IV6<br />
and inversions of V9; playing one voice and singing ano<strong>the</strong>r voice simultaneously<br />
<strong>from</strong> open score Bach chorales. Prerequisite: Musi 241. (CPA)<br />
264 Music History I: Early Music (3 credits) (Antiquity, Medieval, Renaissance, and early<br />
Baroque music ca. 500 B.C.-1700 A.D.) Explores <strong>the</strong> origins and early development of <strong>the</strong><br />
Western art tradition. The role of <strong>the</strong> church in <strong>the</strong> development of musical genres and<br />
styles, <strong>the</strong> origins and flowering of secular vocal forms, musical notation and criticism, and<br />
<strong>the</strong> impact of Renaissance religious reforms on music are among topics explored. Primarily<br />
for music majors but interested students who read music may enroll with instructor’s<br />
approval. (Replaces MUSI 260 and <strong>the</strong> first half of MUSI 261 beginning fall 2004)<br />
(CPA)
265 Music History II: The Common Practice Period (3 credits) (Late Baroque,<br />
Classical, and Romanticism ca. 1700-1870) The development of large-scale vocal<br />
and instrumental works; <strong>the</strong> role of patronage and public concert life in music<br />
making; <strong>the</strong> lives and contributions of major composers such as J.S. Bach, G.F.<br />
Haydn, W.A. Mozart, and Ludwig von Beethoven; and <strong>the</strong> connections between<br />
literary movements (e.g. Romanticism) and music are among topics explored.<br />
Primarily for music majors but interested students who read music may enroll<br />
with instructor’s approval. Pre-requisite: MUSI 264. (Replaces second half of<br />
MUSI 261 and first half of MUSI 360 beginning spring 2005) (CPA)<br />
280 Music of <strong>the</strong> World’s Cultures (3 credits) Study of music outside of <strong>the</strong><br />
Western art tradition as both cultural and artistic phenomena. Principles of<br />
ethnomusicology will be employed within an interdisciplinary framework. Music<br />
cultures explored will include Africa, North and South America, <strong>the</strong> Middle East,<br />
Indonesia, and <strong>the</strong> Far East. Open to music and non-music majors. (NTW) or<br />
(CPA)<br />
295 Sophomore Internship in Music (3 credits) An internship in a music-related<br />
field.<br />
310 Women in Music (INTR) (3 credits) A study of women’s involvement in<br />
music since <strong>the</strong> Middle Ages. This course will focus on selected women <strong>from</strong><br />
different historical and social contexts and women’s contributions as composers,<br />
performers, teachers, and scholars. (CIS)<br />
310 Music of <strong>the</strong> African Diaspora (INTR) (3 credits) Considers <strong>the</strong> dispersion<br />
and influence of African music on <strong>the</strong> New World. Questions of identity,<br />
ethnicity, and acculturation will be explored and genres/styles studied include<br />
samba, calypso, reggae, merengue, salsa, slave songs, blues, jazz, zydeco, and o<strong>the</strong>rs.<br />
(CIS)<br />
310 Music of <strong>the</strong> Rom (Gypsies) (INTR) (3 credits) Explores <strong>the</strong> origins and<br />
dissemination of Romani music and culture through <strong>the</strong> Middle and Near East, Eastern<br />
and Western Europe, and <strong>the</strong> British Isles. The appropriation of Western classical<br />
composers and popular culture of <strong>the</strong> “Gypsy” idiom are examined as well. Questions of<br />
identity, insider/outsider musics, persecutions of Rom, and advocacy efforts on <strong>the</strong>ir<br />
behalf are integral to <strong>the</strong> course. Prior knowledge of music helpful but not necessary.<br />
(CIS)<br />
320 Conducting I: Choral (3 credits) Choral conducting through class lecture, <strong>the</strong><br />
conducting experience, and <strong>the</strong> study of vocal technique. (CPA)<br />
322 Conducting II: Instrumental (3 credits) A practical study of <strong>the</strong> instrumental<br />
score and basic rehearsal/conducting techniques, class lecture and conducting<br />
experience with a lab band.(CPA)<br />
323 Acting with Your Singing Voice (3 credits) An opportunity for students to<br />
prepare vocal literature for performance through an understanding of <strong>the</strong> drama<br />
imbued in <strong>the</strong> words and music. Emphasis on <strong>the</strong>atrical expression within a variety<br />
of musical styles, <strong>from</strong> chamber to full stage works.<br />
324 Foreign Language Diction for Singing (3 credits) Covers English, Italian,<br />
French, German, and Latin diction and song literature. The rules governing <strong>the</strong><br />
correct pronunciation of each language and <strong>the</strong> International Phonetic Alphabet<br />
are covered as are <strong>the</strong>ir application to vocal literature. This course can fulfill <strong>the</strong>
equirement for B.A. vocal majors and is recommended for o<strong>the</strong>r music majors.<br />
Students wishing to enroll must be able to read music. Offered every o<strong>the</strong>r fall.<br />
325 French and Italian Foreign Language Diction for Singing (3 credits) This<br />
course teaches diction for singing in Italian and French. Students will learn<br />
pronunciation rules in each language based on <strong>the</strong> International Phonetic Alphabet<br />
and will apply those rules through class performances of representative song<br />
literature. Students willing to do additional work on language music vocabulary<br />
and culture can receive credit for a portion of <strong>the</strong>ir language requirement. This<br />
course can fulfill <strong>the</strong> requirement for B.A. vocal majors and is recommended for<br />
o<strong>the</strong>r music majors. Prerequisite: ability to read music and learn song literature.<br />
360 Music History III: Romantic (1810-1890) (3 credits) Covers <strong>the</strong> many<br />
facets of musical Romanticism. The dissolution of diatonic tonality, <strong>the</strong> polemics<br />
of <strong>the</strong> program music versus absolute music debate, and <strong>the</strong> emergence of <strong>the</strong> cult<br />
of Beethoven are among those topics covered. Prerequisite: Musi 261 or<br />
permission of <strong>the</strong> instructor. Will last be offered Fall 2004. (CPA)<br />
361 Music History IV: The 20th Century (3 credits) Various “schools” of<br />
composition will form <strong>the</strong> basis of study for this class, including Impressionism,<br />
Expressionism, Neo-Classicism, and Serialism. Indeterminism, Minimalism, Neoromanticism,<br />
and Electronic Music will be discussed as well. Topics include <strong>the</strong><br />
modern composer and his/her audience, and <strong>the</strong> proliferation of approaches to<br />
music. Prerequisite: Musi 360 or permission of <strong>the</strong> instructor. Will last be offered<br />
Spring 2005. (CPA)<br />
364: Music History III: Late Romanticism to Neo-Romanticism (3 credits) (Late<br />
Romanticism and <strong>the</strong> 20th Century ca. 1870-1970) The dissolution of diatonic<br />
harmony, <strong>the</strong> emergence of national styles of composition, <strong>the</strong> styles and<br />
influences of modern musical movements such as Impressionism and Serialism,<br />
and <strong>the</strong> growing gulf between composer and audience are among topics explored.<br />
Primarily for music majors but interested students who read music may enroll<br />
with instructor’s approval. Prerequisites: MUSI 264 & 265 (replaces second half<br />
of MUSI 360 and MUSI 361 beginning fall 2005). (CPA)<br />
365: Music History Seminar (3 credits) A capstone seminar for students completing <strong>the</strong><br />
music history sequence (MUSI 264, MUSI 265, and MUSI 364). Topics will be chosen<br />
among four broad areas: Studies of genres, repertories, and styles; studies of a particular<br />
composer(s) and his/her works; studies of particular regions or locales; and studies of<br />
music in relation to o<strong>the</strong>r disciplines. Seminar will include basic research methodologies of<br />
musicology and <strong>the</strong>ir application to a chosen topic. Prerequisites: MUSI 264, 265, & 364.<br />
First offered spring 2006.<br />
380 World Music Seminar (3 credits) An elective world music course with one<br />
geographically chosen music culture. (E.g. Africa, East or West Europe, North<br />
America, South America, <strong>the</strong> Middle East, Sou<strong>the</strong>ast Asia, East Asia, Oceania, <strong>the</strong><br />
Caribbean). Music as a way of life and as a manifestation of certain beliefs,<br />
religious and spiritual concepts, thoughts, and customs is <strong>the</strong> basis for this course.<br />
(NTW) or (CPA) or (Ethnic Studies)<br />
395 Junior Internship in Music (3 credits) An internship in a music-related field.<br />
440 Orchestration and Arranging (3 credits) Designed to acquire competence in<br />
writing for symphony orchestra and for o<strong>the</strong>r instrumental groups. The topics<br />
covered include <strong>the</strong> acoustical properties and musical characteristics of <strong>the</strong>
different instruments of <strong>the</strong> orchestra, and problems dealing with <strong>the</strong> combination<br />
of instruments, balance, standard practices, and style. The course will draw<br />
examples <strong>from</strong> <strong>the</strong> orchestral literature and it will include several assignments in<br />
orchestration, including projects for small ensembles to be realized in class.<br />
Competence in music <strong>the</strong>ory and in score reading/writing is necessary. Offered<br />
every o<strong>the</strong>r spring. Prerequisite: Musi 242 (CPA)<br />
450 Form and Analysis (3 credits) Focuses on <strong>the</strong> analysis and interpretation<br />
of complete works or movements <strong>from</strong> <strong>the</strong> standard repertoire <strong>from</strong> <strong>the</strong> Baroque,<br />
Classical, Romantic, and 20th-century. Representative works of different genres<br />
are explored that include, among o<strong>the</strong>rs, fugue, sonata, rondo, <strong>the</strong>me and<br />
variations, concerto, and song form. This course not only provides <strong>the</strong> student<br />
with <strong>the</strong> opportunity to apply many of <strong>the</strong> <strong>the</strong>oretical and compositional concepts<br />
learned in Music Theory I-IV, but also a round-table of sorts in which to listen,<br />
discuss and reflect upon some of <strong>the</strong> great works of <strong>the</strong> standard repertory.<br />
Prerequisite Musi 242<br />
490 Senior Thesis (3 credits) The senior <strong>the</strong>sis for music majors must be<br />
completed during <strong>the</strong> spring semester of <strong>the</strong> senior year. It entails a public recital<br />
on <strong>the</strong> student’s primary instrument as well a research project. Private lesson<br />
instructors will supervise recital preparation and a full-time faculty member will<br />
supervise <strong>the</strong> research components. Topics for <strong>the</strong> research project can take on a<br />
variety of forms. These might include: issues in performance practice, case studies,<br />
analysis, composition, musicology, multimedia, lecture/demonstration, or<br />
community based projects. Students must propose a <strong>the</strong>sis topic and have it<br />
approved by faculty by <strong>the</strong> end of <strong>the</strong> preceding fall term, before beginning work.<br />
The research project will culminate in a written paper that documents <strong>the</strong> research<br />
undertaken, as well as a public presentation of <strong>the</strong> research for faculty and<br />
students.<br />
495 Senior Internship in Music (3 credits) An internship in a music-related field.<br />
Music Education Courses<br />
101 Contemporary Trends in Music Education: Elementary Level (3 credits)<br />
Focuses primarily upon <strong>the</strong> development of creative music strategies that enable<br />
pre-service teachers to develop learning scenarios that encompass higher-order<br />
thinking. The curriculum is designed to involve students as active participants.<br />
The approach is multi-disciplinary within <strong>the</strong> field of music education, exposing<br />
students to aspects of improvisation, composition, performance, listening, as well<br />
as <strong>the</strong> processes of reflection and analysis.<br />
102 Contemporary Trends in Music Education: Secondary Level (3 credits) A<br />
comprehensive approach applying concepts developed in Mued 101 to secondary<br />
music education. Prerequisite: Mued 101.<br />
221 Keyboard Techniques I (1 credit) Harmonization, transposition,<br />
improvisation, part reading <strong>from</strong> choral works, sight-reading, accompanying,<br />
scales, arpeggios, technical exercises. Materials are sequenced to accommodate<br />
different backgrounds, but basic keyboard reading skill is required. The course is a<br />
four-semester sequence that progresses developmentally through all skill areas.<br />
222 Keyboard Techniques II (1 credit) Prerequisite: Mued 221.<br />
223 Keyboard Techniques III (1 credit) Prerequisite: Mued 222.
224 Keyboard Techniques IV (1 credit) Prerequisite: Mued 223.<br />
225 Brass Methods (2 credits) Playing and care of common brass instruments,<br />
teaching methods and materials, practice in teaching. Offered alternate years.<br />
226 Woodwind Methods (2 credits) Playing and care of common woodwind<br />
instruments, teaching methods and materials, practice in teaching. Offered<br />
alternate years.<br />
227 Percussion Methods (2 credits) Playing and care of commonly used<br />
percussion instruments, teaching methods and materials, practice in teaching.<br />
Offered alternate years.<br />
228 String Methods (2 credits) String Methods Playing string instruments of <strong>the</strong><br />
orchestra; bowing effects, fingering problems, approaches to string pedagogy;<br />
practice in teaching. Offered alternate years.<br />
Music Performance Courses (MUPF)<br />
Private Lessons (Mupf 202-308) (1 credit) Private lessons are available for majors<br />
and non-majors. The fee for lessons is supported in part by <strong>the</strong> college. Student<br />
fees are as follows:<br />
$165 for ½ lessons for <strong>the</strong> semester<br />
$330 for hour lessons for <strong>the</strong> semester<br />
The fee for lessons is nonrefundable at <strong>the</strong> end of <strong>the</strong> second week of classes.<br />
Private Lessons are a primary component of <strong>the</strong> degree programs in music and<br />
music education. Music and music education majors receive increased college<br />
support with a resulting fee of $165 for hour lessons on <strong>the</strong>ir primary instrument,<br />
per semester. Music and music education majors are required to engage in<br />
supportive performance building experiences and department convocation<br />
performances each term to develop <strong>the</strong>ir performance abilities, culminating in <strong>the</strong><br />
senior recital. Private lesson instruction includes listening journals to expand<br />
awareness of possible repertoire and different interpretations. Additionally music<br />
majors are required to attend weekly convocations throughout fall and spring<br />
terms. Non-majors taking private lessons will have <strong>the</strong> option of performing<br />
at convocations, based on <strong>the</strong> recommendation of <strong>the</strong>ir private-lesson instructor.<br />
Specific information regarding requirements for majors and non-majors is located<br />
on <strong>the</strong> department Web page. Contact <strong>the</strong> Music Department for fees for parttime<br />
students and lessons taken for no academic credit.<br />
202-302 Private Lessons: Keyboard<br />
203-303 Private Lessons: Voice<br />
204-304 Private Lessons: Strings<br />
205-305 Private Lessons: Woodwind<br />
206-306 Private Lessons: Brass<br />
207-307 Private Lessons: Percussion<br />
208-308 Private Lessons: Composition<br />
209-309 Private Lesson: Accompanying<br />
250 Musical Theatre Production: Pit Ensemble (1 credit) Offered as a chamber<br />
ensemble component for those students not enrolled in Musi 200/TA 105.<br />
Students prepare materials, participate in rehearsals and performances of <strong>the</strong> J<br />
Term Musical Theatre Production. (CPA)
312 Instrumental Chamber Ensembles (1 credit) Small ensembles that may<br />
include any instruments and combination <strong>the</strong>reof. The faculty member in charge<br />
of this course will aid students in selecting members, determining repertory, and in<br />
preparing performances. (CPA)<br />
<strong>Hartwick</strong> Eclectic Players (HEP) A small mixed ensemble (8-12 players) whose<br />
purpose is to provide advanced students with <strong>the</strong> opportunity of performing<br />
new, original, or unusual music in versatile settings. Members selected by<br />
audition.<br />
314 Jazz Ensemble (1 credit) Members selected by audition. Public performances<br />
<strong>from</strong> jazz and related literature. Any interested student may audition. (CPA)<br />
320 Chamber Choir (1 credit) Members selected by audition. Public<br />
performances of choral works, sacred and secular. Any qualified student may<br />
audition. (CPA)<br />
330 <strong>College</strong> Wind Ensemble/<strong>Hartwick</strong> Sinfonietta (1 credit) The <strong>Hartwick</strong> <strong>College</strong><br />
Wind Ensemble is <strong>Hartwick</strong>’s leading instrumental group. The ensemble is dedicated to<br />
<strong>the</strong> performance of music including wind band classics, chamber works, unusual repertoire,<br />
and new compositions for <strong>the</strong> medium. Membership and seating in <strong>the</strong> ensemble are<br />
determined by audition at <strong>the</strong> beginning of <strong>the</strong> Fall and <strong>the</strong> Spring semesters. The<br />
<strong>Hartwick</strong> Sinfonietta is a group embedded in <strong>the</strong> Wind Ensemble, dedicated to expand its<br />
repertoire to include music in combination with string instruments, piano, or voices.<br />
332 <strong>College</strong> Choir (1 credit) Members selected by audition. Any qualified student<br />
may audition. Public performances of a wide variety of choral works, including<br />
masses, and oratorios, as well as secular works. The <strong>College</strong> choir takes at least one<br />
trip per semester to a highly educational musical performance, such as a concert of<br />
<strong>the</strong> New York Philharmonic, or New York City Opera. A fee of $50 will<br />
automatically be deducted <strong>from</strong> students’ accounts. This fee will cover both<br />
transportation and ticket. [Major performing ensemble] (CPA)<br />
334 Catskill Symphony Orchestra (1 credit) Exceptional student musicians may<br />
be accepted into <strong>the</strong> symphony orchestra. Audition required. [Major performing<br />
ensemble] (CPA)<br />
Music<br />
Requirements for <strong>the</strong> major in Music (B.A.): 17 courses in music, as follows:<br />
12 courses in <strong>the</strong>ory, aural skills and history:<br />
140, 142, 240, 242 Music Theory I-IV<br />
141, 143, 241, 243 Aural Skills I-IV<br />
264, 265, 364, 365 Music History I-IV<br />
One course in conducting, selected <strong>from</strong>:<br />
320 Conducting I: Choral<br />
322 Conducting II: Instrumental<br />
One course in music internship:<br />
295, 395, or 495 Internship in Music<br />
One course in music technology:<br />
230 Introduction to Computer Technology in Music<br />
One course in diction: (Required for vocalists)<br />
324 Foreign Language Diction for Singing
325 French and Italian Foreign Language Diction for Singing<br />
One course in orchestration: (Required for instrumentalists):<br />
440 Orchestration and Arranging<br />
450 Form and Analysis: Highly Recommended for all B.A. majors<br />
490 Senior Thesis<br />
Review of major program spring of first, sophomore, and junior years<br />
Performance requirements for <strong>the</strong> major in music:<br />
Each Major Term:<br />
Mupf 302-308 Private Lessons on primary instrument<br />
Mupf 330, 332, or 334 Enrollment in a major ensemble<br />
Participation in chamber music ensembles (strongly recommended)<br />
Attend Departmental Convocations<br />
Departmental Convocation performance on primary instrument<br />
Attend at least 15 concerts, 8 of which are professional<br />
Mupf 202 half-hour piano lessons freshman and sophomore years<br />
Senior recital: 45-60 minute<br />
Requirements for <strong>the</strong> major in Music Education (B.S.):<br />
27 courses distributed as follows:<br />
12 core courses in music <strong>the</strong>ory and history:<br />
140, 142, 240, 242 Music Theory I - IV<br />
141, 143, 241, 243 Aural Skills I-IV<br />
264, 265, 364, 365 Music History I-IV<br />
Two courses in conducting:<br />
320 Instrumental Conducting and Methods<br />
322 Choral Conducting and Methods<br />
One course in music technology:<br />
230 Introduction to Computer Technology in Music<br />
10 courses in music education:<br />
101 Contemporary Trends in Music Education: Elementary Level<br />
102 Contemporary Trends in Music Education: Secondary Level<br />
221, 222, 223, 224 Keyboard Techniques: a four-course sequence<br />
225 Brass Methods<br />
226 Woodwind Methods<br />
227 Percussions Methods<br />
228 String Methods<br />
Keyboard and Guitar Proficiencies<br />
Performance requirements for <strong>the</strong> major in music education:<br />
Each Major Term:<br />
Mupf 302-308 Private Lessons on primary instrument<br />
Mupf 330, 332, or 334 Enrollment in a major ensemble<br />
Participation in chamber music ensembles (strongly recommended)<br />
Attend Departmental Convocations<br />
Departmental Convocation performance on primary instrument<br />
Attend at least 15 concerts, 8 of which are professional<br />
Senior Recital: 30-40 minutes<br />
490 Senior Thesis
Review of major program spring of first, sophomore, and junior years<br />
See Education for student teaching and certification requirements.<br />
Requirements for <strong>the</strong> minor in music technology: minimum of 21 credits, as follows:<br />
Music Theory: 140, 142<br />
Music History:<br />
2 courses <strong>from</strong> <strong>the</strong> following:<br />
Music History I-IV, History of Rock, History of Radio, Ebony and Ivory, World<br />
Music, Music of <strong>the</strong> Gypsies, African Diaspora, Music in American Culture<br />
Music Technology Courses:<br />
230 Introduction to Computer Technology and Music<br />
232 Fundamentals of Sound Recording<br />
Electroacoustic Music Composition<br />
Requirements for <strong>the</strong> minor in music: Minimum of 22 credits, as follows:<br />
Music Theory and Aural Skills: 10 credits<br />
Music History and/or Literature: 6 credits<br />
Performance: Six credits in private lessons or performance ensembles or as<br />
arranged by department chair. See department chair for concert attendance<br />
requirement.<br />
Requirements for <strong>the</strong> emphasis in music <strong>the</strong>atre within a major in music: In<br />
addition to <strong>the</strong> courses required for <strong>the</strong> music major, seven courses distributed as<br />
follows:<br />
Two Music Theatre courses:<br />
105 Music Theatre Production<br />
145 Music Theatre: The Evolution and Mechanics of Broadway<br />
One music <strong>the</strong>atre performance course, selected <strong>from</strong>:<br />
109 Off-Campus Production (Thea)*<br />
321 Acting With Your Singing Voice (Mupf)<br />
Five courses in <strong>the</strong>atre arts (see Theatre Arts courses):<br />
120 Introduction to Theatre Arts (Thea)<br />
140 Fundamentals of Acting (Thea)<br />
220 Play Production (Thea)<br />
One of <strong>the</strong> following:<br />
231 Fundamentals of Theatrical Design (Thea)<br />
240 Advanced Acting (Thea)<br />
One Theatre Arts dance course<br />
*To apply Thea 109 to Music Theatre Emphasis, <strong>the</strong> off-campus production<br />
involvement must be approved in advance by <strong>Hartwick</strong>’s director of <strong>the</strong>atre and a<br />
designated member of <strong>the</strong> music faculty, who jointly will establish <strong>the</strong> criteria for<br />
evaluation and determine <strong>the</strong> grade. In addition, approval must be obtained <strong>from</strong><br />
<strong>the</strong> student’s advisor and any director of a musical or <strong>the</strong>atrical performing<br />
ensemble to which <strong>the</strong> student has a concurrent commitment.<br />
Grades for all courses taken in music, music education, music performance, and<br />
<strong>the</strong>atre arts are used to calculate <strong>the</strong> average in <strong>the</strong> major for Departmental<br />
Distinction.
Recommended Sequence of Courses for <strong>the</strong> BA Major in Music<br />
Freshman<br />
Sophomore<br />
Junior<br />
Senior<br />
Fall<br />
MUSI 140: Music Theory I<br />
MUSI 141: Aural Skills I<br />
MUPF 200 level piano lessons<br />
MUPF 300 level hour private lessons<br />
MUPF 330, 332 or 334: Major<br />
Performance Ensemble<br />
MUSI 324: Foreign Language<br />
Diction (Offered every o<strong>the</strong>r Fall for<br />
voice majors)<br />
MUSI 240: Music Theory III<br />
MUSI 241: Aural Skills III<br />
MUSI 264: Music History I: Early<br />
Music<br />
MUSI 324: Foreign Language<br />
Diction (offered every o<strong>the</strong>r Fall for<br />
voice majors)<br />
MUPF 300 level hour private lessons<br />
MUPF 200 level piano lessons<br />
MUPF 330, 332 or 334: Major<br />
Performance Ensemble<br />
MUSI 364: Music History III: Late<br />
Romantic to Neo-Romanticism<br />
MUSI 322: Conducting II:<br />
Instrumental (or MUSI 320)<br />
MUPF 300 level hour private lessons<br />
MUPF 330, 332 or 334: Major<br />
Performance Ensemble<br />
MUSI 322: Instrumental Conducting<br />
(or MUSI 320)<br />
MUPF 300 level hour private lessons<br />
MUPF 330, 332 or 334: Major<br />
Performance Ensemble<br />
Spring<br />
MUSI 142: Music Theory II<br />
MUSI 143: Aural Skills II<br />
MUPF 200 level piano lessons<br />
MUPF 300 level hour private lessons<br />
MUPF 330, 332 or 334: Major<br />
Performance Ensemble<br />
MUSI 242: Music Theory IV<br />
MUSI 243: Aural Skills IV<br />
MUSI 265: Music History II:<br />
Common Practice Period<br />
MUSI 230: Introduction to Computer<br />
Technology in Music (offered every<br />
spring)<br />
MUSI 320: Conducting I: Choral<br />
MUPF 300 level hour private lessons<br />
MUPF 200 level piano lessons<br />
MUPF 330, 332 or 334: Major<br />
Performance Ensemble<br />
MUSI 365: Music History Seminar<br />
MUSI 440: Orchestration and<br />
Arranging (Offered every o<strong>the</strong>r Spring<br />
for instrumentalists)<br />
MUSI 320: Conducting I: Choral (or<br />
MUSI 322)<br />
MUPF 300 level hour private lessons<br />
MUPF 330, 332 or 334: Major<br />
Performance Ensemble<br />
MUSI 490: Senior Thesis<br />
(MUSI 440: Orchestration and<br />
Arranging (Offered every o<strong>the</strong>r Spring<br />
for instrumentalists)<br />
MUPF 300 level hour private lessons<br />
MUPF 330, 332 or 334: Major<br />
Performance Ensemble
Recommended Sequence of Courses for <strong>the</strong> BS Major in Music<br />
First Year<br />
Sophomore<br />
Fall J Term Spring<br />
MUED 101 Trends:<br />
Elementary<br />
MUED 221 Keyboard<br />
Techniques I<br />
MUED 225 or 226: Brass<br />
or Woodwind Methods<br />
MUPF 300 level hour<br />
private lessons<br />
MUPF 330, 332 or 334:<br />
Major Performance<br />
Ensemble<br />
MUSI 140 Music Theory<br />
I<br />
MUSI 141 Aural Skills I<br />
MUED 222 Keyboard<br />
Techniques II<br />
MUED 225 or 226: Brass<br />
or Woodwind Methods<br />
MUSI 240: Music Theory<br />
III<br />
MUSI 241: Aural Skills<br />
III<br />
MUSI 264: Music<br />
History I: Early Music<br />
MUPF 300 level hour<br />
private lessons<br />
MUPF 330, 332 or 334:<br />
Major Performance<br />
Ensemble<br />
EDUC 304: Educational<br />
Psychology<br />
EDUC 390, 391, or<br />
392<br />
MUED 102 Trends:<br />
Secondary<br />
MUED 222 Keyboard<br />
Techniques II<br />
MUED 227 or 228:<br />
Percussion or String<br />
Methods<br />
MUPF 300 level hour<br />
private lessons<br />
MUPF 330, 332, 334:<br />
Major Performance<br />
Ensemble<br />
MUSI 142: Music<br />
Theory II<br />
MUSI 143: Aural Skills<br />
II<br />
EDUC 220: Philosophy<br />
and Education<br />
MUED 224: Keyboard<br />
Techniques IV<br />
MUED 227 or 228:<br />
Percussion or String<br />
Methods<br />
MUSI 242: Music<br />
Theory IV<br />
MUSI 243: Aural Skills<br />
IV<br />
MUSI 265: Music<br />
History II: Common<br />
Practice Period<br />
MUSI 320: Conducting<br />
I: Choral<br />
MUPF 300 level hour<br />
private lessons<br />
MUPF 330, 332 or 334:<br />
Major Performance<br />
Ensemble<br />
Guitar and Keyboard<br />
proficiencies required<br />
EDUC 320: Curriculum<br />
and Instruction
Junior<br />
MUSI 110 Fundamentals<br />
of Guitar<br />
MUSI 364: Music<br />
History III: Late<br />
Romanticism-Neo<br />
Romanticism<br />
MUSI 364: Music<br />
History III: Late<br />
Romanticism-Neo<br />
Romanticism<br />
MUSI 322: Conducting<br />
II: Instrumental<br />
MUPF 300 level hour<br />
private lessons<br />
MUPF 330, 332 or 334:<br />
Major Performance<br />
Ensemble<br />
EDUC 390, 391, or<br />
392 (not repeating <strong>the</strong><br />
Sophomore course<br />
choice)<br />
MUSI 365: Music<br />
History Seminar<br />
MUSI 365: Music<br />
History Seminar<br />
MUSI 230: Computer<br />
Technology<br />
MUPF 300 level hour<br />
private lessons<br />
MUPF 330, 332 or 334:<br />
Major Performance<br />
Ensemble<br />
EDUC 372: Educational<br />
Lyceum Series<br />
Senior<br />
EDUC: 2 of <strong>the</strong><br />
following: 490, 491, 492<br />
MUSI 490: Senior<br />
Thesis<br />
MUPF 300 level hour<br />
private lessons<br />
MUPF 330, 332 or 334:<br />
Major Performance<br />
Ensemble
Nursing<br />
Preparation for a career in <strong>the</strong> rapidly changing field of nursing requires more than<br />
<strong>the</strong> specialized scientific training necessary for licensure. Nurses must understand<br />
people and <strong>the</strong> world in which <strong>the</strong>y live. They must be excellent communicators,<br />
have analytical and decision-making skills and be prepared to assume positions of<br />
leadership in patient care and management. Professional competencies increasingly<br />
will be defined in terms of <strong>the</strong> application of critical thinking to a broad range of<br />
health problems in order to promote, maintain and restore high-level wellness in<br />
people. Completion of <strong>Hartwick</strong>’s baccalaureate nursing program, as part of a<br />
broader liberal education, will enable students to acquire <strong>the</strong>se skills in addition to<br />
<strong>the</strong> nursing skills <strong>the</strong>y will need to practice in our high-tech, health-conscious<br />
society.<br />
<strong>Hartwick</strong>’s professional nursing curriculum begins with a foundation in <strong>the</strong> basic<br />
biological, natural, social and behavioral sciences. Electives in <strong>the</strong> humanities,<br />
required throughout <strong>the</strong> four-year academic program, complement <strong>the</strong> scientific<br />
and technical competencies required for professional practice. The professional<br />
component of <strong>the</strong> major program facilitates knowledge, attitude, and skill<br />
acquisition essential to meet <strong>the</strong> complex patient-care demands in a diversity of<br />
healthcare environments. In addition, <strong>the</strong> major fosters <strong>the</strong> potential for leadership<br />
and a sense of professional awareness and responsibility. Clinical practice centers<br />
on health promotion, risk reduction, and illness and disease management in<br />
hospital as well as community-based healthcare agencies. By <strong>the</strong> senior year, <strong>the</strong><br />
focus is on <strong>the</strong> development of leadership skills, research methodologies and<br />
professionalism.<br />
All courses in <strong>the</strong> freshman, sophomore, and junior years are sequential. Many also<br />
are prerequisites to o<strong>the</strong>r courses. Each must be completed successfully in order<br />
for students to follow <strong>the</strong> planned sequence for <strong>the</strong> nursing major and before<br />
students may enter <strong>the</strong> senior year nursing sequence.<br />
Because of <strong>the</strong> special nature of <strong>the</strong> nursing curriculum, nursing majors must<br />
achieve a 2.0 cumulative average by <strong>the</strong> end of <strong>the</strong> freshman year in order to<br />
proceed into <strong>the</strong> sophomore year nursing curriculum. Students who do not achieve<br />
at least this average may petition <strong>the</strong> department to be considered on an individual<br />
basis for continuation in <strong>the</strong> program. Nursing as an applied science requires that<br />
each student demonstrate not only mastery of <strong>the</strong>oretical knowledge but also<br />
competency in <strong>the</strong> application of <strong>the</strong>ory to practice of cognitive, affective, and<br />
psychomotor skills. Nursing majors must successfully complete both <strong>the</strong><br />
<strong>the</strong>oretical and laboratory portion of each nursing course in order to receive credit<br />
for <strong>the</strong> course.<br />
Upon successful completion of <strong>Hartwick</strong>’s major in nursing, students receive a<br />
B.S. degree and are qualified to write <strong>the</strong> NCLEX examination for licensure as a<br />
Registered Professional Nurse (RN). <strong>Hartwick</strong> <strong>College</strong>’s nursing program has full<br />
accreditation <strong>from</strong> <strong>the</strong> Commission on Collegiate Nursing Education.
Educational Mobility for Registered Nurses<br />
Nurses who have graduated with a minimum GPA of 2.0 <strong>from</strong> an accredited U.S.<br />
institution with an associate degree in nursing and who possess a license as a<br />
Registered Nurse (RN) may be accepted with advanced standing as candidates for<br />
a bachelor of science (B.S.) degree in nursing. A maximum number of nine nursing<br />
courses can be applied toward <strong>the</strong> baccalaureate degree. Credit <strong>from</strong> o<strong>the</strong>r<br />
accredited colleges usually is given for courses similar to those offered at<br />
<strong>Hartwick</strong>, completed with a grade of C- or higher. The maximum number of<br />
transferable credits is approximately 80 of <strong>the</strong> 120 necessary for <strong>the</strong> B.S. degree<br />
in nursing. Courses over <strong>the</strong> 60 credits taken at ano<strong>the</strong>r upper-division college for<br />
transfer to <strong>Hartwick</strong>, must be approved by <strong>the</strong> faculty advisor prior to <strong>the</strong> course<br />
being taken in order for <strong>the</strong> credits to be accepted. This is done to protect <strong>the</strong><br />
integrity of <strong>the</strong> student’s program and <strong>the</strong> <strong>Hartwick</strong> degree. Sixty (60) credits in<br />
<strong>the</strong> student’s total educational experience must be taken at an upper-division<br />
college/university. For <strong>the</strong> RN mobility student, a minimum of 40 credits must<br />
be taken at <strong>Hartwick</strong>. Advanced standing course credit cannot be applied toward<br />
<strong>the</strong>se forty credits.<br />
Nurses who have graduated <strong>from</strong> a diploma school of nursing or <strong>from</strong> an<br />
institution in ano<strong>the</strong>r country and who possess a license as an RN will be reviewed<br />
individually. The nurse recruiter and <strong>the</strong> chair of <strong>the</strong> Department of Nursing will<br />
review <strong>the</strong> educational and professional background of <strong>the</strong> applicant.<br />
The Department of Nursing has articulation agreements with several associate<br />
degree nursing programs. Graduates with a GPA of 2.0 or above may transfer to<br />
<strong>Hartwick</strong>.<br />
Partnership for Nursing Opportunities<br />
The Partnership for Nursing Opportunities program is designed to provide onsite<br />
education at Bassett Healthcare, Cooperstown, NY through <strong>Hartwick</strong> <strong>College</strong><br />
while <strong>the</strong> student is employed as a Registered Professional Nurse in <strong>the</strong> Acute<br />
Care Division of <strong>the</strong> Cooperstown campus. Participants in this work/study<br />
program work full-time over a three-day period, are scheduled for classes taught<br />
by <strong>Hartwick</strong> faculty at Bassett Healthcare on two consecutive days, and have two<br />
days off each week. Enrolling in <strong>the</strong> <strong>Hartwick</strong> <strong>College</strong> RN Mobility program<br />
through Bassett Healthcare allows <strong>the</strong> qualified nurse to achieve a baccalaureate<br />
degree in two calendar years, presuming all prerequisites are met on admission to<br />
<strong>the</strong> program. Through a system of scholarships provided by <strong>Hartwick</strong> <strong>College</strong>,<br />
Bassett Healthcare, and planned public and private sources, <strong>the</strong> entire tuition cost<br />
is free to <strong>the</strong> student. Students who enter this program will be asked to commit to<br />
one year of additional employment at Bassett Healthcare for every year <strong>the</strong>y are<br />
supported in <strong>the</strong> program.<br />
Clinical Preparation Requirements for all Nursing Majors<br />
A. BLS Certification for Healthcare Providers (American Heart Association) or<br />
CPR for Professional Rescuer (American Red Cross). Student must hold current
certification.<br />
B. Professional Liability Insurance Policy<br />
C. Health Requirements: Each student will have completed and submitted a<br />
<strong>College</strong> Student Health Record upon registration to <strong>the</strong> <strong>College</strong>. In addition,<br />
nursing majors must document proof of <strong>the</strong> following:<br />
Hemoprofile/Urinalysis<br />
Rubella Antibody Titer<br />
Rubeola Immunity (positive titer required)<br />
Diph<strong>the</strong>ria/Tetanus Booster<br />
Varicella titer; if not dated history of chickenpox<br />
Polio vaccine<br />
Hepatitis B Vaccination Series + titer<br />
Initial two-step Tuberculin Test Results followed by annual Tuberculin Test<br />
Results (Mantoux)<br />
D. Licensure: Each student holding a professional license must submit a<br />
photocopy of <strong>the</strong> current NYS registration.<br />
Transportation<br />
Transportation to off-campus clinical sites is <strong>the</strong> responsibility of each student.<br />
The <strong>College</strong> may provide van service to selected clinical sites outside of Oneonta.<br />
Uniforms and Supplies<br />
Uniforms and name pins are ordered in <strong>the</strong> fall of <strong>the</strong> freshman year. Students are<br />
also required to purchase a variety of supplies (including such items as<br />
stethoscope, blood pressure cuff, scissors, penlight, and non-digital watch with<br />
second hand) in <strong>the</strong> fall of <strong>the</strong>ir freshman year.<br />
Faculty<br />
Nursing Faculty: Sharon D. Dettenrieder, chair; Penny Boyer; Jeanne Marie<br />
Havener; Peggy Jenkins; Tina Rotzler; Theresa Turick-Gibson<br />
Courses<br />
Nursing 134 Fundamentals of Nursing (4 credits) introduces an art and a science<br />
that is distinguished by humanistic caring. Study will initially focus on <strong>the</strong> self and<br />
maximizing one’s position on <strong>the</strong> health/illness continuum but will progress to<br />
<strong>the</strong> concept of “client” in <strong>the</strong> healthcare system. This conceptual leap requires an<br />
understanding of individual differences, values, beliefs, culture, interpersonal<br />
communication, <strong>the</strong> healthcare system, nursing as a profession <strong>from</strong> a<br />
baccalaureate perspective, and as a unique change-agent for <strong>the</strong> improvement of<br />
holistic health. In <strong>the</strong> laboratory, students are introduced to self-assessment tools<br />
to determine individual health status, and will learn fundamental skills basic to<br />
nursing practice. Students also will be engaged in observation and actual practice<br />
of nursing in acute and chronic care settings. Offered fall semester. (SBA)<br />
SCIENCE 144 Physical Assessment Theory and Laboratory (4 credits) offers experience<br />
for <strong>the</strong> student to assess health status <strong>from</strong> a holistic perspective. Syn<strong>the</strong>sizing knowledge<br />
<strong>from</strong> <strong>the</strong> biological and behavioral sciences, students will develop skills in assessment, data<br />
collection and physical examination. The course is presented through body systems
approach incorporating age related changes, normal and abnormal variations, and cultural<br />
considerations. Practical skills application is acquired in <strong>the</strong> laboratory and/or clinical<br />
setting. Prerequisites: Biol 110 OR Biol 104. Offered spring semester.<br />
Nursing 145 Introduction to Medication Administration (1 credit) provides an overview<br />
of basic pharmacological concepts, including <strong>the</strong> physiological and psychological effects on<br />
<strong>the</strong> body and <strong>the</strong> use of medications in disease treatment. Students are introduced to <strong>the</strong><br />
legal and developmental aspects of drug administration as well as calculations and drug<br />
administration techniques. Safe drug administration is practiced in a clinical environment<br />
using a variety of routes of administration. Prerequisite: Nurs134. Offered spring semester.<br />
Nursing 234 Medical-Surgical Nursing I Theory and Practicum (5 credits) introduces<br />
students to <strong>the</strong> physical, psychological, and sociological aspects of illness as experienced by<br />
<strong>the</strong> adult client. Aging and cultural factors that have an effect on nursing care are stressed.<br />
The focus is on building critical thinking skills to provide holistic client care to adults who<br />
are experiencing common health problems. The clinical experience provides students with<br />
<strong>the</strong> opportunity to apply <strong>the</strong> nursing process and develop basic nursing skills in a variety<br />
of acute care medical-surgical settings. Prerequisites: Nurs 134, 145, Biol 110, 111, Scie<br />
144, or permission of <strong>the</strong> faculty. Offered fall semester.<br />
Nursing 257 Women’s Reproductive Health Theory and Practicum (5 credits) focuses on<br />
health promotion, risk reduction and illness prevention strategies for <strong>the</strong> childbearing<br />
client and emerging family. Physiological, psychological, and socioeconomic, cultural and<br />
spiritual considerations related to reproductive health, pregnancy, and childbearing are<br />
addressed as well as common reproductive health issues. Practicum experiences offer<br />
students <strong>the</strong> opportunity to apply <strong>the</strong> nursing process to care of <strong>the</strong> childbearing client,<br />
emerging family, and client with reproductive health issues in a variety of settings.<br />
Prerequisite: Nurs 234 or permission of <strong>the</strong> faculty. Offered spring semester.<br />
Nursing 261 RN to B.S. Transition Seminar (3 credits) assists in <strong>the</strong> transition of<br />
<strong>the</strong> registered nurse student into <strong>the</strong> baccalaureate program at <strong>Hartwick</strong> <strong>College</strong>.<br />
The focus is on communication skills, college level writing, critical thinking, and<br />
<strong>the</strong>rapeutic nursing interventions. Nursing process, nursing research, and nursing<br />
<strong>the</strong>ory are addressed. In <strong>the</strong> laboratory, assessment/intervention skills for <strong>the</strong><br />
individual and family within <strong>the</strong> community are included. Physical assessment<br />
skills are taught. The clinical experience serves to validate <strong>the</strong> basic acute care<br />
abilities expected of an RN and provides an opportunity to utilize new skills. For<br />
RNs only.<br />
Nursing 334 Medical-Surgical Nursing II Theory and Practicum (5 credits) is a<br />
continuation of Nursing 234. Students will build <strong>the</strong>ir broad knowledge base in medicalsurgical<br />
nursing by integrating course work <strong>from</strong> pathophysiology and pharmacology into<br />
caring for patients with selected health problems. Students will integrate age-related and<br />
cultural factors into planning and providing nursing care for adult clients. The focus is on<br />
developing proficient critical thinking skills to provide complex holistic client care. The<br />
clinical experience provides students with <strong>the</strong> opportunity to increase nursing skill levels in<br />
a variety of acute care medical-surgical settings. Prerequisites: Nurs 234, Scie 344, 345.<br />
Offered spring semester.<br />
Nursing 336 Rural Health Nursing Theory and Practicum (4 credits) assists <strong>the</strong> student<br />
to recognize <strong>the</strong> myriad of health beliefs and practices that exist among and between<br />
different members of a rural upstate New York culture and how those beliefs and practices<br />
have an impact upon <strong>the</strong> health of its members. This four-week experience is designed to
expose <strong>the</strong> student to <strong>the</strong> concepts inherent in a rural context, such as isolation, work, and<br />
distance. Students will be exposed to different empirical frameworks to assist <strong>the</strong>m in<br />
providing holistic, culturally competent care to individuals, families and communities.<br />
Clinical experiences will occur in diverse rural community settings with an emphasis on<br />
health promotion, disease prevention, risk reduction, and illness and disease management<br />
within unique rural cultural environments. Prerequisites: Nurs 234, 257, 357 or<br />
permission of <strong>the</strong> faculty. Offered J Term.<br />
Science 344 Pathophysiology (3 credits) examines <strong>the</strong> alteration of physiological human<br />
systems which may precipitate illness and disease. Mechanisms of disease, etiology,<br />
manifestations, analyses of laboratory data and primary medical and surgical interventions<br />
will be reviewed. Prerequisites: Nursing 134, 234, Scie 144, Biol 210, Chem 105, or<br />
permission of <strong>the</strong> instructor. Offered fall semester.<br />
Science 345 Pharmacology (3 credits) focuses on <strong>the</strong> scientific application of drug actions<br />
and <strong>the</strong>ir effects on <strong>the</strong> wellness/illness state of an individual. Drug classifications are<br />
presented within a framework of an individual’s physiological and psychological<br />
functioning. Legal constraints and ethical issues related to drug <strong>the</strong>rapy are explored. Prerequisites<br />
for Majors: Biol 110, 111, 210, Chem 105, Nurs. 145. Prerequisites for onmajors:<br />
Biol 104, 105, Chem 107, 108. Offered fall semester.<br />
Nursing 346 Transcultural Nursing Theory and Practicum (4 credits) is designed to assist<br />
<strong>the</strong> student to recognize <strong>the</strong> myriad of health-related beliefs and practices that exist among<br />
and between members of a culture and how those beliefs and practices impact upon <strong>the</strong><br />
health of its members. This four-week immersion experience is designed to expand <strong>the</strong><br />
student’s knowledge of transcultural concepts and <strong>the</strong>ories; apply cultural assessment in<br />
diverse settings; and provide culturally competent care to individuals, families, and<br />
communities. Students will be exposed to different empirical frameworks to assist <strong>the</strong>m in<br />
providing holistic, culturally competent care. Clinical experiences to meet course outcomes<br />
will occur in diverse rural clinic and community settings with an emphasis on <strong>the</strong>rapeutic<br />
interventions, health promotion, disease prevention, risk reduction, and health teaching<br />
within a unique ethno-cultural environment. Prerequisites: Nurs 234, 257, 357 or<br />
permission of <strong>the</strong> faculty. Offered J Term. (NTW)<br />
Nursing 357 Pediatric Nursing Theory and Practicum (5 credits) provides <strong>the</strong> student<br />
with <strong>the</strong> opportunity to learn nursing care of <strong>the</strong> infant/child/adolescent within <strong>the</strong><br />
context of various systems. The conceptual base for understanding health and alterations<br />
in health and for providing nursing care to this pediatric age group will be presented.<br />
Aspects of health promotion, risk reduction, disease prevention and illness/disease<br />
management will be addressed. The course will focus on normal growth and development,<br />
physiology, common pathophysiologic conditions, and nursing care of <strong>the</strong> pediatric client<br />
<strong>from</strong> infancy through adolescence. A variety of clinical settings will be available for <strong>the</strong><br />
application of knowledge and critical thinking. Prerequisite: Nursing 234 or permission of<br />
<strong>the</strong> faculty. Offered fall semester.<br />
Nursing 434 Advanced Medical-Surgical Nursing Theory and Practicum (5 credits)<br />
focuses on <strong>the</strong> application of <strong>the</strong> nursing process as it relates to <strong>the</strong> care of clients with<br />
complex, multiple systems disorders encountered in critical care units. Advanced medical,<br />
surgical and pediatric nursing concepts are studied. The clinical experience in an intensive<br />
care unit allows <strong>the</strong> student to gain insight into <strong>the</strong> problems of critically ill patients and<br />
<strong>the</strong> management issues that accompany critical illness. Prerequisites: Nurs 334 or<br />
permission of <strong>the</strong> faculty. Offered spring semester.
Nursing 441 Psychosocial Nursing Theory and Practicum (5 credits) focuses on<br />
promoting and maintaining mental health and alleviating suffering in mental illness.<br />
Content includes <strong>the</strong>ories of mental health/illness, principles of group dynamics and<br />
strategies for <strong>the</strong> treatment and prevention of mental illness. The purpose of <strong>the</strong> practicum<br />
experience is to gain skill in nursing clients with psychosocial health problems admitted to<br />
in-patient psychiatric units as well as in community settings. Students participate in peer<br />
support groups, which provide experiential knowledge that enhances understanding of<br />
group processes and which afford an opportunity for professional socialization.<br />
Prerequisite: Nurs 334 or permission of <strong>the</strong> faculty. Offered fall semester<br />
Nursing 443 Community Health Nursing Theory and Practicum (5 credits) integrates <strong>the</strong><br />
principles of nursing individuals, family/groups and communities in states of health or<br />
illness in a variety of community settings. The student gains advanced skills and works<br />
toward achieving independence in applying <strong>the</strong> entire nursing process toward promoting<br />
health and preventing illness in <strong>the</strong> population. The practicum experience will occur in<br />
both formal agencies such as community health nursing organizations and in informal<br />
settings such as housing for <strong>the</strong> elderly, schools, parenting education groups and diverse<br />
places where people can benefit <strong>from</strong> nursing intervention. Prerequisite: Nurs 334, Nurs<br />
261 (RNs only), or permission of <strong>the</strong> faculty. Offered fall semester.<br />
Nursing 445 Trends and Issues in Professional Nursing (3 credits) is designed to explore<br />
with students <strong>the</strong> multiple factors influencing nursing practice, such as history, trends, law,<br />
health care policies, nursing shortage, and o<strong>the</strong>r selected issues. Students work on group<br />
projects requiring an interface with <strong>the</strong> broader professional community. Prerequisite:<br />
Nurs 334, Nurs 261 (RNs only) or permission of <strong>the</strong> faculty. Offered spring semester.<br />
Nursing 448 Introduction to Research Method and Design (3 credits) introduces <strong>the</strong><br />
nursing major to <strong>the</strong> methodology of scientific inquiry. The student learns how to be an<br />
intelligent consumer of research, especially nursing research. Through <strong>the</strong> processes of<br />
analysis and critique, research methodology is demystified. The student has <strong>the</strong><br />
opportunity to syn<strong>the</strong>size knowledge gained through scholarly inquiry and to apply<br />
research findings in professional practice. Prerequisite or co-requisite: Math 108 or Psyc<br />
291 or permission of faculty. Offered spring semester.<br />
Nursing 449 Nursing Leadership and Management Theory and Practicum (5 credits)<br />
focuses on <strong>the</strong> principles of leadership and management, and <strong>the</strong> nursing process as it<br />
relates to <strong>the</strong> assessment of organizational systems and <strong>the</strong> care of groups of patients with<br />
complex, multiple systems disorders encountered in acute care settings. The clinical<br />
experience takes place in <strong>the</strong> hospital setting in order for students to gain skills in <strong>the</strong><br />
management of groups of patients, to develop skills in providing leadership of health care<br />
personnel and to demonstrate application of <strong>the</strong> nursing process as it relates to decisionmaking<br />
in <strong>the</strong> care of acutely ill clients. Prerequisites: Nurs 334 or permission of faculty.<br />
Offered spring semester.<br />
Nursing 490 Nursing Senior Theory Seminar/Senior Thesis (3 credits) provides senior<br />
nursing majors with an opportunity analyze a concept of concern to nursing, conduct an<br />
integrated review of <strong>the</strong> literature, and develop a research utilization project. The seminar<br />
is designed to provide a forum for collegial support as students develop <strong>the</strong>ir senior <strong>the</strong>ses.<br />
The <strong>the</strong>sis is a project of substantial scope, which demonstrates <strong>the</strong> student’s ability to<br />
think critically and integrate <strong>the</strong>ory, research and practice. Prerequisites: Nurs 334, 448,<br />
Math 108, Nurs 261 (RNs only) and attainment of Writing Level 3. Offered fall<br />
semester.
Nursing 491 Thesis Presentation (1 credit) provides a seminar setting in which students<br />
prepare for <strong>the</strong> public presentation of <strong>the</strong>ir <strong>the</strong>ses. Prerequisite: Nurs 490. Offered spring<br />
semester.<br />
Nursing 495 Nursing Senior Internship (3 credits) provides <strong>the</strong> opportunity for <strong>the</strong><br />
student to individually develop and implement a study program in an area of specialized<br />
interest in nursing and assists <strong>the</strong> student in <strong>the</strong> transition <strong>from</strong> academe to <strong>the</strong> realities of<br />
professional practice. This four week, independent, internship is planned in collaboration<br />
with a faculty member and an on-site supervisor. Prerequisite: One senior level <strong>the</strong>ory and<br />
practicum nursing course. Offered J Term.<br />
Interdisciplinary Courses<br />
Intr 150 Life’s Choices: Ethical Issues in Healthcare (3 credits) introduces students to a<br />
wide array of ethical dilemmas <strong>from</strong> multiple perspectives. Issues to be investigated during<br />
<strong>the</strong> course will be decided upon by <strong>the</strong> students, but may include autonomy, euthanasia,<br />
resource allocation, abortion, smoking, transplants, and cloning. Finances, laws, policies,<br />
patient and family beliefs (cultural and spiritual) will be explored related to <strong>the</strong>ir effect on<br />
<strong>the</strong> ethical decision-making process. Offered J Term. (FYS)<br />
Intr 310 Health, Illness and Healing as Reflected through Film (3 credits) allows <strong>the</strong><br />
student to explore various <strong>the</strong>ories and content related to health, illness, and healing. A<br />
variety of <strong>the</strong>oretical approaches will be examined through readings, discussion, and film.<br />
Experiences, as depicted through film (Wit, Philadelphia, A Beautiful Mind) and readings<br />
will be analyzed through application of <strong>the</strong>ory and factual content. Various aspects such as<br />
culture, economics, values, gender, race, psychological impact, social impact, and ethics will<br />
be examined in <strong>the</strong> context of application to past and present times. Through examination<br />
of specific health and illness topics, <strong>the</strong> student will develop a greater understanding of<br />
health/disease entities and demonstrate an appreciation for <strong>the</strong> multiple components that<br />
influence health, illness and healing. Offered J Term (CIS)<br />
Nursing<br />
Requirements for <strong>the</strong> major: 62 credits in <strong>the</strong> major and 35 credits in pre or co-requisite courses<br />
distributed as follows:<br />
16 courses in nursing:<br />
Nurs 134 Fundamentals of Nursing -Theory & Lab (4 credits) SBA<br />
Nurs 145 Introduction to Medication Administration (1 credit)<br />
Nurs 234 Medical-Surgical Nursing I - Theory & Practicum (5 credits)<br />
Nurs 257 Women’s Reproductive Health -Theory & Practicum (5 credits)<br />
Nurs 334 Medical-Surgical Nursing II -Theory & Practicum (5 credits)<br />
Nurs 357 Pediatric Nursing - Theory & Practicum (5 credits)<br />
Nurs 336 Rural Health (4 credits)<br />
OR<br />
Nurs 346 Transcultural Nursing (4 credits) NTW<br />
Nurs 434 Advanced Medical-Surgical Nursing -Theory & Practicum (5credits)<br />
Nurs 441 Psychosocial Nursing-Theory & Practicum (5 credits)<br />
Nurs 443 Community Health Nursing-Theory & Practicum (5 credits)<br />
Nurs 445 Trends and Issues in Professional Nursing (3 credits)<br />
Nurs 448 Introduction to Research (3 credits)
Nurs 449 Nursing Leadership & Management-Theory & Practicum (5 credits)<br />
Nurs 490 Senior Thesis (3 credits)<br />
Nurs 491 Senior Thesis Presentation (1 credit)<br />
Nurs 495 Senior Independent Practicum(3 credits)<br />
Three courses in biology:<br />
Biol 110 Human Anatomy (4 credits)<br />
Biol 111 Human Physiology (4 credits)<br />
Biol 210 Microbiology of Disease (4 credits)<br />
One course in chemistry:<br />
Chem 105 Fundamentals of General, Organic & Biological Chemistry (4 credits)<br />
Three science courses:<br />
Scie 144 Physical Assessment - Theory & Lab (4 credits)<br />
Scie 344 Pathophysiology (3 credits)<br />
Scie 345 Pharmacology (3 credits)<br />
One course in ma<strong>the</strong>matics:<br />
Math 108 Statistics (3 credits)<br />
One course in psychology:<br />
Psyc 250 Life-Span Developmental Psychology (3 credits)<br />
One course in sociology (3 credits)<br />
Sequence in <strong>the</strong> major:<br />
Freshman Year Sophomore Year<br />
Fall Term<br />
Fall Term<br />
Biol 110 Chem 105<br />
Nurs 134 Nurs 234<br />
Spring Term Spring Term<br />
Biol 111 Biol 210<br />
Nurs 145 Nurs 257<br />
Scie 144 Math 108<br />
Sociology<br />
Junior Year Senior Year<br />
Fall Term<br />
Fall Term<br />
Nurs 357 Nurs 441, 443, 490<br />
Scie 344, 345<br />
January Term January Term<br />
Nurs 336 or 346 Nurs 495<br />
Spring Term Spring Term<br />
Nurs 334, 448 Nurs 434, 445, 449, 491<br />
Sequence for <strong>the</strong> RN Mobility student:<br />
Nurs 261 and all pre-requisite courses<br />
Nurs 434, 443, 445, 448, 449, 490, 491, 495<br />
Note:<br />
‣ These requirements are in effect for students entering in <strong>the</strong> fall of 2004 or later.<br />
‣ <strong>College</strong> language requirement may be waived for nursing majors.
‣ Grades for all courses taken in nursing are used to calculate <strong>the</strong> average in <strong>the</strong><br />
major for Departmental Distinction.
Philosophy<br />
“Philosophy” literally means “love of wisdom.” It denotes a kind of activity ra<strong>the</strong>r<br />
than a kind of subject matter; as contemporary philosophers use <strong>the</strong> term,<br />
philosophy is a kind of reflection on and analysis of various o<strong>the</strong>r human<br />
activities. For example, philosophical analysis distinguishes between moral,<br />
religious and scientific discourse and reflects on how religion is related to morals<br />
on <strong>the</strong> one hand, and to science on <strong>the</strong> o<strong>the</strong>r.<br />
Philosophy dates back to <strong>the</strong> ancient Greeks, when Socrates, Plato, Aristotle and<br />
o<strong>the</strong>r thinkers explored <strong>the</strong> nature of reality and <strong>the</strong> means by which people come<br />
to know. Later philosophers such as Descartes, Hume and Kant refined <strong>the</strong><br />
understanding of human existence. The study of philosophy challenges students to<br />
examine very fundamental questions and, in so doing, better prepares <strong>the</strong>m for life.<br />
As <strong>the</strong>y become familiar with <strong>the</strong> teachings of <strong>the</strong> world’s great philosophers,<br />
students also develop <strong>the</strong>ir ability to examine, clarify, analyze—and care for— <strong>the</strong><br />
natural and human worlds.<br />
<strong>Hartwick</strong>’s philosophy program acquaints students with issues of contemporary<br />
philosophical inquiry, as well as <strong>the</strong> thinking of important philosophers of <strong>the</strong><br />
past. Major areas of study include epistemology, <strong>the</strong> study of how we come to<br />
know and of <strong>the</strong> limits of what we can know; metaphysics, <strong>the</strong> study of reality;<br />
and ethics, <strong>the</strong> study of moral standards and value <strong>the</strong>ories. Departmental<br />
offerings include courses in <strong>the</strong> history of philosophy as well as systematic courses,<br />
which introduce students to <strong>the</strong> chief areas and topics of philosophical<br />
investigation. These courses, toge<strong>the</strong>r with opportunities for directed individual<br />
study, permit students to do advanced and specialized work in philosophy and to<br />
develop competence in handling philosophical problems.<br />
Students who major in philosophy complete core courses in logic, history of<br />
philosophy, ancient and modern philosophy, and ethics. Additional courses in<br />
philosophy selected to complete <strong>the</strong> major requirements depend on a student’s<br />
interests and future career goals. The major program culminates in a baccalaureate<br />
<strong>the</strong>sis, a directed study, in an area of philosophical inquiry.<br />
Graduates with a major in philosophy have many options. Those with<br />
demonstrated ability who desire to continue in <strong>the</strong> field may do graduate study in<br />
philosophy to prepare for college teaching. Students who have majored in<br />
philosophy as undergraduates also may pursue graduate study in o<strong>the</strong>r fields;<br />
philosophy is a recommended major for students considering law school, for<br />
example.<br />
Faculty<br />
Philosophy Faculty: Stanley Konecky, chair; Adrian Kuzminski; Adrian<br />
McFarlane; Stefanie Rocknak
Courses<br />
150 Topics in Philosophy (3 credits) A course with varying content aimed to<br />
introduce perennial <strong>the</strong>mes and problems in philosophy. The topic will be<br />
announced in advance each time <strong>the</strong> course is offered.<br />
201 Classics of Philosophy (3 credits) An introduction to <strong>the</strong> methods, concepts,<br />
and aims of philosophical inquiry through critical study of Plato, Aristotle,<br />
Descartes, Hume (MWE) or (MWL)<br />
227 Classical Political Ideas (4 credits) (same as Posc 227) (3 credits) Students<br />
investigate <strong>the</strong> ideas that shaped and emerged out of pre-modern political life,<br />
including arguments about <strong>the</strong> nature of justice and of political virtue. Authors<br />
may include Plato, Aristotle, Cicero, Seneca, Augustine, Aquinas, Machiavelli, and<br />
o<strong>the</strong>rs. Prerequisite: Posc 101 or 111, or 107 or any Philosophy course. Offered<br />
alternate years. (MWE) or (WHS)<br />
228 Philosophy of History (3 credits) Analysis of history as thinking and writing<br />
about <strong>the</strong> past and its influence on <strong>the</strong> present Hegel, Marx, Nietzsche, and<br />
o<strong>the</strong>rs. (MWL)<br />
236 Logic (3 credits) Principles of deductive inference; traditional syllogistic and<br />
basic modern symbolic logic. (MLC)<br />
247 Modern Political Ideas (3 credits) (same as Posc 247) Students investigate<br />
key political ideas of modernity, including arguments over <strong>the</strong> legitimacy of<br />
revolution and over <strong>the</strong> nature and scope of individual rights. Authors may include<br />
Hobbes, Locke, Rousseau, Wollstonecraft, Marx, Nietzsche, Dewey, Arendt,<br />
Fanon, Gandhi, and o<strong>the</strong>rs. Prerequisite: Posc 101 or 111, or 107 or any<br />
Philosophy course. Offered alternate years. (MWL) or (WHS) or (SBA)<br />
249 Existentialism (3 credits) Critical reading and discussion of selected works of<br />
Kierkegaard, Nietzsche, Sartre and o<strong>the</strong>rs. (MWL)<br />
261 Philosophy in Literature (3 credits) (W) Philosophical questions concerning<br />
being self, and choice will be explored in selected novels of authors such as<br />
Dostoyevsky, Kafka, Hesse, Camus, and Sartre. (MWL)<br />
271 Values and Society (3 credits) A critical study of philosophical problems<br />
concerning friendship, justice, liberty, freedom, <strong>the</strong> common good, persons and<br />
o<strong>the</strong>r social values. (MWE) or (MWL)<br />
281 Ancient Philosophy (4 credits) The Pre-Socratics, Socrates, Plato, and<br />
Aristotle. Prerequisite: at least one college course in philosophy; Phil 201 is<br />
recommended. (MWE)<br />
283 Modern Philosophy (4 credits) 17th and 18th century philosophy; Hobbes,<br />
Descartes, Spinoza, Leibniz, Locke, Berkeley, Hume, and Kant. Prerequisite: at<br />
least one college course in philosophy; Phil 201 is recommended. (MWL)<br />
332 Philosophy of Religion (3 credits) What is religion? Is <strong>the</strong>re a God? What is<br />
<strong>the</strong> value of religious experience? Is it possible to be religious without being<br />
superstitious? Answers to <strong>the</strong>se and related questions will be examined in <strong>the</strong><br />
analytical manner appropriate to philosophy.<br />
336 Ethics (3 credits) Critical study of <strong>the</strong> moral <strong>the</strong>ories of major philosophers<br />
<strong>from</strong> <strong>the</strong> ancient Greeks to <strong>the</strong> present. Prerequisite: at least one college course in<br />
philosophy.<br />
337 Philosophy of Art (3 credits) Analysis of various points of view on such<br />
topics as <strong>the</strong> definition of art; aes<strong>the</strong>tic experience; <strong>the</strong> form, matter and content
of art; emotion and expression; <strong>the</strong> psychological function of art; criticism; and<br />
evaluation. (CPA)<br />
339 Philosophy of Science (3 credits) Analysis of scientific method, logic of<br />
scientific explanation, relations of science and society. Recommended preparation:<br />
two terms of laboratory science. Offered when <strong>the</strong>re is sufficient demand.<br />
350 Topics in Philosophy (3 or 4 credits) A course concentrating on <strong>the</strong> thought<br />
of a single philosopher or school of philosophy, a major philosophical work or a<br />
specific problem in philosophy. The topic and <strong>the</strong> number of credits will be<br />
announced in advance, each time <strong>the</strong> course is offered. Permission of <strong>the</strong><br />
instructor required.<br />
360 Freedom and Determinism (4 credits) Is human behavior free or determined?<br />
When is a person morally responsible for his conduct? What are <strong>the</strong> relationships<br />
between freedom and responsibility? Recent answers to <strong>the</strong>se age-old questions of<br />
moralists, lawyers and <strong>the</strong>ologians are analyzed and assessed.<br />
370 Philosophy of Mind (4 credits) What can a science such as psychology tell us<br />
about <strong>the</strong> workings of <strong>the</strong> mind? What are <strong>the</strong> philosophies of some of <strong>the</strong> major<br />
psychological movements? While <strong>the</strong>se topics constitute <strong>the</strong> broader context of<br />
<strong>the</strong> course, we also will explore issues such as <strong>the</strong> following: To what extent is one<br />
born with one’s ideas, skills or talents, and to what extent do <strong>the</strong>se depend on<br />
one’s environment? How does <strong>the</strong> mind represent <strong>the</strong> external world? Can<br />
computer models and simulations be useful in understanding <strong>the</strong> mind? How does<br />
understanding of <strong>the</strong> brain affect understanding of human psychology? To what<br />
extent is human intelligence like that of o<strong>the</strong>r animals? (SBA)<br />
388 Foundations of Political Philosophy (3 credits) (same as Posc 388) An<br />
introductory survey of <strong>the</strong> leading political <strong>the</strong>orists of antiquity, Middle Ages and<br />
<strong>the</strong> Renaissance, <strong>from</strong> Plato to Machiavelli, with a view to illuminating Western<br />
contributions to <strong>the</strong> discussion of basic political concepts such as power, right,<br />
legitimacy, consent, obligation, and human nature. (WHS) or (MWE)<br />
389 Modern Political Philosophy (3 credits) (same as Posc 389) Continuation of<br />
Phil 388. From <strong>the</strong> 17th century to <strong>the</strong> present; Hobbes and Locke to Marx and<br />
Freud. (MWL) or (WHS) 390 Pro-Seminar (3 credits) Junior year <strong>the</strong>sis seminar<br />
which focuses on <strong>the</strong> techniques of <strong>the</strong>sis research, writing, and oral presentation.<br />
Philosophy<br />
Requirements for <strong>the</strong> major: 10 (3 or 4 credit) courses in philosophy to include:<br />
Six courses at 250 or above; three courses at 290 or above; no more than two<br />
courses below 200<br />
One logic course:<br />
236 Logic<br />
Two History of Philosophy courses:<br />
201 Classics of Philosophy, 281 Ancient Philosophy, 283 Modern Philosophy<br />
One course in values:<br />
271 Values and Society or 336 Ethics<br />
Two courses in recent philosophy covering two of <strong>the</strong> following:<br />
19th or 20th Century Philosophy; Contemporary Approaches to Philosophical<br />
Issues; A Major Philosopher
Four additional courses in philosophy<br />
Must include 390 Pro-Seminar and 490 Baccalaureate Thesis<br />
Requirements for <strong>the</strong> minor: Minimum of 6 (3 or 4 credit) courses in Philosophy<br />
to include:<br />
No more than two courses below 200<br />
Two History of Philosophy courses:<br />
201 Classics of Philosophy; 281 Ancient Philosophy; 283 Modern Philosophy<br />
One course in values:<br />
271 Values and Society or 336 Ethics<br />
Three additional courses in philosophy<br />
Grades for all courses taken in philosophy are used to calculate <strong>the</strong> average in <strong>the</strong><br />
major for Departmental Distinction.
Physical Education<br />
The coeducational physical education program at <strong>Hartwick</strong> is designed to develop<br />
skills in a variety of physical activities that contribute to <strong>the</strong> joy of living, to<br />
wholesome use of leisure time, and to <strong>the</strong> development of health and fitness. The<br />
program provides each student with an opportunity to develop sufficient physical,<br />
mental, social and motor skills to be used in a lifetime of movement related<br />
activities.<br />
This physical education program is enhanced by <strong>the</strong> Frederick Moore Binder<br />
Physical Education Center. The Center houses instructional and physical<br />
education facilities including <strong>the</strong> Elting Fitness Center; Moyer Pool, an eight-lane,<br />
25-yard swimming pool and diving complex; handball, racquetball, and squash<br />
courts; gymnasium; and dance studio. Horsemanship classes are held at Hunter’s<br />
Rein Stable, home of <strong>the</strong> <strong>College</strong>’s equestrian team. Several off-campus facilities<br />
also are utilized for physical education courses: golf at Wood Haven Golf Course,<br />
bowling at Holiday Lanes, and horsemanship at Hunter’s Rein Stable, home of<br />
<strong>the</strong> <strong>College</strong>’s equestrian team.<br />
Physical Education Requirement<br />
All <strong>Hartwick</strong> students must complete four 1-credit skill courses (PHED) in<br />
physical education in order to graduate. Students are urged to do this prior to <strong>the</strong><br />
senior year. The department offers many 1-credit skill courses and athletic<br />
participation situations which may be combined in a variety of ways to meet this<br />
requirement. A maximum of two credits may be earned for a specific activity. No<br />
course may be repeated for credit. It is strongly recommended that students enroll<br />
in at least one swimming course, as this activity is important for safety in waterrelated<br />
recreational activities.<br />
One 1-credit skill course credit may be granted for participation in <strong>the</strong> total<br />
traditional season of an intercollegiate sport. A particular sport may generate onecredit<br />
only once and no more than two sports may be used for such credit.<br />
Students may receive physical education credit for participation in a course or<br />
related sport, but not both.<br />
Theatre Arts 110, 111, 112, or 212 (any two) may count toward <strong>the</strong> skill-course<br />
requirement.<br />
Some skill courses carry an additional fee, which is listed in <strong>the</strong> course schedule<br />
prepared by <strong>the</strong> Registrar. These fees are non-refundable once <strong>the</strong> term begins.<br />
Courses marked $ below required an additional fee, and courses that require<br />
equipment (E) or transportation (T) also are marked.
Faculty<br />
Physical Education Faculty: Betty Powell, chair; Daphne Thompson, director of<br />
physical education; Bill Bjorness; Janet Bresee; Mark Carr; Paul Culpo; Robert<br />
Eggerling; Miriam Esber; Heidi Hofbauer-Buzzy; Alan Huckins; David Kerr;<br />
Doug Konu; Louise Lansing; Ian McIntyre; Anna Meyer; Joseph Mish; Andrea<br />
Pontius; Dale Ro<strong>the</strong>nberger; Ewan Seabrook; Betsey Smith-Price; Jonathan<br />
Thayil; Megan Thomson; Mike Tracey, Dereck Treadwell<br />
Skill Courses for Physical Education Requirement (PHED)<br />
Physical education skill courses are graded on a passed-not passed basis. The letter<br />
Z following a course section number indicates that <strong>the</strong> course begins in <strong>the</strong> second<br />
half of <strong>the</strong> term. Courses carry one credit and meet for half <strong>the</strong> term unless<br />
o<strong>the</strong>rwise noted.<br />
Aquatics<br />
110 Beginning Swimming<br />
210 Intermediate Swimming<br />
310 Advanced Swimming<br />
312*Water Safety Instructor (WSI—meets full term—2 credits)<br />
315*Lifeguarding (Permission of Instructor & Prerequisite: First Aid/CPR—<br />
meets full term—2 credits)<br />
The * after Aquatics 312 and 315 indicates that only one of <strong>the</strong>m may<br />
count toward <strong>the</strong> physical education requirement.<br />
Dance (Any 2 Theatre Arts Dance Courses may be taken toward <strong>the</strong> physical<br />
education skill course requirement)<br />
TA110 Intro to Movement & Dance for Theatre<br />
TA111 Modern Dance<br />
TA112 Ballet I<br />
TA115 Dance Rehearsal & Performance<br />
TA212 Ballet II<br />
123 Couples Dance<br />
124 International Folkdance<br />
324 Advanced International Folkdance<br />
Fitness<br />
130 Personal Fitness<br />
131 Aerobics<br />
133 Weight Training<br />
134 Wellness<br />
135 Personal Fitness/Relaxation Techniques<br />
139 Pilates Mat Work<br />
330 Principles of Personal Fitness Training<br />
331 Advanced Aerobics<br />
333 Advanced Weight Training<br />
Individual/Team Activities<br />
140 Archery<br />
141 Badminton<br />
142 Bowling (T/$/E)
143 Golf (T/$)<br />
144 Self Defense<br />
145 Softball (E)<br />
146 Racquetball<br />
147 Beginning Tennis<br />
149 Volleyball<br />
160 Beginning Horsemanship (T/$)<br />
240 Intermediate Tennis<br />
246 Intermediate Racquetball<br />
260 Intermediate Horsemanship (T/$)<br />
Outdoor Pursuits<br />
151 Project Adventure I<br />
152 Cross Country Skiing/Winter Fitness (E)<br />
154 Beginning Cycling (E)<br />
154 Mountain Cycling (E)<br />
156 Beginning Skiing (E)<br />
251 Project Adventure II<br />
350 Outward Bound/NOLS Program (requires registration in an Outward<br />
Bound or NOLS program)<br />
354 Advanced Mountain Biking (permission of instructor) (E)<br />
356 Advanced Skiing (E)<br />
Miscellaneous<br />
163 Karate<br />
164 Responding to Emergencies and Community/CPR (meets full term—2<br />
credits)<br />
265 Adapted Physical Education (limited to students with temporary or<br />
permanent physical disability)<br />
Men’s Intercollegiate Athletics<br />
410 Baseball<br />
411 Basketball<br />
413 Cross Country<br />
416 Golf<br />
417 Lacrosse<br />
419 Soccer<br />
422 Swimming and Diving<br />
423 Tennis<br />
424 Track and Field<br />
426 Indoor Track<br />
427 Cheerleading (club)<br />
430 Football<br />
Women’s Intercollegiate Athletics<br />
411 Basketball<br />
413 Cross Country<br />
414 Field Hockey<br />
416 Golf<br />
417 Lacrosse<br />
419 Soccer
421 Water Polo<br />
422 Swimming and Diving<br />
423 Tennis<br />
424 Outdoor Track and Field<br />
425 Equestrian<br />
426 Indoor Track and Field<br />
427 Cheerleading (club)<br />
428 Volleyball<br />
429 Softball<br />
Academic courses offered by <strong>the</strong> Physical Education Department:<br />
PE 203 The Philosophy, Principles and Organization of Athletics in Education (3<br />
credits) This course will examine <strong>the</strong> basic philosophy and principles of interscholastic<br />
athletics as part of physical education. State, local and national policies and regulations<br />
related to athletics will be discussed. O<strong>the</strong>r topics considered will be legal issues, <strong>the</strong><br />
function and organization of leagues and athletic associations in New York State, personal<br />
standards for <strong>the</strong> coach as educational leader, public relations, and safety procedures,<br />
principles of school budgets, record keeping, purchasing and facility usage.<br />
PE 202 Theory and Techniques of Coaching (3 credits) The first phase of this course will<br />
review basic philosophy and principles of athletics as an integral part of <strong>the</strong> total<br />
educational experience. Understanding of basic state and national regulations and<br />
recommendations related to athletics, legal considerations and o<strong>the</strong>r basic coaching<br />
responsibilities. The second phase of <strong>the</strong> course will be concerned with history, objectives,<br />
rules, teaching methods, performance skills, technical information (offense, defense,<br />
strategy, etc), care and fitting of equipment, training techniques, officiating, etc.<br />
PE 302 Sports Health (Health Sciences Applied to Coaching) (3 credits) Current <strong>the</strong>ory<br />
and definitions of sports medicine will be discussed as well as <strong>the</strong> prevention and<br />
correction of accidents in athletic activities. The use of proper personal and field<br />
equipment, support methods, conditioning exercises, <strong>the</strong> medical examination and<br />
<strong>the</strong>rapeutic aids will be demonstrated. Laboratory work includes <strong>the</strong> clinical use of<br />
physio<strong>the</strong>rapy methods. Anatomy and Physiology (BIOL 110, 111) would be helpful.<br />
Coaching Registration Program Requirements<br />
PE 202 Theory and Techniques of Coaching 3 credits<br />
PE 203 The Philosophy, Principles and<br />
Organization of Athletics in Education 3 credits<br />
PE 302 Sports Health 3 credits<br />
PHED 164 Responding to Emergencies and<br />
Community CPR<br />
2 credits<br />
PHED 164 Responding to Emergencies and Community CPR (meets full term–2 credits)<br />
Course will consist of Responding To Emergencies (RTE) first aid, Adult CPR with<br />
AED (Automatic External Defibrillator), along with child and infant CPR. Those<br />
completing this course will receive certifications <strong>from</strong> <strong>the</strong> American Red Cross for RTE<br />
first aid (good for 3 years), Adult CPR with AED, along with child and infant CPR<br />
(good for 1 year). Course fee $100.
Additional Requirements<br />
New York State requires all applicants for teaching, coaching, counseling and<br />
administrative certification (provisional and permanent) to have taken a certified course in<br />
Child Abuse Recognition and Reporting. Fur<strong>the</strong>r information regarding <strong>the</strong> Project Save<br />
fingerprinting initiative is available at www.highered.nysed.gov/tcert.<br />
Fur<strong>the</strong>r informational documents associated with <strong>the</strong> New York State Coaching<br />
requirements may be at www.emsc.nysed.gov/ciai.<br />
The New York State Public High School Athletic Associations Handbook (2004-2006)<br />
can be found at www.nysphsaa.org.<br />
To apply for a coaching certificate <strong>from</strong> <strong>Hartwick</strong> <strong>College</strong>, you must complete <strong>the</strong> above<br />
requirements. The certificate may be obtained through <strong>the</strong> <strong>Hartwick</strong> <strong>College</strong> Department<br />
of Physical Education.
Physics<br />
Physics, <strong>the</strong> most fundamental of <strong>the</strong> sciences, deals with <strong>the</strong> laws describing <strong>the</strong><br />
behavior of matter and energy. From <strong>the</strong> study of physics, students acquire not<br />
only knowledge of <strong>the</strong> subject itself, but valuable training in analytical thinking<br />
and a quantitative approach to problem solving which will be useful in both <strong>the</strong>ir<br />
professional and personal lives. At <strong>the</strong> same time, an understanding of <strong>the</strong><br />
language and analytical methods of science, and of <strong>the</strong> fundamental principles of<br />
physics, offers preparation for life in a future heavily influenced by science and<br />
technology. A major or minor in physics can be combined with study in o<strong>the</strong>r<br />
disciplines to produce particularly strong future employment credentials.<br />
Course requirements for <strong>the</strong> major in physics provide students with a broad and<br />
flexible background in <strong>the</strong> discipline, and enable <strong>the</strong>m to develop analytical skills<br />
necessary to pursue a career in physics or a related field. Students are introduced<br />
to <strong>the</strong> major sub-disciplines within classical and modern physics: optics, relativity,<br />
mechanics, electricity and magnetism, <strong>the</strong>rmodynamics, atomic and nuclear<br />
physics, quantum mechanics and electronics. In addition, majors must take courses<br />
in general chemistry, calculus and differential equations.<br />
Beyond <strong>the</strong> minimum requirements, students can tailor <strong>the</strong>ir academic programs to<br />
meet <strong>the</strong>ir interests and needs. Students considering graduate study in physics, for<br />
example, are encouraged to take additional courses in physics and ma<strong>the</strong>matics. In<br />
addition to advanced courses in an area of interest, majors can pursue a particular<br />
area through directed study with a faculty member. A senior project also is<br />
required for <strong>the</strong> major. Some recent senior projects include measuring <strong>the</strong> phase<br />
transitions in a ferroelectric solid, <strong>the</strong> drag force on a smooth sphere, and<br />
computer-generated holograms.<br />
Those students interested in engineering can earn a B.A. degree in physics <strong>from</strong><br />
<strong>Hartwick</strong> and an engineering degree <strong>from</strong> Clarkson University or Columbia<br />
University through <strong>the</strong> <strong>College</strong>’s “dual degree” program. Arrangements with o<strong>the</strong>r<br />
institutions are possible as well. Under this program, a student spends three years<br />
at <strong>Hartwick</strong> and two at an engineering school, graduating with a bachelor’s degree<br />
<strong>from</strong> each school (see page 10). In addition, a student may complete four years at<br />
<strong>Hartwick</strong>, earning a bachelor’s degree in physics, and <strong>the</strong>n spend two years at <strong>the</strong><br />
engineering school and earn a master's of science degree in engineering. Students<br />
interested in ei<strong>the</strong>r option should begin <strong>the</strong>ir study of physics and ma<strong>the</strong>matics<br />
early in <strong>the</strong>ir college career in order to fulfill requirements without difficulty.<br />
Freshmen who may be considering a major in physics should take Light &<br />
Relativity (Phys 160) and Single Variable Calculus (Math 121) in <strong>the</strong>ir first term<br />
at <strong>Hartwick</strong>. However, a full physics major may be completed starting as late as<br />
<strong>the</strong> beginning of <strong>the</strong> sophomore year, providing a student has taken Single<br />
Variable Calculus as a freshman.
Faculty<br />
Physics Faculty: Lawrence Nienart, chair; Robert Gann; Charles Hartley; F. Roger<br />
Hickey<br />
Courses<br />
121 Astronomy (4 credits), (3 one-hour lectures, 1 two-hour lab weekly) A survey<br />
of modern astronomy. Topics include gravitation, properties of light, optical<br />
instruments, spectra, <strong>the</strong> solar system, stars, nebulae, clusters, galaxies, pulsars,<br />
quasars, black holes and <strong>the</strong> creation of <strong>the</strong> universe. The laboratory includes<br />
study of astronomical measurements, with both daytime and nighttime observing<br />
sessions. Credit can be awarded for only one of <strong>the</strong> following courses: Phys 121,<br />
Phys 163. (LAB)<br />
127 Space and Time (3 credits), (3 one-hour lectures weekly) An introduction to<br />
our understanding of <strong>the</strong> universe <strong>from</strong> <strong>the</strong> findings of Galileo and Newton to<br />
modern <strong>the</strong>ories of <strong>the</strong> origin of <strong>the</strong> universe and unification physics. The role of<br />
space and time in Einstein's <strong>the</strong>ory of relativity, <strong>the</strong> uncertainty principle and<br />
quantum mechanics, black holes, quarks, anti-matter and entropy will be among<br />
<strong>the</strong> topics discussed.<br />
129 Physics of Everyday Objects (3 credits), (3 one-hour lectures weekly) The<br />
“how-and-why” of <strong>the</strong> working of everyday objects <strong>from</strong> household appliances<br />
and television to <strong>the</strong> way electricity reaches our homes and how telephone calls are<br />
made. The inner workings of cars, ships, airplanes and spacecraft will also be<br />
studied. Prerequisite: open only to students with no previous college physics<br />
credit.<br />
140 Principles of Physics I (4 credits), (3 one-hour lectures, 1 two-hour lab<br />
weekly) An introduction to <strong>the</strong> basic principles of physics. The first term is<br />
devoted to <strong>the</strong> study of mechanics, <strong>the</strong> properties of matter, and heat and<br />
<strong>the</strong>rmodynamics. Applications of physics to <strong>the</strong> life sciences are included.<br />
Laboratory work is an important component of <strong>the</strong> course. This course (plus Phys<br />
141) fulfills <strong>the</strong> physics requirement for biology, geology and medical technology<br />
majors. Prerequisite: competence in high school algebra. (LAB)<br />
141 Principles of Physics II (4 credits), (3 one-hour lectures, 1 two-hour lab<br />
weekly) A continuation of Phys 140. This course includes <strong>the</strong> study of wave<br />
phenomena, electricity and magnetism, optics and modern physics. Applications of<br />
physics to <strong>the</strong> life sciences are included. Laboratory work is an important<br />
component of <strong>the</strong> course. This course (plus Phys 140) fulfills <strong>the</strong> physics<br />
requirement for biology, geology, and medical technology majors. Prerequisite: a<br />
grade of C- or better in Phys 140. (LAB)<br />
150 Topics in Physics (3 credits) Individual courses designed for non-science<br />
majors. The topics covered change <strong>from</strong> term to term. Possible topics include<br />
energy, modern physics and introductory electronics. Some topics courses include<br />
a laboratory component.<br />
160 Light and Relativity (4 credits), (3 one-hour lectures, 1 three-hour lab<br />
weekly) An introduction to optics and Einstein's <strong>the</strong>ory of relativity. Topics<br />
include geometric and wave optics, <strong>the</strong> special <strong>the</strong>ory of relativity, and relativistic<br />
mechanics. Laboratory work includes a study of optical instruments, wave motion<br />
and computer simulation. The course is designed as a first course for entering
freshmen who are considering <strong>the</strong> possibility of studying physics in some depth<br />
during <strong>the</strong>ir college career. It also may be profitably taken by upperclass students<br />
with an interest in <strong>the</strong> area. Competence in high school algebra is required. (LAB)<br />
163 General Astronomy (3 credits), (3 one-hour lectures weekly) An introduction<br />
to astronomy and astrophysics primarily for students whose major is in <strong>the</strong><br />
Division of Physical and Life Sciences. Topics include methods of astronomy,<br />
stellar evolution, galactic structures and cosmology. Some observing sessions will<br />
be required. Competence in high school algebra is required. Credit can be awarded<br />
for only one of <strong>the</strong> following courses: Phys 121, Phys 163.<br />
201 General Physics I (4 credits), (3 one-hour lectures, 1 three-hour lab weekly)<br />
Topics in <strong>the</strong> first term include <strong>the</strong> description of motion, forces, work and<br />
energy, momentum, rotational motion, oscillatory motion and gravitation.<br />
Laboratory work is an important component of <strong>the</strong> course. Calculus is used. This<br />
course (plus Phys 202) fulfill <strong>the</strong> physics requirements for biology, biochemistry,<br />
chemistry, geology, ma<strong>the</strong>matics (Phys 201 only) and medical technology majors.<br />
Prerequisite: Math 121 must be taken previous to or concurrent with Phys 201.<br />
(LAB)<br />
202 General Physics II (4 credits), (3 one-hour lectures, 1 three-hour lab weekly)<br />
A continuation of Phys 201. In this course, electricity, magnetism, light and<br />
electromagnetic radiation are covered. Laboratory work is an important<br />
component of <strong>the</strong> course. Calculus is used. This course (plus Phys 201) fulfill <strong>the</strong><br />
physics requirements for biology, biochemistry, chemistry, geology, and medical<br />
technology majors. Prerequisite: a grade of C- or better in Phys 201. Math 235<br />
must be taken previous to or concurrent with Phys 202. (LAB)<br />
265 Electronics (4 credits), (3 one-hour lectures, 1 three-hour lab weekly) An<br />
introduction to modern electronics. Topics include circuits, amplifiers, signal<br />
processing, practical instrumentation and logic circuits. Both discrete components<br />
and integrated circuits are discussed and used in laboratory experiments<br />
illustrating digital and analog applications. Prerequisite: Math 121 and Phys 140<br />
or 201. Offered alternate years. (LAB)<br />
305 Atomic and Nuclear Physics (4 credits), (3 one-hour lectures, 1 three-hour<br />
lab weekly) Introductory modern physics and quantum <strong>the</strong>ory. Some of <strong>the</strong> topics<br />
studied are Compton scattering, <strong>the</strong> hydrogen tom, an introduction to<br />
Schroedinger quantum mechanics, nuclear structure, and elementary particles.<br />
Laboratory work includes measurement of atomic and nuclear particles, <strong>the</strong><br />
Franck-Hertz experiment, spectroscopy, and computer simulation of an<br />
accelerator. Prerequisites: Phys 201, 202. Offered alternate years. (LAB)<br />
314 Thermodynamics and Statistical Physics (4 credits), (3 one-hour lectures, 1<br />
three-hour lab weekly) A study of relationships between <strong>the</strong>rmodynamic variables<br />
and <strong>the</strong> statistical interpretation of <strong>the</strong>se relationships. Topics studied include<br />
definition of temperature; <strong>the</strong> first and second laws of <strong>the</strong>rmodynamics; entropy;<br />
properties of ideal gases and real substances; and statistical descriptions of systems<br />
of particles, including quantum statistics. Laboratory experiments emphasize <strong>the</strong><br />
methods of measuring various <strong>the</strong>rmodynamic variables. Prerequisites: Phys 201,<br />
202. Offered alternate years. (LAB)<br />
318 Optics (4 credits), (3 one-hour lectures, 1 three-hour lab weekly) A study of<br />
geometrical and physical optics. Topics studied in class and emphasized in
laboratory experiments include refraction, lenses and lens systems, interference,<br />
Fresnel and Fraunhofer diffraction, polarization and quantum optics.<br />
Prerequisites: Phys 201, 202. Offered alternate years. (LAB)<br />
361, 362 Classical Mechanics (3 credits), (3 one-hour lectures weekly) A study of<br />
<strong>the</strong> kinematics and dynamics of bodies in motion. The first term is a study of<br />
Newtonian mechanics. Topics include <strong>the</strong> harmonic oscillator, central forces and<br />
gravitation. The second term includes Lagrangian dynamics, small oscillations and<br />
<strong>the</strong> inertia tensor. Prerequisites: Phys 201 and Math 311. Offered alternate years.<br />
401, 402 Electricity and Magnetism (3 credits), (3 one-hour lectures weekly) A<br />
detailed study of <strong>the</strong> principles of electricity and magnetism. During <strong>the</strong> first term<br />
topics include electrostatics, dielectrics, electric currents, magnetic fields and<br />
electromagnetic induction. Topics covered during <strong>the</strong> second term include <strong>the</strong><br />
magnetic properties of matter, plasmas, Maxwell’s equations and electrodynamics.<br />
Prerequisites: Phys 201, 202, and Math 311. Offered alternate years.<br />
410 Quantum Mechanics (3 credits), (3 one-hour lectures weekly) Basic<br />
postulates of quantum mechanics and <strong>the</strong>ir physical meaning. Topics<br />
include potential wells and barriers, <strong>the</strong> harmonic oscillator, <strong>the</strong> hydrogen<br />
atom, electron spin and perturbation <strong>the</strong>ory. Prerequisites: Phys<br />
201, 202, 305 and Math 311. Offered alternate years.<br />
490 Senior Project (3 credits) Experimental or <strong>the</strong>oretical research project.<br />
Students work on a project of <strong>the</strong>ir choice under supervision of a faculty member.<br />
The results of <strong>the</strong> work are presented to <strong>the</strong> department in both written and oral<br />
form.<br />
Physics<br />
Requirements for <strong>the</strong> major: Minimum of 15* courses in physics, chemistry and<br />
ma<strong>the</strong>matics, distributed as follows:<br />
Nine courses in physics:<br />
160 Light and Relativity<br />
201, 202 General Physics I, II<br />
265 Electronics<br />
305 Atomic and Nuclear Physics<br />
314 Thermodynamics and Statistical Physics or 318 Optics<br />
361 Classical Mechanics I<br />
410 Quantum Mechanics<br />
490 Senior Project<br />
Four courses in ma<strong>the</strong>matics:<br />
121 Single Variable Calculus<br />
235 Advanced Single Variable Calculus<br />
233 Multivariable Calculus<br />
311 Differential Equations (Math)<br />
Two courses in chemistry:<br />
107, 108 General Chemistry I, II (Chem) or<br />
109 Accelerated General Chemistry (Chem)<br />
Recommended for freshmen interested in using <strong>the</strong> observatory:<br />
163 General Astronomy
Students considering graduate work in physics also should take:<br />
362 Advanced Classical Mechanics<br />
401, 402 Electricity and Magnetism I, II<br />
In addition, <strong>the</strong> following advanced ma<strong>the</strong>matics courses are suggested:<br />
220 Linear Algebra (Math)<br />
341 Complex Variables (Math)<br />
411 Partial Differential Equations (Math)<br />
Requirements for <strong>the</strong> minor: Minimum of five courses numbered 160 and above,<br />
including:<br />
201, 202 General Physics I, II<br />
305 Atomic and Nuclear Physics<br />
For those interested in a minor in Environmental Science and Policy, see <strong>the</strong><br />
appropriate section of this catalog.<br />
*Number of courses required for <strong>the</strong> major is reduced by one if Accelerated<br />
General Chemistry is taken instead of General Chemistry I, II.<br />
Grades for all courses taken in physics are used to calculate <strong>the</strong><br />
average in <strong>the</strong> major for Departmental Distinction.
Political Science<br />
The study of political science acquaints students with <strong>the</strong> principal concerns of<br />
<strong>the</strong> discipline and allows <strong>the</strong>m to develop a critical outlook on <strong>the</strong> political<br />
universe around <strong>the</strong>m. The political science faculty is committed to graduating<br />
well-rounded individuals who are aware of <strong>the</strong>ir cultural heritage and mindful of<br />
<strong>the</strong>ir connectedness in this interdependent world. Our curriculum is designed to<br />
help students meet <strong>the</strong> moral and intellectual challenges of citizenship.<br />
Students majoring in political science must take U.S. Government and Politics<br />
(POSC 101) or Accelerated U. S. Government and Politics (POSC 111) or<br />
Freedom, Equality, Justice (POSC 107) or International Relations (POSC 105),<br />
which provide foundations for upper-level work in <strong>the</strong> department; and Research<br />
Methods (POSC 209), which reviews <strong>the</strong> scope and methods of research in <strong>the</strong><br />
discipline. The major in political science culminates in a Senior Thesis, which<br />
demonstrates <strong>the</strong> student's ability to investigate and analyze a problem in depth.<br />
The <strong>the</strong>sis is defended before students and departmental faculty. In addition to<br />
<strong>the</strong>se four required courses, majors will complete, at minimum, seven o<strong>the</strong>r<br />
political science courses, at least two of <strong>the</strong>m at <strong>the</strong> 300-level. The department<br />
encourages all majors to acquire a broad exposure to <strong>the</strong> discipline and students<br />
are advised to sample courses in all of <strong>the</strong> principal areas of study. a model<br />
program would include at least one course (i.e., beyond <strong>the</strong> required courses) <strong>from</strong><br />
each of <strong>the</strong> following areas: U.S. Politics, International Politics, Comparative<br />
Politics and Political Theory and Methodology. This model is required for<br />
departmental distinction.<br />
Courses in U.S. Government examine important aspects of <strong>the</strong> U.S. political<br />
system at local, state and national levels. International Politics involves <strong>the</strong> study<br />
of factors governing relations among state and non-state actors in global politics.<br />
Comparative Politics provides an analytical framework for studying states and<br />
regions in <strong>the</strong>ir rich diversity—economic, cultural, ethnic and political. Courses in<br />
Political Theory and Methodology examine <strong>the</strong> evolution of political ideas and<br />
concepts in <strong>the</strong> Western world. Outside <strong>the</strong>se four broad categories are courses on<br />
subjects of contemporary interest that are less easily classified, though no less<br />
compelling, such as Advanced Seminar and “Topics” courses. While each courses<br />
will be taught at least one time every three years, all 100-level courses are taught<br />
annually, and most 200-level courses and some 300-level courses are taught every<br />
o<strong>the</strong>r year.<br />
The department also participates in interdisciplinary programs. The Latin<br />
American-Caribbean Studies minor provides a framework for understanding <strong>the</strong><br />
complexities of <strong>the</strong> region, its struggles and successes with economic and political<br />
development, and its contributions to our world. (See page 85 for details.) The<br />
Women’s Studies minor acquaints students with scholarship on gender across<br />
academic field including gendered analysis of U.S. and international politics. (See<br />
page 131 for details.) The Environmental Science and Policy Program focuses
upon <strong>the</strong> relevance of politics and public policy for <strong>the</strong> study, control, and<br />
management of environmental issue. (See page xxx for details.)<br />
On a regular basis <strong>the</strong> department directs off-campus programs. Recent programs<br />
have included study in Russia, Japan, China, and Tanzania, as well as in New<br />
York City, New Hampshire (for <strong>the</strong> <strong>President</strong>ial primary <strong>the</strong>re), and Washington,<br />
DC.<br />
Finally, <strong>the</strong> department provides a wide array of internship opportunities to help<br />
students deepen <strong>the</strong>ir understanding of political institutions and processes through<br />
experiential learning.<br />
<strong>Hartwick</strong> political science graduates can go on for advanced studies and earn<br />
graduate degrees in political science or an allied field. Some find employment in<br />
various government agencies and o<strong>the</strong>rs become teachers, journalists and business<br />
people, among o<strong>the</strong>r things. A substantial number of <strong>Hartwick</strong> majors go on to<br />
law school.<br />
Faculty<br />
Political Science Faculty: Mary B. Vanderlaan, chair; Neil DeVotta; Laurel Elder;<br />
Andrew Seligsohn<br />
Courses<br />
A. Unites States Politics<br />
101 U.S. Government and Politics (3 credits) An examination of American<br />
national government and politics. Required of political science majors and minors<br />
and recommended for anyone wishing to take upper-level courses in <strong>the</strong><br />
department. (SBA)<br />
111 Accelerated U.S. Government and Politics (3 credits) Topics covered in this<br />
course are <strong>the</strong> same as those covered in POSC 101, but <strong>the</strong>y are covered in greater<br />
depth. (SBA) 210 State and Local Government (3 credits) An examination of <strong>the</strong><br />
structure, functions and problems of contemporary state and local government in<br />
<strong>the</strong> U.S. federal system. Prerequisite: POSC 101 or 111. Typically offered<br />
alternate years. (SBA)<br />
220 Congress and <strong>the</strong> Presidency (3 credits) An examination of <strong>the</strong> legislative<br />
process and <strong>the</strong> role of presidential leadership in <strong>the</strong> making of <strong>the</strong> nation’s public<br />
policy, with particular attention given to <strong>the</strong> constitutional and political<br />
dimensions to <strong>the</strong> contest of power between <strong>the</strong> two branches. Prerequisite: Posc<br />
101 or 111. (SBA)<br />
230 Courts and Judicial Process (2 credits) A study of <strong>the</strong> structure, operation<br />
and behavior of <strong>the</strong> state and federal judicial systems. Using actual cases, students<br />
will also study courtroom procedure and process, prepare cases for <strong>the</strong> prosecution<br />
and for <strong>the</strong> defense, and consider issues in witness preparation, among o<strong>the</strong>r<br />
things. The course provides students with insight into judicial procedures. (The<br />
course also serves to prepare students who wish to participate in <strong>the</strong> national<br />
collegiate Mock Trial competition.) Prerequisite: Posc 101 or 111, or 107. (SBA)
240 Women, Men, and Politics (3 credits) An exploration of <strong>the</strong> different<br />
treatment of men and women within <strong>the</strong> American political system. We examine<br />
policies that discriminated against women as well as policies that have attempted<br />
to promote equality between <strong>the</strong> sexes. In addition, we explore <strong>the</strong> gender gap in<br />
terms of political views, voting behavior, running for office and legislative<br />
behavior. Prerequisite Posc 101 or 111, or 107, or any Women’s Study course.<br />
Typically offered alternate years. (SBA)<br />
260 Public Opinion and Voting (3 credits) An examination of <strong>the</strong> political<br />
ideology and behavior of Americans. The first portion of <strong>the</strong> class focuses on<br />
public opinion: where it comes <strong>from</strong>, what people think, how it influences<br />
government and vice-versa. In <strong>the</strong> second half of <strong>the</strong> class we explore <strong>the</strong> actions<br />
and inaction of citizens—exploring why some citizens decide to participate and<br />
o<strong>the</strong>rs do not and how people decide which candidate to vote for in congressional<br />
and presidential elections. Prerequisite Posc 101 or 11, or 107. (SBA)<br />
270 Constitutional Law I: Sources of Governmental Power (3 credits) An<br />
exploration of Supreme Court decisions that have established <strong>the</strong> boundaries of<br />
legitimate government action in <strong>the</strong> United States. Special attention is given to<br />
decisions that have drawn lines between state and federal power and have<br />
expanded or limited <strong>the</strong> capacity of various levels of government to address<br />
important social and political problems, including poverty, racial conflict, and<br />
environmental degradation. Political Science Prerequisite: Posc 101 or 111, or<br />
107 or 280. Offered alternate years. (SBA)<br />
280 Constitutional Law II: Rights and Equality (3 credits) An exploration of<br />
Supreme Court decisions that have established <strong>the</strong> range of individual rights and<br />
<strong>the</strong> meaning of legal equality in <strong>the</strong> United States. Topics may include freedom of<br />
speech and press, religious freedom, privacy rights, rights of <strong>the</strong> accused, gay and<br />
lesbian rights, racial equality, and gender equality. Prerequisite: Posc 101 or 111,<br />
or 107 or 270. Offered alternate years. (SBA)<br />
290 Environmental Politics and Policy (3 credits) An introduction to <strong>the</strong> issues<br />
and concepts of environmental policy, to policy analysis and <strong>the</strong> role of <strong>the</strong><br />
analyst, to <strong>the</strong> process of policy making in <strong>the</strong> U.S., and to current U.S.<br />
environmental policy and it implementation. Attention is given to environmental<br />
politics in <strong>the</strong> national and international arenas. Prerequisite: POSC 101 or 111<br />
or permission of instructor. (SBA)<br />
310 Parties and Elections (4 credits) An investigation of <strong>the</strong> role of elections in<br />
U.S. politics, with heavy reliance upon <strong>the</strong> empirical research of electoral behavior<br />
and of <strong>the</strong> effects of parties and interest groups upon <strong>the</strong> electoral and<br />
governmental process. Taught in <strong>the</strong> fall of even-numbered years. Prerequisite:<br />
Posc 101 or 111. (SBA)<br />
320 Public Administration (3 credits) An examination of <strong>the</strong> principles of public<br />
administration: organization and management in <strong>the</strong> public sector with special<br />
emphasis upon personnel, budgeting, taxation, public policy making and<br />
administrative accountability. Prerequisite: Posc 101 or 111. Offered alternate<br />
years. (SBA)<br />
330 Politics of Race and Ethnicity (3 credits) An examination of <strong>the</strong> political<br />
experiences of African Americans, Hispanics, Asian Americans, American Indians,<br />
Arab Americans and Jewish Americans in <strong>the</strong> United States. By exploring <strong>the</strong>
formal and informal barriers to equality <strong>the</strong>se racial and ethnic groups have faced,<br />
as well as <strong>the</strong> strategies <strong>the</strong>y have employed to bring about political change, we<br />
will gain a richer understanding how American democracy works (or does not<br />
work). Prerequisite: 101 or 111, or 107. Typically offered alternate years. This<br />
course is additionally appropriate for students with an interest in ethnic studies.<br />
(SBA)<br />
340 Media and Politics (3 credits) A look at <strong>the</strong> free media as an essential aspect<br />
of a representative democracy, which is premised on <strong>the</strong> consent of <strong>the</strong> governed.<br />
In this course we will explore <strong>the</strong> American news media in depth, analyze its<br />
content and politics and discuss its impact on <strong>the</strong> attitudes of citizens, election<br />
outcomes, <strong>the</strong> behavior of politicians, and <strong>the</strong> policies that do and do not get<br />
enacted. Prerequisite any 100-level POSC course. (SBA)<br />
360 Interpreting <strong>the</strong> Constitution (3 credits) An investigation of controversies<br />
over how <strong>the</strong> United States Constitution should be read and understood.<br />
Readings include <strong>the</strong>oretical works on Constitutional interpretation along with<br />
Supreme Court opinions. Prerequisite: Posc 270 or 280. Offered every third year.<br />
(SBA)<br />
B. International Politics<br />
105 International Relations (3 credits) An introduction to politics among and<br />
across nation-state, non-state and transnational actors. Competing <strong>the</strong>ories on<br />
concepts such as power, security, nationalism, nation building, and <strong>the</strong> emerging<br />
international system are examined. O<strong>the</strong>r issues examined include: <strong>the</strong> uneven<br />
global economy, globalization, patterns of cooperation and conflict, conflict<br />
resolution, international organization and law, human rights, and political<br />
transitions. Some country case studies are used to provide comparative analyses of<br />
issues across political settings. (SBA)<br />
205 U.S. Foreign Policy (3 credits) A study of U.S. foreign policy, <strong>the</strong> politics of<br />
how that policy is formulated and implemented, and <strong>the</strong> consequences of that<br />
policy for o<strong>the</strong>r states. Themes and trajectories in U.S. policy history such as<br />
isolationism, international activism, intervention, hegemonic presumption,<br />
strategic alliances, arms control, and unilateralism, among o<strong>the</strong>rs, are reviewed<br />
with focus upon <strong>the</strong> sources, goals, and assumptions of U.S. policy. Approaches to<br />
U.S. national security (broadly defined) are examined as students assess <strong>the</strong> values<br />
underpinning <strong>the</strong> projection, use, and preservation of U.S. power in <strong>the</strong> post-Cold<br />
War world. Prerequisite: Posc 101 or 111, or 105, or permission of instructor.<br />
(SBA)<br />
215 International Organizations (3 credits) This course is designed to provide<br />
students with a deeper understanding of leading organizations and processes that<br />
enable order, stability, and cooperation in <strong>the</strong> international system. It examines<br />
critical approaches to <strong>the</strong> study of international organizations and <strong>the</strong> impact <strong>the</strong>se<br />
organizations exert on various issues and areas of <strong>the</strong> contemporary world. It also<br />
evaluates <strong>the</strong> United Nations and <strong>the</strong> European Union and analyzes <strong>the</strong> unique<br />
functions both perform and <strong>the</strong> novel challenges both are confronted within an<br />
increasingly more complex and interdependent world. Typically, students also will<br />
study <strong>the</strong> work of a nongovernmental organization, so as to understand how such
NGOs develop and <strong>the</strong> philosophical and political challenges <strong>the</strong>y face. Offered<br />
alternate years. Prerequisite: POSC 105. (SBA)<br />
235 The Political Economy of Poor Countries (3 credits) An examination of <strong>the</strong><br />
political and economic dimensions of “development” processes in agrarian and<br />
newly industrializing countries of <strong>the</strong> global South. Competing <strong>the</strong>ories of<br />
development are considered within <strong>the</strong> contexts of <strong>the</strong> states’ diverse experiences,<br />
relative powerlessness and <strong>the</strong> complex global economic order. Issues of debt,<br />
dependency, aid, global trade, nation building, and political change are examined.<br />
Case studies are drawn <strong>from</strong> Asia, Africa, <strong>the</strong> Middle East and Latin America.<br />
Posc 105 is recommended. Offered alternative years. (SBA) or (NTW)<br />
245 The Model UN (1 credit) This course prepared first-time participants for<br />
<strong>the</strong> Harvard Model UN role place, which takes place in February (in Boston)<br />
every year. The course meets during <strong>the</strong> second half of Fall Term, with <strong>the</strong> final<br />
grade being issued after <strong>the</strong> student’s participation in <strong>the</strong> three-day February role<br />
play. The course is tied to participation in <strong>the</strong> model UN. Students are taken<br />
through <strong>the</strong> process of resolution writing, inter-state negotiation, committee work,<br />
and are generally prepared to represent <strong>the</strong> assigned country or countries.<br />
Prerequisite: permission of instructor.<br />
305 Comparative Foreign Policy (3 credits) An examination of foreign policy<br />
decision making in China, France, and India, including an evaluation of <strong>the</strong><br />
historical dynamics influencing foreign policy making, <strong>the</strong> systemic sources<br />
facilitating strategic opportunities and constraints, and <strong>the</strong> domestic factors<br />
shaping foreign policy in each country. From a comparative standpoint, <strong>the</strong> course<br />
evaluates foreign policy decision making with regard to each country’s regional<br />
imperatives and standing in <strong>the</strong> world, <strong>the</strong>ir foreign policy formulation vis-à-vis<br />
each o<strong>the</strong>r, and <strong>the</strong>ir relations to <strong>the</strong> world’s most dominant power, <strong>the</strong> United<br />
States. Prerequisite: POSC 205, or permission of instructor. Typically offered<br />
alternate years. (SBA) or (NTW)<br />
335 International Law (3 credits) An introduction to <strong>the</strong> role of public<br />
international law, including an evaluation of both historical and contemporary<br />
perspectives on <strong>the</strong> operation of international law, <strong>the</strong> nature and sources if<br />
international law, <strong>the</strong> rights and obligations of states (including why states and<br />
non-state actors comply with and violate international law), and issues dealing<br />
with sovereignty, international treaties, territoriality, and international<br />
adjudications. It also will examine how international law applies to <strong>the</strong> use of force<br />
and human rights and also seek to understand <strong>the</strong> role international law plays in<br />
U.S. foreign policy. Prerequisite: Posc 105 or permission of instructor. (SBA)<br />
345 Seminar: Global Issues, Global Crises (4 credits) A close examination of current<br />
critical issues in international politics <strong>from</strong> <strong>the</strong> perspectives of leading political scientists,<br />
<strong>the</strong>orists and writers, paired with analyses of “success” in meeting global crises. Seminar<br />
students will share responsibilities for reading discussions, presentations, debates and coleading<br />
class. Topics may vary, but will include a critical examination of IR events and<br />
state and system level responses to resulting challenges; a consideration of institutional and<br />
policy responses to global crises; and analyses of <strong>the</strong> institutions (state and non-state),<br />
organizations, groups and individuals working to address crises. Examples of issues<br />
include: <strong>the</strong> conduct and consequences of war and regional conflict; child warriors;<br />
women’s approaches to and new mandates in conflict resolution; <strong>the</strong> plight of international
and internally displaced refugees; comparative immigration policies; stemming terrorism<br />
and nation-building as concurrent realities; and new paradigms in international security.<br />
PR Posc 105 and a 200-level Comparative Politics or International Politics course, or,<br />
permission of instructor. Typically offered alternate years. (SBA) or (NTW)<br />
365 International Political Economy (3 credits) This course examines <strong>the</strong> struggle<br />
and cooperation that is <strong>the</strong> realm of international political economy, using history<br />
and <strong>the</strong>ory to illuminate policy and organization. Study begins with consideration<br />
of <strong>the</strong> U.S. in <strong>the</strong> global economy. Topics include: determinants of states’ foreign<br />
economic policy, <strong>the</strong> politics of bilateral trade, multilateral trade regimes, food<br />
politics, labor dynamics and global finance. The tensions between global<br />
interdependence and inter-state inequality are highlighted. Prerequisite: Posc 203<br />
or 235 or permission of instructor. Offered every third year. (SBA)<br />
C. Comparative Politics<br />
208 Russian and East European Politics (3 credits) An evaluation of <strong>the</strong> history, politics,<br />
and economics of Russia, its “near abroad” (<strong>the</strong> Commonwealth of Independent States),<br />
and selected countries in Eastern Europe. The impact of <strong>the</strong> Communist Revolution on<br />
<strong>the</strong>se countries is considered, as is <strong>the</strong> Cold War, and Russian foreign policy towards <strong>the</strong>se<br />
states. PR POSC 105. Typically offered alternate years. (SBA)<br />
228 European Politics (3 credits) A study of national and regional (EU) political systems<br />
and institutions in West and Central Europe during and since <strong>the</strong> Cold War, with focus<br />
on political volatility, transitions and alignments coming in response to changing regional<br />
and global economic, ideological, cultural and social realities. PR Posc 105 is<br />
recommended. Typically offered alternate years. (SBA)<br />
238 South Asian Politics (3 credits) A study of <strong>the</strong> politics of India, Sri Lanka, Pakistan,<br />
Bangladesh, and Afghanistan, including consideration of issues such as democratic and<br />
authoritarian governance, foreign affairs, nuclear security, and ethnicity and nationalism.<br />
Students focus specifically on <strong>the</strong> two-decades-old ethnic conflict in Sri Lanka, <strong>the</strong><br />
separatist and terrorist movements in India’s Kashmir, <strong>the</strong> long-standing conflict between<br />
India and Pakistan, <strong>the</strong> rise of <strong>the</strong> Taliban and <strong>the</strong> war against terrorism in Afghanistan,<br />
and military rule and <strong>the</strong> prospects for democratic governance in Pakistan. Typically<br />
offered alternative years. PR Posc 105 or PM. (NTW) or (SBA)<br />
248 Middle East Politics (3 credits) An examination of factors shaping political<br />
systems in <strong>the</strong> Middle East and North Africa, with special focus on global<br />
contexts, resource politics, economic change, women’s status, and political<br />
transitions. While studying <strong>the</strong> politics of individual states and sub-regions within<br />
<strong>the</strong> MENA states, students will explore <strong>the</strong> rich cultural history of <strong>the</strong> region, and<br />
examine <strong>the</strong> impact on politics of ethnic and racial diversity, regional income gaps,<br />
religious diversity, and radical Islam. Posc 105 is recommended. Typically offered<br />
alternate years. (NTW) or (SBA)<br />
268 Latin American-Caribbean Politics (3 credits) A survey of post-World War<br />
II politics in Latin America and <strong>the</strong> Caribbean, with special attention to <strong>the</strong><br />
changing political and economic policies and prospects of <strong>the</strong>se states. The effects<br />
of history, culture and international contacts on local institutions are examined, as<br />
is <strong>the</strong> dynamism of grassroots movements for change in <strong>the</strong> region. Prerequisite:<br />
Posc 105 would be helpful, or any LACS course. Typically offered alternate years.<br />
(NTW) or (SBA)
271 The Politics of Development: East Asia (3 credits) A survey of <strong>the</strong> rapidly<br />
changing political landscape of East Asia, this course examines <strong>the</strong> governmental<br />
structure and political cultures of <strong>the</strong> nations of <strong>the</strong> Pacific Rim, <strong>from</strong> Japan,<br />
China and Korea to <strong>the</strong> member-states of <strong>the</strong> ASEAN community and Indochina,<br />
paying close attention to <strong>the</strong>ir competing strategies for modernization in <strong>the</strong> post-<br />
Cold War era of economic competition and interdependence. Prerequisite: Posc<br />
101 or 111, or 105 or permission of instructor. Offered alternate years. Typically<br />
offered alternate years. (NTW) or (SBA)<br />
278 East Asian Politics (3 credits) An examination of <strong>the</strong> politics of China, Japan, Korea,<br />
Taiwan, and several o<strong>the</strong>r states in <strong>the</strong> region. Students will evaluate <strong>the</strong>se states’ politics<br />
and economies during <strong>the</strong> 20th century with a special focus on <strong>the</strong> post-WWII period.<br />
The course will focus on <strong>the</strong>se states’ transition to market economies, <strong>the</strong> transition to and<br />
consolidation of democracy, <strong>the</strong> nature and impact of civil society, and major challenges<br />
facing <strong>the</strong>se states in <strong>the</strong> twenty-first century. Typically offered alternative years. PR Posc<br />
105 or PM (NTW) or (SBA)<br />
288 African Politics (3 credits) An examination of <strong>the</strong> politics and policies of<br />
African states. Topics to be covered include: traditional systems and colonial<br />
legacies; competing models of politics and economic development; political<br />
transitions; ethnic conflict; and o<strong>the</strong>r challenges and opportunities confronting<br />
African countries. Prerequisite: Posc 105 or permission of instructor. Typically<br />
offered alternate years. (NTW) or (SBA)<br />
308 Seminar in Comparative Politics (3 credits) An examination of <strong>the</strong> leading topics<br />
informing <strong>the</strong> field of comparative politics, including <strong>the</strong> utility and efficacy of civil<br />
society, democratic transitions and consolidations, authoritarianism, globalization and its<br />
impact on developing countries, <strong>the</strong> challenges stemming <strong>from</strong> ethnicity and nationalism,<br />
and <strong>the</strong> north-south divide. The seminar includes a significant writing component and<br />
requires students to read each o<strong>the</strong>r’s research and present <strong>the</strong>ir research before <strong>the</strong>ir peers<br />
in <strong>the</strong> classroom. Prerequisite: 105 and one regional politics course at <strong>the</strong> 200-level, or<br />
PM. (SBA)<br />
318 Ethnicity and Nationalism (3 credits) An introduction to <strong>the</strong> fundamental<br />
approaches informing scholarship on ethnicity and nationalism and an examination of<br />
questions dealing with ethnic identity formation, group mobilization, and challenges for<br />
ethnic conflict resolution. The relationship between globalization and ethno-nationalism is<br />
examined, as is <strong>the</strong> question of how certain ethnic conflicts impact <strong>the</strong> region beyond <strong>the</strong>ir<br />
borders and with what consequences. Analysis incorporates case studies <strong>from</strong> both<br />
developed and underdeveloped countries. Typically offered alternate years. Prerequisite:<br />
Posc 105 and one regional politics course, or PM. (NTW) (SBA)<br />
328 Women, Politics, and Development (3 credits) An examination of <strong>the</strong> experiences of<br />
and central role played by women in political and economic development in poor<br />
countries. Study considers <strong>the</strong> impact of international institutions and actors and of local<br />
development programs and micro-lending on women’s economic and political<br />
opportunities. Among <strong>the</strong> topics studied are women’s roles in formal and informal<br />
economies, in <strong>the</strong> household, and in local and national politics; competing views of<br />
feminism; and critiques of mainstream development <strong>the</strong>ory. Case studies are drawn <strong>from</strong><br />
Latin America, Africa, <strong>the</strong> Middle East and Asia. Prerequisite: Posc 105 or Posc 235 or<br />
permission of instructor. Typically offered alternate years. (NTW) or (SBA)
D. Political Theory<br />
107 Freedom, Equality, Justice (3 credits) An introduction to political thought.<br />
Students explore influential ideas about politics through careful study of<br />
important works <strong>from</strong> earlier eras as well as our own. (SBA)<br />
227 Justice and Virtue: Classical Political Ideas (3 credits) Students investigate<br />
<strong>the</strong> ideas that shaped and emerged out of pre-modern political life, including<br />
arguments about <strong>the</strong> nature of justice and of political virtue. Authors may include<br />
Plato, Aristotle, Cicero, Seneca, Augustine, Aquinas, Machiavelli, and o<strong>the</strong>rs.<br />
Prerequisite: Posc 101 or 111, or 107 or any Philosophy course. Offered alternate<br />
years. (MWE) or (WHS)<br />
237 American Political Thought (3 credits) An examination of <strong>the</strong> evolution of<br />
American political thought <strong>from</strong> <strong>the</strong> Puritan origins and <strong>the</strong> foundation of <strong>the</strong><br />
Republic to <strong>the</strong> present, with special attention paid to <strong>the</strong> interplay of political<br />
ideas and political events. Prerequisite: Posc 101 or 111, or permission of<br />
instructor (MWL), (WHS) or (SBA)<br />
247 Rights and Revolution: Modern Political Ideas (3 credits) Students<br />
investigate key political ideas of modernity, including arguments over <strong>the</strong><br />
legitimacy of revolution and over <strong>the</strong> nature and scope of individual rights.<br />
Authors may include Hobbes, Locke, Rousseau, Wollstonecraft, Marx, Nietzsche,<br />
Dewey, Arendt, Fanon, Gandhi, and o<strong>the</strong>rs. Prerequisite: Posc 101 or 111, or 107<br />
or any Philosophy course. Offered alternate years. (MWL) or (WHS) or (SBA)<br />
327 Politics Through Literature (3 credits) An examination of a number of<br />
contemporary writers of various nationalities who explore concepts of traditional<br />
interest to students of politics, e.g., imperialism, colonialism, neocolonialism,<br />
revolution, <strong>the</strong> revolutionary mentality, terrorism, modernization, bureaucracy, war<br />
and visions of future world orders. Offered alternate years. (MWL) or (SBA)<br />
337 Politics, Law, and Gender (3 credits) Students explore <strong>the</strong> relationship<br />
between gender and legal and political <strong>the</strong>ory and institutions. Readings may<br />
include historical and contemporary works of political and legal <strong>the</strong>ory, as well as<br />
state and federal court opinions. Prerequisite: Posc 101 or 111, or 107 or any<br />
Women’s Studies course. Offered every third year. (SBA)<br />
347 The Beautiful and <strong>the</strong> Political (3 credits) Students investigate <strong>the</strong><br />
relationship between politics and art. In addition to readings, course materials<br />
include works of visual art, film, music, literature, and <strong>the</strong>ater. Prerequisite: Any<br />
100-level Posc course, or any Art or Music course. Offered every third year.<br />
(SBA)<br />
357 Democratic Ideas, Democratic Politics (3 credits) What is democracy? How<br />
much citizen participation does democracy demand? How does a diverse citizenry<br />
affect <strong>the</strong> pursuit of democracy? Does democracy demand free markets? Or does it<br />
demand a carefully regulated economy. Through <strong>the</strong>oretical and empirical works,<br />
students examine democratic <strong>the</strong>ory and practice. Prerequisite: Posc 101 or 111 or<br />
107. Offered every third year. (SBA)<br />
377 Seminar in Philosophy of Law (same as Phil 377) (3 credits) Philosophical<br />
questions about such topics as <strong>the</strong> nature of law, <strong>the</strong> function of legal systems, <strong>the</strong><br />
meaning of legal terms, legal reasoning, justice, law and morality, <strong>the</strong>ory of<br />
punishment. Some background in philosophy and/or political science is<br />
recommended. Offered by <strong>the</strong> philosophy department. (SBA)
E. General<br />
150, 250, 350 Topics in Political Science (3 credits) Special topics are considered<br />
in depth; more than one topic may be taken for credit. Prerequisite depends on <strong>the</strong><br />
topic. 209 Research Methods (3 credits) An introduction to <strong>the</strong> scope and<br />
methods of research in Political Science; required for majors. Prerequisite: Posc<br />
101 or 111 or 105. (SBA)<br />
410 Advanced Seminar (3 credits) Students are invited to propose subjects for<br />
study to <strong>the</strong> department chair. Admissions is by permission of <strong>the</strong> instructor.<br />
Offered periodically.<br />
F. Internship<br />
395 Internship (3 credits) Internships in government at <strong>the</strong> national, state and<br />
local levels and in <strong>the</strong> private sector with significant government involvement.<br />
Developed by interested students in consultation with a departmental coordinator<br />
and a field “supervisor” representing <strong>the</strong> organization which offers <strong>the</strong> internship.<br />
A maximum of two credits accepted toward a major and one credit toward a<br />
minor. Prerequisite: Posc 101 or 111. Also required: The consent of a member of<br />
<strong>the</strong> political science faculty to serve as coordinator and <strong>the</strong> approval of <strong>the</strong> head<br />
of <strong>the</strong> department and <strong>the</strong> director of off-campus study.<br />
G. Senior Thesis<br />
490 Senior Thesis (4 credits) Each senior major is required to write, in<br />
consultation with a faculty member of <strong>the</strong> department, a research paper which<br />
demonstrates <strong>the</strong> ability to investigate and analyze a problem in depth and to<br />
defend it before fellow students and <strong>the</strong> political science faculty in a public forum.<br />
Prerequisite: Posc 209.<br />
Political Science<br />
Requirements for <strong>the</strong> major: Minimum of 11 courses (34 credits) in political<br />
science, distributed as follows:<br />
101 U.S. Government and Politics or<br />
111 Accelerated U.S. Government and Politics or<br />
107 Freedom, Equality, Justice<br />
105 International Relations<br />
209 Research Methods<br />
490 Senior Thesis<br />
Seven additional courses in <strong>the</strong> discipline, including at least two classroom<br />
courses at <strong>the</strong> 300 level. Students are advised to take at least one course in each of<br />
<strong>the</strong> following subject areas, above and beyond <strong>the</strong> three required courses:<br />
(A) U.S. Politics, (B) International Politics, (C) Comparative<br />
Politics, and (D) Political Theory and Methodology. For departmental<br />
distinction this distribution of courses is required.<br />
Normally, <strong>the</strong> department will accept no more than three transferred political<br />
science credit units toward <strong>the</strong> <strong>Hartwick</strong> <strong>College</strong> Political Science major.
Requirements for <strong>the</strong> minor: Minimum of six courses (18 credits) in political<br />
science, distributed as follows:<br />
101 U.S. Government and Politics or<br />
111 Accelerated U.S. Government and Politics or<br />
107 Freedom, Equality, Justice<br />
105 International Relations<br />
At least one classroom course at <strong>the</strong> 300 level<br />
Four additional courses in <strong>the</strong> discipline<br />
Grades for all courses taken in political science are used to calculate <strong>the</strong> average in<br />
<strong>the</strong> major for Departmental Distinction. Additional eligibility requirements are<br />
listed above.
Pre-Med and Pre-Allied Health Programs<br />
<strong>Hartwick</strong> <strong>College</strong> has a Pre-Health Advisory Committee whose members serve as<br />
advisors and evaluators for students interested in pursuing a career in medicine<br />
and o<strong>the</strong>r health sciences as a physician, dentist, veterinarian, optometrist,<br />
podiatrist, physician assistant, chiropractor, or physical or occupational <strong>the</strong>rapist.<br />
Members of this committee assist students with <strong>the</strong>ir application to health<br />
professional schools by advising and providing workshops on study strategies,<br />
standardized test preparation, interview skills, ethical issues, financial aid sources,<br />
internship opportunities and careers in medicine. A Pre-Med and Pre-Allied<br />
Health Resource Room is also available to students for researching medical fields<br />
and schools.<br />
The health sciences need individuals with broad educational backgrounds who will<br />
bring a variety of talents and interests to <strong>the</strong> profession. Therefore, it is important<br />
to have a broad liberal arts and sciences education with a strong foundation in <strong>the</strong><br />
sciences. Although no specific undergraduate major is required to enter <strong>the</strong> health<br />
sciences, <strong>the</strong> strongest preparation for pre-health students is to follow <strong>the</strong> pre-med<br />
or pre-allied health curriculum with a major in biology, chemistry or biochemistry.<br />
The sciences must be studied in <strong>the</strong> pre-med and pre-allied health curriculum in<br />
order to gain a thorough understanding of scientific concepts and vocabulary, to<br />
confirm <strong>the</strong> interest in and <strong>the</strong> capacity for fur<strong>the</strong>r study in science, to prepare for<br />
<strong>the</strong> various admission aptitude examinations, and to enable medical schools to<br />
estimate <strong>the</strong> student’s potential in <strong>the</strong> practice of medicine. The minimum basic<br />
required courses for pre-medicine and pre-allied health programs are:<br />
Principles of Biology (Biol 104, 105)<br />
General Chemistry (Chem 107, 108 or Chem 109)<br />
Organic Chemistry (Chem 201, 202)<br />
Physics (Phys 201, 202 or Phys 140, 141)<br />
English literature course and composition course<br />
Although many of <strong>the</strong> requirements for entrance into professional programs are<br />
<strong>the</strong> same for each medical field, carefully note that some fields, as well as some<br />
schools, have additional requirements (e.g. allied health fields require anatomy and<br />
physiology). Interested students should contact Dr. Linda A. Swift (pre-med) or<br />
Dr. Allen Crooker (pre-allied health).
Psychology<br />
This is not your pop psychology!<br />
<strong>Hartwick</strong>’s rigorous and challenging psychology emphasizes <strong>the</strong> scientific method<br />
and empirical approach in its study of human behavior and mental processes.<br />
Experimental psychologists are committed to <strong>the</strong> idea that through objective<br />
empirical observations, progress can be made in understanding, predicting, and<br />
modifying behavior. <strong>Hartwick</strong>’s program in psychology focuses on <strong>the</strong> many<br />
factors that shape our behavior, including our experiences, <strong>the</strong> environment that<br />
surrounds us, our own unique pattern of development, and our biological heritage.<br />
The psychology faculty offer expertise in <strong>the</strong> major contemporary fields of<br />
psychology including cognitive, social, developmental, biopsychology, industrialorganizational,<br />
and clinical psychology.<br />
Students who major in psychology acquire research skills in observing behavior,<br />
designing experiments, analyzing data via statistical procedures and computer<br />
programs, and reporting findings according to <strong>the</strong> scientific report style specified<br />
by <strong>the</strong> American Psychological Association. In our upper-level research courses,<br />
students use <strong>the</strong>se skills to explore advanced topics in specialized areas. Such<br />
training prepares psychology majors for <strong>the</strong>ir capstone senior <strong>the</strong>sis projects,<br />
where <strong>the</strong>y propose and test original research hypo<strong>the</strong>ses.<br />
The <strong>Hartwick</strong> Psychology program is designed to help students:<br />
• Think critically and develop an attitude of healthy skepticism;<br />
• Develop skills in applying <strong>the</strong> scientific method; formulate and test<br />
hypo<strong>the</strong>ses; develop a repertoire of research methods; explore data<br />
through statistics and computers;<br />
• Commit to <strong>the</strong> ethical standards and values of psychology; recognize <strong>the</strong><br />
dignity of <strong>the</strong> person; promote human welfare; maintain academic and<br />
scientific integrity;<br />
• Communicate effectively; use <strong>the</strong> elements of scientific report writing as<br />
described in <strong>the</strong> Publication Manual of <strong>the</strong> APA; comprehend <strong>the</strong><br />
psychological discourse in scientific journal articles; syn<strong>the</strong>size<br />
information <strong>from</strong> a variety of sources; prepare a written <strong>the</strong>sis of<br />
individual research;<br />
• Develop a conceptual framework or knowledge base; explore significant<br />
<strong>the</strong>ories and issues, <strong>the</strong> historical development and cultural context <strong>from</strong><br />
which <strong>the</strong>ories have emerged, and current trends in research and <strong>the</strong>ory;<br />
• Experience learning in a variety of settings, including laboratories, field<br />
experiences, internships (e.g., psychiatric hospitals, rape crisis centers,<br />
women shelters, Job Corps, school psychology offices, and associations<br />
for retarded citizens), a psychology club, professional conferences,<br />
mentor relationships, group projects, collaborative research, etc.;
• Evaluate life choices, including choices pertaining to graduate school,<br />
professional study, and employment; and o Appreciate and respect<br />
diversity.<br />
A major in psychology provides an appropriate background for a variety of<br />
professions in which an understanding of <strong>the</strong> principles of human behavior is<br />
important. Graduate study in medicine, law, artificial intelligence, neuroscience, or<br />
social work, as well as in psychology, might all follow an undergraduate major in<br />
psychology. With little or no advanced training, majors also are qualified for<br />
positions in psychology-related fields in such capacities as admissions<br />
representatives, drug counselors, deputy probation officers, and psychiatric aides.<br />
However, <strong>the</strong> undergraduate program in psychology, like pre-medical and pre-law<br />
programs, does not provide <strong>the</strong> specialized training needed to be a professional<br />
psychologist, which requires a graduate degree as an indication of competence.<br />
Faculty<br />
Psychology Faculty: Lisa A. Onorato, chair; KinHo Chan; Lynn A. Elmore; Jeffrey<br />
A. Goldman; Ronald G. Heyduk<br />
Introductory Courses<br />
190 Psychology: Scope and Methods (1 credit) An introduction to <strong>the</strong> systems,<br />
<strong>the</strong>ories, methodology, history, and scope of psychology. Required for all majors<br />
and minors. A grade of “C+” in this course is a prerequisite to most courses in<br />
Psychology. (SBA)<br />
250 Topics in Psychology (1 credit) Mini-seminars in traditional and applied<br />
disciplines of psychology. Offerings vary across semesters but may include:<br />
sensation and perception; emotion and motivation; <strong>the</strong>ories of learning; history of<br />
psychology; brain and behavior; social influences; human development; gender and<br />
culture; forensic psychology; psychology of television; development of social<br />
relations; o<strong>the</strong>rs. Prerequisite: Psyc 190. (SBA)<br />
Courses in Psychological Research Skills<br />
Both research skills courses are required for <strong>the</strong> major and <strong>the</strong> minor. At least a<br />
grade of “C” in Psyc 290 is a prerequisite for 291 and most 300 and 400-level<br />
psychology courses. At least a grade of “C” in Psyc 291 is prerequisite for all<br />
research courses and senior <strong>the</strong>sis preparation. In order to graduate on time with<br />
<strong>the</strong> psychology major, Psyc 290 must be completed by <strong>the</strong> end of spring semester<br />
of <strong>the</strong> sophomore year, and Psyc 291 must be completed by <strong>the</strong> end of fall<br />
semester of junior year.<br />
290 Psychological Research Methods (3 credits) Quantitative and qualitative<br />
research methods of psychology, observation and collection of data, experimental<br />
design, APA journal style writing. Prerequisite: at least a C+ in Psyc 190 and 2<br />
credits in Psyc 250. (SBA)<br />
291 Experimental Statistics (3 credits) Statistics, reduction, display and analysis of<br />
data, interpretation and reporting of results. Prerequisite: at least a C in Psyc 290.<br />
(MLC)
Core Courses<br />
Students learn <strong>the</strong> major <strong>the</strong>ories, principles, research and terminology in <strong>the</strong><br />
major divisions in psychology. Majors must take core courses <strong>from</strong> all five<br />
disciplines; minors must take two. Ei<strong>the</strong>r Psyc 302 or Psyc 306 (but not both)<br />
may fulfill <strong>the</strong>se requirements.<br />
301 Developmental Psychology (3 credits) Topics include <strong>the</strong> genetic foundation<br />
of development, <strong>the</strong> development of brain and body, cognitive development (e.g.,<br />
perception, thinking, reasoning, language) and social development (e.g.,<br />
attachment, aggression, sex and gender). Prerequisite: at least a C in Psyc 290.<br />
(SBA)<br />
302 Clinical Psychology: Abnormal (3 credits) Mental and emotional disorders:<br />
causes, treatments. Topics such as organic brain syndrome, schizophrenia, <strong>the</strong><br />
affective disorders and <strong>the</strong> anxiety-based disorders are discussed. Treatments such<br />
as drug <strong>the</strong>rapy, behavior modification, psychoanalysis and humanist existential<br />
approaches are also covered. Prerequisite: at least a C in Psyc 290. (SBA)<br />
303 Social Psychology (3 credits) The social influences upon an individual’s<br />
attitudes and behavior are considered. Prerequisite: at least a C in Psyc 290. (SBA)<br />
304 Cognitive Psychology (3 credits) The acquisition, storage, retrieval and use of<br />
knowledge. Topics include perception, attention, pattern recognition, imagery,<br />
memory, problem solving, knowledge, reasoning, and decision making.<br />
Prerequisite: at least a C in Psyc 290. (SBA)<br />
305 Biopsychology (3 credits) In-depth analysis of how neurobiological factors<br />
influence <strong>the</strong> way we act, think, and feel. What are <strong>the</strong> biological bases of learning,<br />
cognition, sleep, sexual behavior, energy regulation, sensations, movements, and<br />
emotions? Prerequisite: at least a C in Psyc 290. (SBA)<br />
306 Clinical Psychology: Personality (3 credits) Major <strong>the</strong>ories of personality<br />
including psychoanalytic, humanistic, behavioral, cognitive, and trait are discussed<br />
in depth. In addition, research on <strong>the</strong> relationship between personality and human<br />
social behavior is covered. Prerequisite: at least a C in Psyc 290. (SBA)<br />
Research Courses<br />
Students explore topics at an advanced level and acquire skills in research and<br />
scientific report writing. All majors must take two research courses; all minors<br />
must take one. Successful completion of both Psyc 290 and 291 are required for<br />
entry into all research courses.<br />
350 Research in TBA (4 credits) Research in special topics (to be announced).<br />
Only 350 courses with <strong>the</strong> title “Research in ___” can be used to fulfill <strong>the</strong><br />
Research Course requirement. Prerequisites will vary, but all sections require at<br />
least a C in Psyc 290 and 291.<br />
361 Research in Developmental Psychology (4 credits) Survey research in <strong>the</strong><br />
development of attachment, identity and morality. Prerequisites: at least a C in<br />
Psyc 290 and 291 and at least a C+ in Psyc 301. (SBA)<br />
362 Research in Clinical Psychology (4 credits) Principles and procedures of<br />
psychological testing. The following tests will be covered in depth: MMPI-2,<br />
Rorschach, TAT, CPI, Myers-Briggs, intelligence tests, and neuropsychological<br />
assessment. Prerequisites: at least a C in Psyc 290 and 291 and at least a C+ in<br />
ei<strong>the</strong>r Psyc 302 or 306. (SBA)
363 Research in Social Psychology (4 credits) Experimental research (including<br />
field studies) in social cognition and social influence will be conducted.<br />
Prerequisites: at least a C in Psyc 290 and 291 and at least a C+ in Psyc 303.<br />
(SBA)<br />
364 Research in Cognitive Psychology (4 credits) ) Experimental research in<br />
cognition will be conducted, with focus on advanced SPSS procedures, APA<br />
writing, and application of cognitive <strong>the</strong>ory to real life situations. Prerequisites: at<br />
least a C in Psyc 290 and 291 and at least a C+ in Psyc 304. (SBA)<br />
365 Research in Biopsychology (4 credits) Acquisition of neuroscience techniques<br />
and application of biopsychology concepts. Students will learn to design, conduct,<br />
and analyze biopsychology experiments; dissect tissues of <strong>the</strong> nervous system; learn<br />
basic neurosurgery techniques; learn histology and microscopy techniques.<br />
Prerequisites: at least a C in Psyc 290 and 291 and at least a C+ in Psyc 305.<br />
(SBA)<br />
366 Research in Learning (4 credits) This course will begin with a survey of basic<br />
principles of learning, addressing issues such as <strong>the</strong> conditions necessary for<br />
learning to occur. We will <strong>the</strong>n examine a few <strong>the</strong>ories of learning in detail and<br />
design and conduct animal experiments to test predictions derived <strong>from</strong> some of<br />
<strong>the</strong>se <strong>the</strong>ories. Prerequisites: at least a C in Psyc 290 and 291. (SBA)<br />
367 Research in I-O Psychology (4 credits) Research and <strong>the</strong>ory in industrialorganizational<br />
psychology; design and execution of experiments. Prerequisite: at<br />
least a C in Psyc 290 and 291 and at least a C+ in Psyc 333. (SBA)<br />
Special Topics Courses in Psychology<br />
331 Developmental Disabilities (3 credits) This course introduces students to <strong>the</strong><br />
psychology of those with sub-average intellectual functioning and deficits in<br />
adaptive behavior which were manifested during <strong>the</strong> developmental period. Topics<br />
include definitions, assessment, causes, treatment, normalization, legal rights,<br />
behavior management, sexuality, and working with families. In addition, students<br />
will intern in various community sites that work with <strong>the</strong> developmentally<br />
disabled. Prerequisite: at least a C+ in Psyc 190 and 2 credits in Psyc 250. (SBA)<br />
332 Counseling Psychology (3 credits) This course introduces students to specific<br />
techniques used in counseling such as rational emotive counseling, behavioral<br />
counseling and client-centered counseling. In addition, students observe and<br />
counsel in various community sites including nursing homes, <strong>the</strong> Job Corps and<br />
mental health clinics. Prerequisite: at least a C+ in Psyc 190 and 2 credits in Psyc<br />
250. (SBA)<br />
333 Industrial-Organizational Psychology (3 credits) Examination of how<br />
behaviors and attitudes can be improved through hiring practices, training<br />
programs, and feedback systems; building more successful organizations by<br />
improving <strong>the</strong> performance and well-being of its people. Topics may include<br />
personnel decisions, personnel training, work motivation, job satisfaction,<br />
leadership, human resource management, and research expertise. Prerequisites: at<br />
least a C in Psyc 290. (SBA)<br />
350 Topics in Psychology (3 credits) Special topics of current interest are covered<br />
in depth. Only courses titled “Research in ___” may be used to fulfill <strong>the</strong>
Research Course requirement. Prerequisite: at least a C+ in Psyc 190 and 2 credits<br />
in Psyc 250. (SBA)<br />
Individual Study in Psychology (Internships, Directed Study, Independent Study)<br />
Only one of <strong>the</strong>se may fulfill requirements for <strong>the</strong> major. Departmental approval<br />
required. (SBA)<br />
Capstone Experience<br />
All psychology majors are required to take Psyc 489 in <strong>the</strong> Spring semester of<br />
<strong>the</strong>ir junior year, followed by Psyc 490 in ei<strong>the</strong>r Fall, J Term or Spring semester<br />
of senior year. Students who have not successfully completed Psyc 290 and 291<br />
will not be permitted to enroll in 489 or 490.<br />
489 Senior Thesis Preparation (1 credit) Under <strong>the</strong> close supervision of an<br />
assigned faculty <strong>the</strong>sis advisor, students prepare a formal senior <strong>the</strong>sis proposal.<br />
Offered spring semester, junior year. Prerequisites: At least a C in Psyc 290 and<br />
291, plus department permission.<br />
490 Senior Thesis (3 credits) Individual study required of all majors, whereby<br />
students, under <strong>the</strong> close supervision of an assigned <strong>the</strong>sis advisor, conduct<br />
research (ei<strong>the</strong>r experimental or library) to test original hypo<strong>the</strong>ses. Offered fall,<br />
January and spring terms. Prerequisites: At least a C in Psyc 290 and 291, Psyc<br />
489, plus a <strong>the</strong>sis-advisor approved senior <strong>the</strong>sis proposal. (SBA)<br />
Psychology<br />
Requirements for <strong>the</strong> major: A department-approved program of 38 credits in<br />
psychology, distributed as follows:<br />
190 Psychology: Scope and Methods<br />
Four sections of 250 Topics in Psychology<br />
290 Psychological Research Methods<br />
291 Experimental Statistics<br />
301 Developmental Psychology<br />
302 or 306 Clinical Psychology: Personality or Abnormal<br />
303 Social Psychology<br />
304 Cognitive Psychology<br />
305 Biopsychology<br />
489 Senior Thesis Preparation<br />
490 Senior Thesis<br />
Two Research Courses, selected <strong>from</strong>:<br />
361 Research in Developmental Psychology<br />
362 Research in Clinical Psychology<br />
363 Research in Social Psychology<br />
364 Research in Cognitive Psychology<br />
365 Research in Biopsychology<br />
366 Research in Learning<br />
367 Research in I-O Psychology<br />
350 Research in TBA
Requirements for <strong>the</strong> minor: A department-approved program of 22 credits in<br />
psychology, distributed as follows:<br />
190 Psychology: Scope and Methods<br />
Two sections of 250 Topics in Psychology<br />
290 Psychological Research Methods<br />
291 Experimental Statistics<br />
Two Core Courses<br />
One Research Course<br />
Three additional credits in psychology<br />
Grades for all courses taken in psychology are used to calculate <strong>the</strong> average in <strong>the</strong><br />
major, as well as <strong>the</strong> average for Departmental Distinction.
Religious Studies<br />
The world’s great religions are centered around <strong>the</strong> quest to find meaning and<br />
purpose in human life and existence. Religious beliefs and practices in various<br />
ways address not only what it means to be human, but also concepts such as good<br />
and evil, right and wrong. These beliefs and practices, in turn, help to shape <strong>the</strong><br />
character of individual societies and cultures. Therefore, knowledge of religion and<br />
its various manifestations is indispensable to a study of <strong>the</strong> diverse social and<br />
cultural phenomena we encounter in <strong>the</strong> world around us.<br />
<strong>Hartwick</strong>’s curriculum covers three general areas. One focuses on <strong>the</strong> Judeo-<br />
Christian tradition. Various courses in biblical studies take a historical approach<br />
examining <strong>the</strong> books in terms of <strong>the</strong> historical and cultural contexts in which <strong>the</strong>y<br />
were written. O<strong>the</strong>r courses in this area focus on <strong>the</strong> religious history of Europe<br />
and America, providing students with an understanding of <strong>the</strong> impact that <strong>the</strong><br />
Judeo-Christian tradition has had upon <strong>the</strong> Western cultural heritage.<br />
The second area covers <strong>the</strong> religious traditions of <strong>the</strong> Asian world, particularly<br />
Buddhism, Hinduism and Islam. There are also opportunities for studying o<strong>the</strong>r<br />
isolated non-Western religions (Sikhism, Zoroastrianism, Taoism, Shinto,<br />
Jainism). The primary aim is to provide students with fundamental conceptual<br />
frameworks for understanding <strong>the</strong> major non-Western cultures of <strong>the</strong> world in<br />
which <strong>the</strong>se various religious traditions have been influential.<br />
The third area deals with contemporary religious expression in <strong>the</strong> West and<br />
includes courses on contemporary <strong>the</strong>ological thought, religion and ethics and<br />
various problem areas (such as “church and state”).<br />
Special study opportunities available through <strong>the</strong> department include off-campus<br />
programs in India and in <strong>the</strong> Middle East, usually offered in January Terms in<br />
alternate years. Fur<strong>the</strong>rmore, because Oneonta is uniquely situated within a few<br />
hours drive of various important Buddhist, Christian, Jewish, Muslim and Hindu<br />
monasteries and centers, efforts are made to incorporate field trip experiences into<br />
regular course offerings.<br />
Each student who wishes to major in religious studies must develop a program of<br />
study in <strong>the</strong> discipline in consultation with a faculty advisor. As part of <strong>the</strong> major<br />
program, each student must do a senior <strong>the</strong>sis which involves a term of directed<br />
individual study. (This directed study must be arranged before <strong>the</strong> term in which<br />
it will be conducted.) Majors also are encouraged to complement <strong>the</strong>ir study with<br />
courses in a variety of o<strong>the</strong>r disciplines which will enable <strong>the</strong>m to understand<br />
more fully <strong>the</strong> Interconnections among religion, history, literature, <strong>the</strong> social<br />
sciences, art, and <strong>the</strong> sciences.<br />
Many students majoring in o<strong>the</strong>r departments choose to continue <strong>the</strong>ir interest in<br />
religion and religious phenomena by minoring in religious studies. Departmental
minors are encouraged to take courses in each of <strong>the</strong> three core areas of <strong>the</strong><br />
religious studies curriculum.<br />
Students with a special interest in combining <strong>the</strong> study of philosophy with<br />
religious studies can pursue one of three degree options: 1) an 18-course double<br />
major; 2) a nine course major (with senior <strong>the</strong>sis) in one program and a six course<br />
minor in <strong>the</strong> o<strong>the</strong>r; or 3) a 14-course major in Philosophy and Religious Studies,<br />
with one senior <strong>the</strong>sis bridging both disciplines. Students should meet with<br />
members of <strong>the</strong> Department of Philosophy and Religious Studies to design <strong>the</strong><br />
degree program that best suits <strong>the</strong>ir interests.<br />
The departmental program offers <strong>the</strong> breadth and depth of study to prepare<br />
students for graduate study and for professional work in <strong>the</strong> field of religion. A<br />
program of courses in religious studies also provides valuable preparation for<br />
careers in a variety of o<strong>the</strong>r areas, including law, medicine, teaching, psychology,<br />
journalism, public relations and community service.<br />
Faculty<br />
Religious Studies Faculty: Lisle Dalton, Gary Herion, C.W. Huntington<br />
Courses<br />
101 Understanding Religion (3 credits) An introduction to <strong>the</strong> structure, forms<br />
and functions of religion, with special attention given to <strong>the</strong> diverse approaches<br />
(anthropological, sociological, psychological, historical and philosophical) used to<br />
study religious phenomena. (SBA)<br />
106 World Religions (3 credits) An introduction to <strong>the</strong> study of comparative<br />
religion, focusing on how such basic concepts as myth, ritual, gods and systems of<br />
purity are handled in <strong>the</strong> great religious traditions of <strong>the</strong> world. (NTW)<br />
110 Introduction to <strong>the</strong> Bible (3 credits) A historical-critical analysis of biblical<br />
literature and of <strong>the</strong> development of early Hebrew, Jewish and Christian religious<br />
cultures. (MWE)<br />
150 (250, 350, 450) Topics in Religion (3 credits) A critical analysis of <strong>the</strong><br />
concept of religion drawn <strong>from</strong> such fields as <strong>the</strong>ology, philosophy, literature,<br />
psychology, sociology, history and <strong>the</strong> arts. The topic will be announced in<br />
advance each time <strong>the</strong> course is offered.<br />
210 Hebrew Scriptures/Old Testament (3 credits) An inquiry into <strong>the</strong> formation<br />
of <strong>the</strong> Hebrew Scriptures and an examination of <strong>the</strong> major <strong>the</strong>mes of <strong>the</strong> biblical<br />
histories, prophetic books and wisdom literature, in relation both to <strong>the</strong>ir cultural<br />
context and to <strong>the</strong>ir later influence. (MWE)<br />
211 The New Testament (3 credits) A survey of <strong>the</strong> development of <strong>the</strong> Christian<br />
tradition reflected in <strong>the</strong> four Gospels and in <strong>the</strong> o<strong>the</strong>r New Testament writings.<br />
Attention will be given to <strong>the</strong> cultural world in which <strong>the</strong> New Testament was<br />
written and to <strong>the</strong> wider influence of its ideas. (MWE)<br />
221 Hinduism (3 credits) An exploration of <strong>the</strong> world of Hinduism, a religion<br />
originating in India that includes not only a multitude of gods and goddesses and<br />
powerful techniques of meditation, but also some of <strong>the</strong> world’s most subtle<br />
philosophies. (NTW)
222 Buddhism (3 credits) An exploration of a religion that grew <strong>from</strong> <strong>the</strong><br />
experience of a prince who lived in India 600 years before Jesus, examining how<br />
his influential teachings spread throughout South and Sou<strong>the</strong>ast Asia. (NTW)<br />
223 Religions of <strong>the</strong> Far East (3 credits) A close look at <strong>the</strong> Buddhism of Tibet,<br />
China and Japan, and at <strong>the</strong> o<strong>the</strong>r indigenous religious traditions of <strong>the</strong> Far East,<br />
including Taoism, Confucianism and Shinto. Recommended prerequisite: Reli<br />
222 (NTW)<br />
225 Native American Religions (3 credits) An introduction to <strong>the</strong> spiritual<br />
traditions of North America’s indigenous populations, <strong>from</strong> <strong>the</strong> earliest times up<br />
through <strong>the</strong> present, focusing on “<strong>the</strong> sacred” as experienced in <strong>the</strong> day-to-day life<br />
of <strong>the</strong>se people. (NTW)<br />
235 Judaism (3 credits) A survey of <strong>the</strong> historical development of <strong>the</strong> Jewish<br />
cultural heritage, <strong>the</strong> diverse forms in which it has been expressed, and <strong>the</strong> central<br />
role that religion has played in its development. (WHS)<br />
237 Christianity (3 credits) An examination of <strong>the</strong> Christian tradition <strong>from</strong> its<br />
beginnings as a movement within first-century Judaism through its establishment<br />
as a world religion. Attention will be given to <strong>the</strong> religious, literary, liturgical and<br />
<strong>the</strong>ological trends that have defined Christianity across <strong>the</strong> centuries. (WHS)<br />
239 Islam (3 credits) An introduction to <strong>the</strong> life and career of Muhammad, <strong>the</strong><br />
Quran, <strong>the</strong> history of Islamic civilization, Islamic mysticism, <strong>the</strong> struggles between<br />
traditional Islam and modernization, and <strong>the</strong> resurgence of Islamic<br />
fundamentalism. (NTW)<br />
307 Religion and Literature (4 credits) “Who am I, really?” This course<br />
understands this question to be fundamentally religious in nature, best approached<br />
through reading and discussing <strong>the</strong> stories human beings have told over <strong>the</strong><br />
centuries to give voice to <strong>the</strong>ir own deepest yearnings for truth. (MWL)<br />
311 Hebrew Storytelling (3 credits) A literary- and historical-critical examination<br />
of <strong>the</strong> well-known (and not-so-well-known) stories of <strong>the</strong> Hebrew Bible/Old<br />
Testament that recount <strong>the</strong> history of Israel up to 586 B.C. Recommended: Reli<br />
110 or 210. (MWE)<br />
312 The Prophets of Israel (3 credits) A historical-critical approach to <strong>the</strong><br />
prophetic books of <strong>the</strong> Hebrew Scriptures/Old Testament, focusing upon <strong>the</strong><br />
nature of prophecy and its place and role in <strong>the</strong> Israelite religious tradition.<br />
Recommended: Reli 110 or 210. (MWE) or (WHS)<br />
313 Jesus in Myth, Tradition and History (3 credits) A historical-critical<br />
approach to <strong>the</strong> Gospels, focusing upon <strong>the</strong> synoptic tradition and <strong>the</strong> quest to<br />
recover <strong>the</strong> “historical Jesus.” Recommended: Reli 110 or 211. (MWE) or<br />
(WHS)<br />
314 Paul’s New Testament Writings (3 credits) A careful reading of <strong>the</strong> major<br />
New Testament letters attributed to Paul with particular attention given to <strong>the</strong>ir<br />
central <strong>the</strong>ological ideas and metaphors. Recommended preparation: Reli 110 or<br />
211. (MWE)<br />
326 Religion, Magic and Myth (3 credits) (same as Anth 326) The relation of<br />
religious belief and practice to patterns of culture and society; mythology, magic,<br />
sorcery, witchcraft, sacrifice, supernatural beings, shamanism, divination and<br />
totemism in traditional and modern societies with focus on non-Western<br />
traditions; religion and culture change. Prerequisite: Anth 105. (NTW) or (SBA)
332 Philosophy of Religion (3 credits)What is religion? Is <strong>the</strong>re a God? What is<br />
<strong>the</strong> value of religious experience? Is it possible to be religious without being<br />
superstitious? Answers to <strong>the</strong>se and related questions will be examined in <strong>the</strong><br />
analytical manner appropriate to philosophy.<br />
370 Religion and Society (3 credits) (same as Soci 370) A sociological analysis of<br />
religious belief systems utilizing <strong>the</strong> comparative or cross-cultural approach; social<br />
aspects of religion and religious aspects of society; <strong>the</strong> impact of social and<br />
ecological forces upon religious institutions; social origins of religions; <strong>the</strong> role of<br />
religion in social control and social change. Prerequisite: Soci 105. (SBA)<br />
490 Senior Thesis (3 credits) Required of all majors.<br />
Religious Studies<br />
Requirements for <strong>the</strong> major: A departmentally approved program of nine courses<br />
in religious studies, including:<br />
One term of directed study (<strong>the</strong> senior <strong>the</strong>sis)<br />
The following philosophy courses may count toward <strong>the</strong> major:<br />
332 Philosophy of Religion<br />
336 Ethics<br />
B.A. in Philosophy and Religious Studies<br />
Students wishing to combine an interest in <strong>the</strong> study of philosophy with religious<br />
studies can pursue one of three degree options:<br />
1) an 18-course double major, writing two senior <strong>the</strong>ses so as to obtain both a<br />
B.A. in Philosophy and a B.A. in Religious Studies;<br />
2) a nine-course major (with senior <strong>the</strong>sis) in one program and a six course minor<br />
in <strong>the</strong> o<strong>the</strong>r; or<br />
3) a 14-course B.A. in Philosophy and Religious Studies, with one senior <strong>the</strong>sis<br />
bridging both disciplines. Students should meet with members of <strong>the</strong> Department<br />
of Philosophy and Religious Studies to design <strong>the</strong> degree program that best suits<br />
<strong>the</strong>ir interests.<br />
Grades for all courses taken in religious studies and Phil 332, 336 (if taken) are<br />
used to calculate <strong>the</strong> average in <strong>the</strong> major for Departmental Distinction.<br />
Requirements for <strong>the</strong> minor: A departmentally approved program of six courses in<br />
religious studies.
Sociology<br />
At root <strong>the</strong> term sociology means <strong>the</strong> study of social relationships. Sociologists<br />
investigate human relationships and interaction across micro or face-to-face,<br />
organizational, institutional, demographic, and historical contexts.<br />
Sociology provides insight into how people function in social relationships, as<br />
couples and as members of families, organizations, political institutions, social<br />
movements and nations. It examines social structuring based on race, ethnicity,<br />
nationality, sex, religion, age and economic status. The study of sociology as part<br />
of a liberal education helps students develop a critical understanding of <strong>the</strong><br />
meaning, process and structure of human interaction, and in so doing, helps <strong>the</strong>m<br />
to better understand <strong>the</strong> past and present as well as prepare for life in a world of<br />
increasing interdependence.<br />
The department presents a wide range of <strong>the</strong>oretical perspectives. Research areas<br />
include language and society, health, gender-race-class analysis, social movements,<br />
criminology, rural poverty, social welfare, public policy, third world studies,<br />
domestic violence, indigenous rights, globalization, social control, and deviance.<br />
In addition to this rich <strong>the</strong>oretical mix, <strong>the</strong> department encompasses a broad range<br />
of pedagogical approaches. Faculty utilize video production, participant<br />
observation exercises, simulation, role playing, ethnography, film analysis, small<br />
groups work, computer assisted teaching (SPSS), journal writing, communitybased<br />
learning, field trips, faculty-student collaborative research, and guest<br />
speakers as well as traditional lectures.<br />
The department is also committed to offering courses on race, class, gender, and<br />
cultural identity in <strong>the</strong> U.S. Many of our courses are listed as fulfilling <strong>the</strong><br />
requirements for <strong>the</strong> American Ethnic Studies Program. Race and Ethnicity and<br />
Poverty and Affluence are entry level courses for this minor. We also have a<br />
departmental affiliation with <strong>the</strong> Women’s Studies Program. Within <strong>the</strong> major,<br />
we have constructed our core courses with an eye on inclusivity.<br />
Special study opportunities available through <strong>the</strong> department include off-campus<br />
programs in India, Mexico and Ireland. O<strong>the</strong>r opportunities include government<br />
service, and social advocacy work with agencies and organizations, internships in<br />
related careers in <strong>the</strong> local community and in o<strong>the</strong>r locations throughout <strong>the</strong><br />
country; and community-service projects. Many majors also participate in <strong>the</strong><br />
<strong>College</strong>-affiliated GLCA Philadelphia Urban Semester. The Hardy Chair Lecture<br />
Program grants students <strong>the</strong> special opportunity to interact with nationally<br />
recognized researchers in sociology.<br />
The sociology major is composed of nine required courses and three electives, or<br />
optional three-course concentration.<br />
• 1st year: Introduction to Sociology
• 2nd year: Social Inequality and Interpersonal Dynamics courses,<br />
Quantitative and Qualitative analysis<br />
• 3rd year: Classical Theory, Contemporary Theory<br />
• 4th year: Senior Capstone Seminar and Senior Thesis<br />
A major in sociology prepares students for graduate study in <strong>the</strong> discipline, as well<br />
as in a variety of o<strong>the</strong>r fields including law, counseling, teaching, social work, and<br />
criminal justice. The understanding of how people interact and behave in groups<br />
provides an excellent background for a wide range of careers in such fields as law<br />
enforcement, business, education, international relations, and government service.<br />
In addition, majors have used <strong>the</strong>ir background in Sociology to pursue careers in<br />
communications, community relations, human resources management, and<br />
community organizing and advocacy.<br />
Faculty<br />
Sociology Faculty: Ka<strong>the</strong>rine O’Donnell, chair; Lori Collins-Hall; Adam Flint;<br />
Reid Golden<br />
Courses<br />
105 Introduction to Sociology (3 credits) What is sociology? How do<br />
sociologists go about <strong>the</strong>ir work? Sociology as a distinctive perspective on human<br />
behavior. The links between personal experience and wider social forces are<br />
explored while covering <strong>the</strong> main fields of <strong>the</strong> discipline. (SBA)<br />
111 Controversial Social Issues (3 credits) This course provides students with an<br />
opportunity to participate fully in <strong>the</strong> controversial social issues of our time. In<br />
general, it is designed to be both fun and informative. Throughout <strong>the</strong> term we<br />
will examine several controversial issues, for example: Should drugs be legalized?<br />
Should homosexuality be accepted by society? Does welfare do more harm than<br />
good? In doing so, we will read <strong>the</strong> arguments of leading social scientists and <strong>the</strong>n<br />
debate, as a class, <strong>the</strong> basic assumptions and values of each position. Students will<br />
be expected to think critically and present <strong>the</strong>ir views through class participation<br />
and short written assignments. In addition, students will select a topic, of<br />
particular interest to <strong>the</strong>m, for in-depth analysis.<br />
150 Topics in Sociology (3 credits) For description see Soci 250. (SBA)<br />
155 Children’s Lives (4 credits) Course analyzes impact of social values on public<br />
policy regarding children at local, national, and global levels. It also is a goal of<br />
this course to raise consciousness about <strong>the</strong> state of <strong>the</strong> world’s children and to<br />
empower us to work effectively, cooperatively, and justly with one ano<strong>the</strong>r and<br />
with children and organizations in our communities. Topics include structural<br />
violence including war and kids’ lives; poverty, race, class, and children; global<br />
inequities; social construction of gender; child labor; poverty in <strong>the</strong> U.S. and<br />
Global South; children’s human rights; justice, equity, and public policy.<br />
Substantial community action/community-based learning component. (SBA)<br />
205 Deviance and Social Control (3 credits) Why deviant and deviant <strong>from</strong> what?<br />
by whose standards? Various forms of behavior such as suicide, alcoholism,
homosexuality, mental illness and drug abuse are studied within <strong>the</strong> context of<br />
American society. Prerequisite: ano<strong>the</strong>r sociology course. (SBA)<br />
208 Gender and Sexuality (3 credits) Every society constructs gender roles and<br />
identities, values and norms to regulate <strong>the</strong> beliefs, feelings and sexual behaviors of<br />
its members. This course seeks to explore many dimensions of sex and sexuality<br />
within American society by providing a wide variety of approaches to<br />
understanding <strong>the</strong> physical being and its functioning within <strong>the</strong> sexual realm.<br />
Small group discussion, guest expert lecturers and panelists, films, role-playing,<br />
readings, projects and field trips are all employed in producing <strong>the</strong> variety of<br />
approaches. (SBA)<br />
211 Teens and Families (4 credits) Survey of family patterns: family in America,<br />
preparation for marriage, trends in family change, personality and marital<br />
happiness, parent-child relationships, family and community, issues related to<br />
family conflict and conflict resolution. (SBA)<br />
225 Human Rights (3 credits) This course will focus on <strong>the</strong> dramatic post coldwar<br />
transformation of human rights as a focus of social struggle and will examine<br />
<strong>the</strong> contradictions between <strong>the</strong> Human Rights standards <strong>the</strong> U.S. demands of<br />
o<strong>the</strong>r countries and its own practices at home and abroad. Prerequisite: ano<strong>the</strong>r<br />
course in sociology. (NTW) (SBA)<br />
230 Poverty and Affluence in American Society (3 credits) An analysis of <strong>the</strong><br />
distribution of wealth, income and power historically and contemporaneously<br />
in American society with emphasis placed upon <strong>the</strong> working conditions, living<br />
conditions, aspirations, family styles, organizing capacities and political power of<br />
various groups ranging <strong>from</strong> <strong>the</strong> poorest to <strong>the</strong> most affluent. (SBA)<br />
240 Women and Social Change (4 credits) This course investigates how societies<br />
structure gender. It approaches gender <strong>from</strong> interpersonal, interactional,<br />
institutional, historical, and cross-cultural points of view. The goal of <strong>the</strong> course is<br />
to formulate a <strong>the</strong>oretical and practical understanding of gender and gender<br />
inequality as it exists today and to develop strategies to create more egalitarian<br />
systems. Community organizing/group work component. Specific topics include:<br />
feminist <strong>the</strong>ory, women of color, political struggles, reproductive freedom,<br />
economic justice, body politics. Prerequisite: ano<strong>the</strong>r sociology course. (SBA)<br />
250 Topics in Sociology (3 or 4 credits) Special topics of current interest will be<br />
considered in depth. Examples: sociology of revolution, human rights,<br />
globalization. More than one topic may be taken for credit. Prerequisite: Soci 105<br />
or as specified. (SBA)<br />
251 Race and Ethnicity (3 credits) This course examines racial and ethnic<br />
relations in American society. It begins by reviewing <strong>the</strong> history of group contact.<br />
What structural factors allowed for <strong>the</strong> relative success of some groups while<br />
denying <strong>the</strong> success of o<strong>the</strong>rs? What roles have racism, prejudice and<br />
discrimination played in <strong>the</strong> American experience? Current issues in U.S.<br />
race/ethnic relations also are explored. Prerequisite: ano<strong>the</strong>r sociology course.<br />
(SBA)<br />
301 Criminology (3 credits) Social causes of crime, crime myths, modern methods<br />
of treating criminals, <strong>the</strong> criminal justice system and society. Prerequisite: ano<strong>the</strong>r<br />
sociology course. (SBA)
304 Urban Sociology (3 credits) An analysis of <strong>the</strong> contemporary American city<br />
and cities worldwide with emphasis placed upon <strong>the</strong> nature of urban development;<br />
urban social problems; and <strong>the</strong> constellation of interests, groups, and processes<br />
that operate in urban settings. Prerequisite: ano<strong>the</strong>r sociology course. (SBA)<br />
310 Classical Social Theory (3 credits) This course is a critical history of<br />
sociological <strong>the</strong>ory with a focus on <strong>the</strong> work of Marx, Weber, Durkheim, Simmel,<br />
Gilman, and Dubois. In <strong>the</strong> most basic terms, a social <strong>the</strong>ory simply is a systematic<br />
series of propositions that are used with social scientific methods to help us<br />
understand social problems that are a reality of our daily existence, quite<br />
unconfined by <strong>the</strong> classroom. Social <strong>the</strong>ory can help us to comprehend <strong>the</strong><br />
dynamics of <strong>the</strong>se problems and suggest ways to resolve <strong>the</strong>m. When divorced<br />
<strong>from</strong> social problems, <strong>the</strong>ory can seem ra<strong>the</strong>r dry or artificial, so throughout <strong>the</strong><br />
course we will use classical social <strong>the</strong>ory to analyze contemporary social problems<br />
to make clear why “Sociology is a basic survival skill.” Prerequisite: Soci 105.<br />
(SBA)<br />
311 Juvenile Delinquency (3 credits) The impact of family, neighborhood, school<br />
and community upon <strong>the</strong> child’s vulnerability to delinquency. Methods of dealing<br />
with <strong>the</strong> offending minor as well as <strong>the</strong> offending society; preventative methods<br />
are reviewed. Prerequisite: ano<strong>the</strong>r sociology course. (SBA)<br />
321 Introduction to Social Work (4 credits) Examination of history and<br />
philosophy in transformation of “giving” <strong>from</strong> sacred to secular. Emphasis on<br />
English poor laws, <strong>the</strong>ir influence on modern American welfare. Case work, group<br />
work, community organization, social work research and social work<br />
administration introduced. Internship component is built into <strong>the</strong> course.<br />
Prerequisite: ano<strong>the</strong>r sociology course. (SBA)<br />
322 Population and Ecology (3 credits) A study of <strong>the</strong> social, cultural and<br />
environmental forces that affect population trends: <strong>the</strong> size, growth, composition,<br />
distribution, fertility, mortality and migration of human populations. Current<br />
historical and cross-cultural problems in population, food, health and environment<br />
will be explored. Prerequisite: ano<strong>the</strong>r sociology course. (SBA)<br />
330 Language and Society (3 credits) This course involves <strong>the</strong> interdisciplinary<br />
study and analysis of discourse. It begins by looking at various <strong>the</strong>oretical and<br />
methodological approaches to <strong>the</strong> sociological study of talk. Specific topics<br />
include: language acquisition, language and social control, language in <strong>the</strong><br />
classroom, race, class, gender, culture and language. Prerequisite: ano<strong>the</strong>r sociology<br />
course. (SBA)<br />
331 Sociology of <strong>the</strong> Media (3 credits) The role of <strong>the</strong> media and its effect on<br />
democratic politics, culture, and public discourse in <strong>the</strong> U.S. and internationally.<br />
Prerequisite: ano<strong>the</strong>r sociology course. (SBA)<br />
335 Global Studies (4 credits) Studies of selected areas such as Latin American,<br />
Ireland, and Mexico. An examination of <strong>the</strong> pre-colonial kinship, economic,<br />
political, and religious systems and related ecological and population patterns; <strong>the</strong><br />
impact of European expansion upon <strong>the</strong>m; <strong>the</strong> rise of independence movements;<br />
and contemporary political, economic, social, ecological, and population patterns<br />
all viewed in <strong>the</strong> perspective of <strong>the</strong> world as a system of interdependent societies<br />
and states. Prerequisite: ano<strong>the</strong>r sociology course. (NTW) or (SBA) (depending<br />
on course)
340 Social Movements (3 credits) Throughout human history, subordinated<br />
groups of people have organized social movements to try to improve <strong>the</strong>ir lives<br />
and <strong>the</strong> societies in which <strong>the</strong>y lived. Powerful groups and institutions generally<br />
have resisted <strong>the</strong>se efforts in order to maintain <strong>the</strong>ir own privilege. Although<br />
inequalities of power and privilege and protest activity have always existed, some<br />
periods of history are more likely than o<strong>the</strong>rs to spawn protest movements. The<br />
goal of this course is to orient students to <strong>the</strong> sociological analysis of social<br />
movements, with a special emphasis on transnational movements. Central<br />
questions for understanding social movements include: How do social and<br />
economic conditions shape <strong>the</strong> possibility of social protest? Why do people<br />
become involved in social movements? How are social movements organized?<br />
Why are some movements successful while o<strong>the</strong>rs fail? How do movements decide<br />
which strategies and tactics to use? How has accelerated globalization of <strong>the</strong><br />
international political economy forced nationally based movements to become<br />
transnational? Prerequisite: ano<strong>the</strong>r sociology course. (NTW) (SBA)<br />
350 Topics in Sociology (3 or 4 credits) For description see Soci 250.<br />
361 Life Course Studies: Aging (3 credits) This course examines <strong>the</strong> aging process<br />
and <strong>the</strong> developmental changes that occur <strong>from</strong> adolescence through “old age.”<br />
The course focuses on <strong>the</strong> social and historical aspects of aging ra<strong>the</strong>r than on its<br />
biological aspects. Prerequisite: Soci 105. (SBA)<br />
380 Labor and Society (3 credits) This course explores work in <strong>the</strong> context of<br />
sociological, cultural, historical and international forces. Specific topics include:<br />
gender-race-class systems and labor, paid/unpaid work, international division of<br />
labor, government policy, African-American labor history, work and family issues,<br />
cross-cultural labor contexts. Prerequisite: ano<strong>the</strong>r sociology course. (SBA)<br />
381 Sociology of Health and Medicine (3 credits) Explores <strong>the</strong> social structural<br />
conditions of health. Topics covered are: <strong>the</strong> social distribution of wellness and<br />
illness, <strong>the</strong> cultural determinants of health and healing, alternative models of<br />
medicine, <strong>the</strong> impact of social structure and social policy on health and on <strong>the</strong><br />
delivery of health services. Prerequisite: ano<strong>the</strong>r sociology course. (SBA)<br />
383 Quantitative Analysis (4 credits) This course introduces <strong>the</strong> central issues and<br />
strategies involved in <strong>the</strong> collection and analysis of quantitative data with an<br />
emphasis on survey research, experimental and quasi-experimental designs, and<br />
statistical analysis using SPSS. The course is concerned with demonstrating <strong>the</strong><br />
logic and meaning of statistical procedures and <strong>the</strong> conditions under which <strong>the</strong>y<br />
are meaningful. This course is <strong>the</strong> “quantitative” half of <strong>the</strong> department’s twoterm<br />
requirement in sociological analysis. Both halves give central importance to<br />
identifying and developing meaningful research questions, recognizing crucial<br />
<strong>the</strong>ory-method linkages, developing research plans, evaluating <strong>the</strong> credibility of<br />
research findings and presenting <strong>the</strong> results of one’s research. Prerequisite: Soci<br />
105. (MLC) (SBA)<br />
385 Qualitative Analysis (4 credits) This course introduces <strong>the</strong> central issues and<br />
strategies involved in <strong>the</strong> collection and analysis of qualitative data with an<br />
emphasis on participant-observation, interviews, discourse analysis, media analysis,<br />
ethnography, and participatory action research. The rationale and <strong>the</strong>oretical<br />
underpinnings of qualitative analysis are examined toge<strong>the</strong>r with <strong>the</strong> practical<br />
issues associated with <strong>the</strong> use of qualitative methodologies. This course is <strong>the</strong>
“qualitative” half of <strong>the</strong> department’s two-term requirement in methods. Both<br />
halves give central importance to identifying and developing meaningful research<br />
questions, recognizing crucial <strong>the</strong>ory-method linkages, developing research plans,<br />
evaluating <strong>the</strong> credibility of research findings, presenting <strong>the</strong> results of one’s<br />
research, and ethics. Community action/research components. Prerequisite: Soci<br />
105. (SBA)<br />
389 Advanced Methods (3 credits) Advanced statistical techniques such as<br />
regression, path analysis and factor analysis are employed in analyzing such<br />
secondary data as <strong>the</strong> U.S. Census and <strong>the</strong> General Social Survey. The focus is on<br />
development and testing of sociological models. This course is valuable for<br />
students planning on entering graduate programs which include research<br />
components. Prerequisites: Soci 105, Soci 383 and Soci 385. (SBA)<br />
395 Internship (3 credits) See course catalog on internships. Prerequisite: Soci<br />
105.<br />
396 Supervised Field Placement (3 credits) The student will work in a supervised<br />
field placement. This course’s objective is to enhance <strong>the</strong> student’s knowledge and<br />
critical understanding of social services delivery systems and of <strong>the</strong> people<br />
involved with <strong>the</strong>m. Prerequisite: Soci 321. (SBA)<br />
397 Contemporary Theory (3 credits) The task of this seminar is to critically<br />
examine modern social <strong>the</strong>ory. Social <strong>the</strong>orists include Bordo, Bourdieu, Hooks,<br />
Freire. Focus is on analysis, critique, evaluation, syn<strong>the</strong>sis, and application.<br />
Prerequisite: Soci 105 or permission of instructor. (SBA)<br />
441 Research Projects (4 credits) Individual and collaborative research in<br />
sociology. Prerequisites: Soci 105 and permission of instructor.<br />
485 Senior Seminar (3 credits) Course utilizes studies of exemplary sociological<br />
research to model <strong>the</strong> integration of <strong>the</strong>ory and methods. Involves individual<br />
<strong>the</strong>sis proposal construction, literature review, <strong>the</strong>sis development and preparation<br />
for oral defense. Discussion of ethical issues in research design and uses. Must<br />
earn a minimum grade of C. Prerequisites: Soci 310, 383, 385, 397.<br />
490 Senior Thesis (3 credits) Students are expected to develop a <strong>the</strong>sis based on<br />
preliminary coursework. A substantial work demonstrating <strong>the</strong> student’s ability to<br />
integrate <strong>the</strong>ory and method in sociology. Thesis work is supervised by a faculty<br />
member. Prerequisite: a C or better in Soci 485.<br />
Sociology<br />
Requirements for <strong>the</strong> major: With an advisor in <strong>the</strong> department, design a program<br />
with a minimum of 12 approved courses, distributed as follows:<br />
Required courses:<br />
105 Introduction to Sociology (first year)<br />
310 Classical Theory (junior year) (fall)<br />
383 Quantitative Analysis (sophomore year) (fall)<br />
385 Qualitative Analysis (sophomore year) (spring)<br />
397 Contemporary Theory (junior year) (spring)<br />
485 Senior Seminar (fall)<br />
490 Senior Thesis (Jan. or spring) (Prerequisite: C or better in Senior Seminar)<br />
One core course in social inequality (sophomore year), such as:
211 Teens and Families<br />
230 Poverty and Affluence in American Society<br />
240 Women and Social Change<br />
251 Race and Ethnicity<br />
381 Sociology of Health and Medicine<br />
One core course in interpersonal dynamics (sophomore year), selected <strong>from</strong>:<br />
205 Deviance and Social Control<br />
330 Language and Society<br />
331 Media Studies<br />
333 Mental Illness<br />
Three additional courses in sociology or a 3-course concentration in public health,<br />
criminology, community and advocacy, global studies, or social justice/human<br />
rights.<br />
Grades for all courses taken in sociology are used to calculate <strong>the</strong> average in <strong>the</strong><br />
major for Departmental Distinction. Students also are required to earn at least A-<br />
in Senior Thesis to be eligible for Departmental Distinction.<br />
Requirements for <strong>the</strong> minor: With an advisor in <strong>the</strong> department, design a program<br />
with a minimum of seven approved courses, distributed as follows:<br />
Three core courses:<br />
105 Introduction to Sociology<br />
310 Classical Theory OR 397 Contemporary Theory<br />
383 Quantitative Analysis OR 385 Qualitative Analysis<br />
One course in social inequality<br />
One core course in interpersonal dynamics<br />
Two additional courses in sociology
Spanish<br />
The importance of studying <strong>the</strong> Spanish language is underscored by <strong>the</strong> fact that<br />
<strong>the</strong> United States is <strong>the</strong> fourth largest Spanish-speaking country in <strong>the</strong> world.<br />
Knowledge of <strong>the</strong> Spanish language and Hispanic cultural diversity is vital for<br />
business, both foreign and domestic; healthcare; social services; international<br />
relations; politics; government; education; travel, and many o<strong>the</strong>r fields. In<br />
addition, an understanding of Hispanic cultures, civilizations, and language gained<br />
through courses offered by <strong>the</strong> Department of Modern and Classical Languages is<br />
a valuable component of a liberal arts and sciences education designed to prepare<br />
students for a future of increasing global interdependence and an increasing<br />
Hispanic influence in <strong>the</strong> U.S.<br />
Spain and Latin America occupy a unique place in <strong>the</strong> realm of Western culture in<br />
<strong>the</strong>ir blending of diverse religious, linguistic, and intellectual traditions <strong>from</strong> <strong>the</strong><br />
Jewish, Muslim, and Christian influences in Spain with <strong>the</strong> diversity of Native<br />
American cultures in Latin America. Students majoring in Spanish at <strong>Hartwick</strong><br />
will gain an appreciation of <strong>the</strong> linguistic and cultural diversity of <strong>the</strong> 20 countries<br />
in <strong>the</strong> world where Spanish is spoken through an exploration of <strong>the</strong>ir literature,<br />
film, art, and music.<br />
The Spanish major at <strong>Hartwick</strong> is designed to develop facility in both oral and<br />
written language skills as well as to broaden each student’s global perspective<br />
through a critical understanding of multiculturalism in Hispanic countries and in<br />
<strong>the</strong> U.S. In addition to <strong>the</strong> variety of language, culture, and literature courses<br />
offered on <strong>the</strong> <strong>Hartwick</strong> campus, <strong>the</strong> Spanish faculty regularly organizes offcampus<br />
study programs and strongly recommends that students majoring in<br />
Spanish participate in January Term and semester- and year-abroad opportunities.<br />
Students interested in earning teacher certification in Spanish may do so by<br />
completing <strong>the</strong> requirements for <strong>the</strong> major, taking <strong>the</strong> psychology and education<br />
courses required for certification and student teaching in Spanish. (See<br />
Education.)<br />
A minor in Spanish is a valuable complement to any major and may be of<br />
particular interest to students whose major fields orient <strong>the</strong>m toward a career in<br />
business, health care, social services, travel, or education. A student interested in<br />
completing a minor in <strong>the</strong> language is encouraged to consult with a member of <strong>the</strong><br />
Spanish faculty in order to plan a minor program which relates to <strong>the</strong> major.<br />
Students majoring and minoring in Spanish are encouraged to broaden <strong>the</strong>ir<br />
understanding in <strong>the</strong> field by taking related courses in o<strong>the</strong>r disciplines and in <strong>the</strong><br />
Latin American and Caribbean studies program.<br />
Spanish majors recently graduated <strong>from</strong> <strong>Hartwick</strong> have gone into teaching; to<br />
graduate schools both here and abroad; and have found employment in banks,<br />
insurance companies, social service agencies and many o<strong>the</strong>r fields in which
knowledge of <strong>the</strong> Spanish language and Hispanic cultures is becoming increasingly<br />
advantageous.<br />
Language Requirement<br />
1. Students who have taken <strong>from</strong> 0-2 years of Spanish in high school and wish to<br />
continue with <strong>the</strong> study of this language have to begin with Span 101. There are<br />
three alternatives <strong>the</strong>y may choose <strong>from</strong> in order to fulfill <strong>the</strong>ir language<br />
requirement:<br />
a. Span 101 and Span 102<br />
b. Span 101 and <strong>the</strong> culture course Span 160<br />
c. The culture course Span 160 and a trip abroad during <strong>the</strong> January Term to a<br />
Spanish-speaking country. This course would have been designed for <strong>the</strong><br />
purpose of fulfilling <strong>the</strong> language requirement.<br />
2. Students who have taken more than 2 years of Spanish in high school can<br />
choose between two paths in order to fulfill <strong>the</strong> language requirement:<br />
a. They may continue with <strong>the</strong> study of Spanish. In that case, students have to<br />
successfully complete Span 201 in order to fulfill <strong>the</strong>ir language requirement.<br />
However, <strong>the</strong> fact that students may have taken more than 2 years of Spanish in<br />
high school does not mean that <strong>the</strong>y may automatically enroll in Span 201. In<br />
order for students to enroll in this course, <strong>the</strong>y have to prove, via a placement<br />
exam, that <strong>the</strong>y have <strong>the</strong> appropriate level. Students who want to refresh <strong>the</strong>ir<br />
knowledge of Spanish can visit <strong>the</strong> department’s Web site to obtain information<br />
on online tutorials. Some of <strong>the</strong>se Web sites will give students feedback about<br />
<strong>the</strong> level <strong>the</strong>y are at. A placement exam will be provided <strong>the</strong> first day of class,<br />
and will ultimately decide <strong>the</strong> placement of <strong>the</strong> student. Students should expect<br />
possible schedule and course changes during <strong>the</strong> first week of class. The Spanish<br />
faculty will be available during Orientation and Registration to discuss specific<br />
cases or interview students, if <strong>the</strong>y so desire. b. Students can begin a new<br />
language at <strong>Hartwick</strong> <strong>College</strong>, and choose one of <strong>the</strong> three alternatives<br />
describing <strong>the</strong> options for students with 0-2 years of a foreign language at <strong>the</strong><br />
high school level. The o<strong>the</strong>r two languages offered regularly by <strong>the</strong> Department<br />
of Modern and Classical Languages are French and German.<br />
Placement Exams<br />
Placement exams for all introductory and intermediate levels of Spanish are<br />
available through <strong>the</strong> Spanish faculty. Those students who have enrolled in a<br />
course but have not taken <strong>the</strong> placement exam by <strong>the</strong> first day of classes will have<br />
to take it that day in order to be placed in <strong>the</strong> appropriate level.<br />
1. In order to complete <strong>the</strong> language requirement at <strong>Hartwick</strong> <strong>College</strong>, you must<br />
successfully pass all courses that you are required to take based on <strong>the</strong> number of<br />
years of study of Spanish in high school (see language requirement description).<br />
2. All introductory and intermediate courses have prerequisites that must be<br />
successfully completed in order to advance to <strong>the</strong> next course. You must<br />
successfully pass <strong>the</strong> placement exam in order to be allowed to continue in <strong>the</strong><br />
study of Spanish.<br />
3. Any student who successfully completes a Spanish course (i.e. Span 101) as<br />
well as <strong>the</strong> placement exam will be allowed to advance to Span 102, for example.
4. If you do not successfully pass <strong>the</strong> placement exam, <strong>the</strong> Spanish faculty reserves<br />
<strong>the</strong> right to deny you entrance to <strong>the</strong> next level.<br />
5. Those students who do not successfully pass <strong>the</strong> placement exam must meet<br />
with a member of <strong>the</strong> Spanish faculty in order to discuss o<strong>the</strong>r alternatives. For<br />
example, students who do not pass <strong>the</strong> placement exam may be allowed to enter<br />
<strong>the</strong> next level with <strong>the</strong> stipulation that <strong>the</strong>y meet with a tutor on a daily basis.<br />
Faculty<br />
Spanish Faculty: Enrique Morales-Diaz, Esperanza Roncero, Mireya<br />
Vandenheuvel<br />
Courses<br />
101 Introduction to Spanish I (3 credits) This is a beginner’s course using <strong>the</strong><br />
communicative method that will emphasize <strong>the</strong> acquisition of grammatical<br />
structures and vocabulary through an active process of participation; it will focus<br />
on listening comprehension, correct pronunciation and cultural knowledge.<br />
Spanish will be <strong>the</strong> language of instruction. Students are expected to attend<br />
regularly and participate in all class activities. Prerequisite: Course is designed for<br />
students who have had no previous experience in Spanish, and students who have<br />
had less than two years of Spanish in high school.<br />
102 Introduction to Spanish II (3 credits) A continuation of Span 101,<br />
which focuses on <strong>the</strong> active development of listening and reading comprehension,<br />
cultural knowledge and speaking and writing skills. Cultural topics may include:<br />
Types and Stereotypes, <strong>the</strong> Human Community, and Views on Death. Spanish<br />
will be <strong>the</strong> language of instruction. Students are expected to attend regularly and<br />
participate in all class activities. Prerequisite: Span 101; students with two or more<br />
years of Spanish in high school with Spanish faculty approval and placement<br />
exam.<br />
160 Introduction to Regional Hispanic Studies (3 credits) Stresses <strong>the</strong> unique<br />
historical, linguistic, cultural and traditional differences of individual areas of <strong>the</strong><br />
Hispanic world. Normally this course will be offered during <strong>the</strong> term preceding<br />
<strong>the</strong> trip abroad and will deal with <strong>the</strong> area to be visited.<br />
201 Intermediate Spanish I (3 credits) This course offers <strong>the</strong> student an<br />
opportunity to reinforce and expand previous learning in grammar,<br />
comprehension, oral and written skills, and vocabulary. Unlike previous courses,<br />
this course focuses upon giving <strong>the</strong> student an idiomatic grasp of <strong>the</strong> language.<br />
Oral and written practice and weekly language laboratory exercises. Span 201<br />
should be taken <strong>the</strong> semester immediately following Span 102. Prerequisite: Span<br />
102, with Spanish faculty approval and placement exam.<br />
202 Intermediate Spanish II (3 credits) This course continues <strong>the</strong> focus upon<br />
fluency and idiomatic use of Spanish. Selected readings will be used to study<br />
literary tenses and to increase vocabulary. The course will include conversations,<br />
discussions and compositions in order to improve language skills and<br />
comprehension. Except when prevented by extraordinary circumstances, Span 202<br />
should be taken <strong>the</strong> semester immediately following Span 201. Prerequisite: Span<br />
201, with Spanish faculty approval and placement exam.
203 Advanced Intermediate Spanish (3 credits) This course is a prerequisite for<br />
all students who want to continue with more advanced Spanish courses such as<br />
Communicative Spanish, Advanced Spanish Grammar, and literature courses.<br />
Selected readings, conversations, discussions, compositions to fur<strong>the</strong>r improve<br />
language, oral and written skills, etc. Except when prevented by extraordinary<br />
circumstances, Span 203 should be taken in <strong>the</strong> semester immediately following<br />
Span 202. Prerequisites: Span 202, and students with a high level of proficiency in<br />
Spanish with Spanish department faculty approval and/or placement test.<br />
205 Communicative Spanish (3 credits) Designed to enhance fluency in <strong>the</strong><br />
language with emphasis on <strong>the</strong> four skills: reading, writing, speaking, and listening.<br />
Emphasis will be placed on vocabulary building, <strong>the</strong> use of idiomatic expressions,<br />
correct pronunciation and intonation, grammar review, and assignments to<br />
improve correct usage of written Spanish. Taught in Spanish. Prerequisite: Span<br />
202 or permission of professor.<br />
240 Spanish for Healthcare Personnel (3 credits) A course and materials designed<br />
to bridge <strong>the</strong> communication gap between <strong>the</strong> large Spanish-speaking population<br />
and English-speaking healthcare team that treats <strong>the</strong>m. This course focuses upon<br />
developing <strong>the</strong> oral skills of <strong>the</strong> Spanish language, as well as vocabulary related to<br />
health-related fields. Except when prevented by extraordinary circumstances, this<br />
course should be taken in <strong>the</strong> semester immediately following Span 102. Taught<br />
in Spanish. Prerequisite: Span 102, and students who have had three or more years<br />
of Spanish in high school with Spanish department faculty approval and/or<br />
placement test.<br />
246 Latin American Cultural Studies (3 credits) A course primarily for <strong>the</strong> nonspeaker<br />
of Spanish who would like to study all aspects of Latin American culture<br />
(literature, culture, politics, etc.). A single author, a genre, a particular <strong>the</strong>me, or a<br />
time period might be studied. This course may be taken more than once if <strong>the</strong><br />
topic is different. This course will count toward <strong>the</strong> Spanish major or minor as<br />
long as <strong>the</strong> student completes all readings and assignments in Spanish. (MWL)<br />
(NTW)<br />
247 Cultural Studies-Spain (3 credits) A course primarily for <strong>the</strong> non-speaker of<br />
Spanish who would like to study all aspects of Spanish culture (literature, culture,<br />
politics, etc.). A single author, a genre, a particular <strong>the</strong>me or a time period might<br />
be studied. This course may be taken more than once if <strong>the</strong> topic is different. This<br />
course will also count toward <strong>the</strong> Spanish major or minor as long as <strong>the</strong> student<br />
completes all readings and assignments in Spanish.<br />
250, 350, 450 Seminar in Hispanic Studies (3 credits) A seminar in a selected<br />
topic of Spanish language, literature, or civilization. Occasionally <strong>the</strong> course is<br />
taught in English.<br />
285/485 Spanish Term Abroad (4 credits) A study abroad program offered by<br />
<strong>the</strong> Spanish section of <strong>the</strong> language department.<br />
300 Advanced Conversation and Composition (3 credits) Intensive study of <strong>the</strong><br />
Spanish language; students will be required to do weekly compositions. This<br />
course will train <strong>the</strong> student in public speaking through participation in talks for<br />
special occasions, debates, panel discussions, extemporaneous speaking, and o<strong>the</strong>r<br />
forms of public address. An advanced knowledge of written and spoken Spanish
will be necessary for <strong>the</strong> required short essays and presentations undertaken by <strong>the</strong><br />
student. Taught in Spanish. Prerequisite: Permission of professor required.<br />
301 Advanced Spanish Grammar (3 credits) This course is designed to improve<br />
grammatical skills necessary for effective speaking and writing in Spanish and will<br />
prepare students for work in culture and topics courses. Taught in Spanish.<br />
302 Hispanic Cultural Analysis (2 credits) Spanish-language section of Languages<br />
301: Introduction to Cultural Analysis. Required for majors and minors.<br />
315 Spanish Civilization (3 credits) An overall view of Spanish culture <strong>from</strong><br />
prehistory to <strong>the</strong> present. This will include <strong>the</strong> major social and cultural traditions<br />
involved in its development, great artists, writers and musicians, and major events<br />
in Spanish history, such as <strong>the</strong> rise and fall of <strong>the</strong> Spanish Empire and <strong>the</strong> Spanish<br />
Civil War. Taught in Spanish.<br />
317 Hispanic Civilization in Latin America (3 credits) An overall view of <strong>the</strong><br />
development of Hispanic cultures in <strong>the</strong> Americas, with special attention to <strong>the</strong><br />
ethnic and religious blending of indigenous civilizations and Spanish culture. The<br />
course will include topics such as <strong>the</strong> conquest, independence, revolutions and<br />
relations with <strong>the</strong> U.S. and will relate <strong>the</strong>se to religion, music, literature, and film.<br />
Taught in Spanish. (NTW)<br />
319 Latin American Contemporary Popular Culture (3 credits) An exploration of<br />
<strong>the</strong> diverse forms of popular cultural production in Latin America. This course<br />
will focus on <strong>the</strong> diversity of Latin American cultures through a review of popular<br />
texts such as soap operas, popular music such as bolero and tango, and comic<br />
books. Taught in Spanish. (NTW)<br />
329 Introduction to Literary Methods (3 credits) This is a beginning literature<br />
course where students are introduced to <strong>the</strong> study of literature in Spanish. Works<br />
will be chosen by genre, with emphasis placed on <strong>the</strong> issues and assumptions<br />
underlying literary study, as well as <strong>the</strong> practical aspects of literary analysis.<br />
Taught in Spanish.<br />
331 20th Century Spanish Writers (3 credits) In this course, students will<br />
examine 20th century literature <strong>from</strong> Spain, including <strong>the</strong> novel, drama, poetry,<br />
and <strong>the</strong> essay. Included are literary movements such as <strong>the</strong> Generation of ’98 and<br />
<strong>the</strong> Generation of 1927. Topics studied will include <strong>the</strong> Spanish Civil War, <strong>the</strong><br />
Franco period, and current post-Fascist writing. All texts are read for <strong>the</strong>ir literary,<br />
cultural, and historical values. Taught in Spanish. (MWL)<br />
333 20th Century Spanish American Writers (3 credits) In this course, students<br />
will examine 20th century literature <strong>from</strong> Spanish America, including <strong>the</strong> novel,<br />
drama, poetry, and <strong>the</strong> essay. Included are topics such as <strong>the</strong> “boom” and<br />
testimony in narrative, and modernism, postmodernism, and vanguard movements<br />
in poetry. All texts are read for <strong>the</strong>ir literary, cultural, and historical values. Taught<br />
in Spanish. (NTW)<br />
335 Hispanic Film (3 credits) In this course, students will analyze several<br />
representative films <strong>from</strong> Spain and Latin America by such directors as Bunuel,<br />
Almodovar, Gutierrez Alea, Littin, Bemberg, and Solas. All films will be studied as<br />
social, historical, and cultural texts. Taught in Spanish. (NTW)<br />
400 Spanish for Teachers (3 credits) Study of Spanish grammar with <strong>the</strong> needs of<br />
<strong>the</strong> beginning teacher in mind. Emphasizes those aspects of grammar that cause<br />
most difficulty to English-speaking students. Taught in Spanish. Required for all
students seeking Spanish Teaching Certification. Prerequisite: Students must pass<br />
an oral proficiency exam based on standards of <strong>the</strong> American Council on <strong>the</strong><br />
Teaching of Foreign Languages.<br />
430 Hispanic Press (3 credits) This course will study <strong>the</strong> various representations<br />
of events in Spanish language mass media sources, such as newspapers and<br />
magazines. A comparison of news reports among Spanish language sources in <strong>the</strong><br />
U.S., Spain, and Spanish America will serve as <strong>the</strong> focus of <strong>the</strong> course. How is <strong>the</strong><br />
same news- worthy event represented in two linguistically different cultures? An<br />
advanced knowledge of written and spoken Spanish will be necessary for <strong>the</strong><br />
required short essays and presentations undertaken by <strong>the</strong> student.<br />
431 Latinos in <strong>the</strong> United States (3 credits) An exploration of <strong>the</strong> role of<br />
Chicanos, Puerto Ricans, Cuban Americans, and o<strong>the</strong>r Hispanics in <strong>the</strong> U.S.<br />
through an investigation of exemplary literature, cinema, and music. While many<br />
of <strong>the</strong> texts are bilingual or in English, this course will be conducted entirely in<br />
Spanish. (NTW)<br />
433 Topics in Gender Studies (3 credits) Interdisciplinary study of gender.<br />
Includes a survey of how gender is defined in various disciplines, such as<br />
anthropology, art, history, literature, philosophy, political science, sociology, and<br />
<strong>the</strong> sciences. Encourages students to reflect on <strong>the</strong> nature of interdisciplinary<br />
research. Consideration of topics or issues in gender studies selected on <strong>the</strong> basis<br />
of faculty and student interest. May be taken more than once if content varies.<br />
Taught in Spanish.<br />
435 Representing <strong>the</strong> Native American as Self and O<strong>the</strong>r (3 credits) An<br />
exploration of writing <strong>from</strong> Pre-Colombian texts, such as <strong>the</strong> Popol Vuh, through<br />
<strong>the</strong> colonial period, in writers such as Garcilaso de la Vega, el Inca, to <strong>the</strong> 20th<br />
century in writers such as Jose Maria Argueda and Rigoberta Menchu. Taught in<br />
Spanish. (NTW)<br />
437 Topics in Hispanic Caribbean Literature and Culture (3 credits) Study of<br />
selected major writers of Cuba, <strong>the</strong> Dominican Republic, and Puerto Rico of <strong>the</strong><br />
19th and 20th centuries. Special consideration of literature as a reflection of<br />
situations and problems peculiar to <strong>the</strong> Hispanic Caribbean. Taught in Spanish.<br />
490 Senior Project (3 credits) Required of all majors. A <strong>the</strong>sis or o<strong>the</strong>r<br />
appropriate work that demonstrates <strong>the</strong> student’s proficiency in Spanish.<br />
Spanish<br />
Requirements for <strong>the</strong> major: 31 credits, distributed as follows:<br />
Intermediate Level (3 credits)<br />
Spanish 201<br />
Preliminary Assessment (3 credits)<br />
Spanish 202<br />
Any Language/Culture course above 202 (18 credits) and at least 6 credits at <strong>the</strong><br />
400 level<br />
Common Cultural Analysis course and FLAC course (4 credits)<br />
Language 301 (2 credits)<br />
Spanish 302 (2 credits)
Senior Thesis (3 credits)<br />
Spanish 490<br />
Grades for all courses taken in Spanish are used to calculate <strong>the</strong> average in <strong>the</strong><br />
major for Departmental Distinction.<br />
Requirements for <strong>the</strong> minor: 21 credits, distributed as follows:<br />
Intermediate Level (3 credits)<br />
Spanish 201<br />
Preliminary Assessment (3 credits)<br />
Spanish 202<br />
Any Language/Culture course above 202 (15 credits)
Theatre Arts<br />
Theatre can move us to laughter or tears, define our hopes and fears, and express<br />
our passions. It can offer us a vision of <strong>the</strong> commonalities of human experience,<br />
make us aware of differences and manifest <strong>the</strong> realities and fantasies of our lives.<br />
To study <strong>the</strong> ways dramatists have sought to explain and to portray <strong>the</strong><br />
complexities of life and to examine <strong>the</strong> rich and varied traditions of <strong>the</strong> <strong>the</strong>atre is<br />
to study history, literature, art, language, philosophy, sociology and psychology.<br />
To study <strong>the</strong> art of performance and production is to sharpen <strong>the</strong> skills of<br />
observation, communication, and critical thinking.<br />
<strong>Hartwick</strong>’s <strong>the</strong>atre arts curriculum, offered by <strong>the</strong> Department of English and<br />
Theatre Arts, is designed to be part of a liberal education and to meet <strong>the</strong> needs of<br />
students planning a career in <strong>the</strong>atre as well as <strong>the</strong> needs of those who choose<br />
<strong>the</strong>atre as a way to enrich <strong>the</strong>ir lives. The three core courses-Introduction to<br />
Theatre, Play Production, and Senior Project-all deal with <strong>the</strong> process of analyzing<br />
a script, designing a production and rehearsing and presenting a performance.<br />
Using a combination of classroom study and practical experience, <strong>the</strong>se courses are<br />
intended to develop progressively <strong>the</strong> director/designer, a person capable of taking<br />
a play <strong>from</strong> an idea to a polished performance. The rest of <strong>the</strong> curriculum is<br />
intended to support and to extend <strong>the</strong> core and covers acting, set and lighting<br />
design, <strong>the</strong>atre history and dramatic literature.<br />
A great deal of <strong>the</strong> learning in <strong>the</strong>atre arts takes place outside <strong>the</strong> classroom: in <strong>the</strong><br />
rehearsal hall, in <strong>the</strong> shops and in our three performance spaces. A typical year will<br />
see three major productions and as many as fifteen student directed plays. The<br />
<strong>the</strong>atre program also offers technical support to <strong>the</strong> <strong>Hartwick</strong> dance program and<br />
to a large number of visiting dance, <strong>the</strong>atre and musical events. Developing actors,<br />
directors, designers and technicians find plenty of chances to hone <strong>the</strong>ir skills at<br />
<strong>Hartwick</strong>.<br />
Music <strong>the</strong>atre and playwriting are two special areas of <strong>the</strong>atre that have begun to<br />
blossom at <strong>Hartwick</strong>. Working closely with <strong>the</strong> music department, <strong>the</strong>atre arts<br />
majors can develop an emphasis in music <strong>the</strong>atre. The close relationship with <strong>the</strong><br />
writing program in English has led to <strong>the</strong> production of several original plays<br />
written by both students and professionals. The most notable of <strong>the</strong>se were Ghost<br />
Dance, written for <strong>Hartwick</strong> by Nobel Laureate Derek Walcott and a Region II<br />
winner in <strong>the</strong> American <strong>College</strong> Theatre Festival XXII in 1990, and student Rob<br />
Shimko’s Specks, <strong>the</strong> co-winner of <strong>the</strong> National Short Play Award for <strong>the</strong><br />
Kennedy Center American <strong>College</strong> Theatre Festival XXX in 1998.<br />
The student drama club, Cardboard Alley Players, and <strong>the</strong> drama honorary, Alpha<br />
Psi Omega, are very active. They promote <strong>the</strong>atre trips and host visits by <strong>the</strong>atre<br />
professionals as well as mount some of <strong>the</strong>ir own shows. January Term offcampus<br />
classes are offered in New York City and England. These courses provide<br />
more opportunities to see professional productions and to meet <strong>the</strong> people who
produce <strong>the</strong>m. Theatre students are encouraged to pursue <strong>the</strong> many internship and<br />
apprentice opportunities offered by professional <strong>the</strong>atre companies.<br />
Recent <strong>the</strong>atre arts graduates have gone-some directly and some with additional<br />
training-into jobs in acting, technical <strong>the</strong>atre and <strong>the</strong>atre management. O<strong>the</strong>rs have<br />
used <strong>the</strong>ir <strong>the</strong>atre training as part of <strong>the</strong>ir preparation for work in film, television<br />
and teaching. Equally important, however, are those students who left <strong>Hartwick</strong><br />
with majors in biology, computer science and English but who carried with <strong>the</strong>m<br />
an informed love of <strong>the</strong> <strong>the</strong>atre gained on <strong>Hartwick</strong>’s stages.<br />
Faculty<br />
Theatre Arts Faculty: Duncan B. Smith, co-director; Kenneth Golden, co-director<br />
Part-Time Faculty: Janet Bresee, Diana Friedell<br />
Courses<br />
100 Theatre Practicum (1-2 credits) Required for all students working on<br />
faculty-directed shows as designers, technicians, or actors and for all students<br />
stage-managing a faculty show or a senior project production. One credit will be<br />
earned for 40 to 80 hours and two credits for 80 hours or more of work assigned,<br />
supervised, and evaluated by <strong>the</strong> appropriate faculty member. May be repeated as<br />
often as necessary, but no more than five credits of Theatre Practicum will count<br />
towards graduation. Prerequisite: Permission of <strong>the</strong> instructor.<br />
105 Musical Theatre Production (3 credits) (same as Musi 105) Study, rehearsal<br />
and performance of a musical <strong>the</strong>atre piece. Students will be cast in a role or<br />
assigned a production responsibility and will be coached and directed by <strong>the</strong> staff.<br />
An emphasis will be placed on <strong>the</strong> development through practice of skills in<br />
singing, acting, dancing and in <strong>the</strong> designing, lighting and running of a<br />
production. Significant time will also be given to looking at literary, <strong>the</strong>matic and<br />
historical aspects of <strong>the</strong> piece to be produced with <strong>the</strong> intent of developing a<br />
sensitivity to <strong>the</strong> special qualities of musical <strong>the</strong>atre. Whe<strong>the</strong>r Musi or Thea, this<br />
course may only be taken twice for credit. Consent of instructor. Prerequisite:<br />
Permission of <strong>the</strong> instructor. (CPA)<br />
109 Off-Campus Production (1 credit) Designed to give credit for significant<br />
participation, on or off stage, in an off-campus <strong>the</strong>atrical production. The work<br />
must be approved by a member of <strong>the</strong> <strong>Hartwick</strong> <strong>the</strong>atre faculty and a system of<br />
evaluation established with <strong>the</strong> appropriate member of <strong>the</strong> production staff. May<br />
not be repeated for <strong>the</strong> same kind of experience, and only one unit may count<br />
toward graduation. Permission required. Prerequisite: Permission of <strong>the</strong> instructor.<br />
110 Introduction to Movement and Dance for <strong>the</strong> Theatre (1 credit) Body<br />
training in movement technique using rhythm dynamics, space and gesture.<br />
Learning basic dance skills including jazz, tap, ballet, and modern. Foundation for<br />
dance classes.<br />
111 Modern Dance (1 credit) An introduction to modern dance technique and<br />
<strong>the</strong> use of <strong>the</strong> body as an instrument of expression.<br />
112 Ballet I (1 credit) Introduction to <strong>the</strong> fundamentals of classical ballet<br />
consisting of basic barre, center work and movement through space.
115 Dance Rehearsal and Performance (1 credit) Open to members of Orchesis,<br />
<strong>the</strong> <strong>College</strong> dance club, <strong>the</strong> course requires a significant number of hours in<br />
rehearsal to be determined by <strong>the</strong> Orchesis club advisor. Can also be taken for<br />
physical education credit. May be repeated once.<br />
120 Introduction to Theatre Arts (3 credits) An introduction to playwriting,<br />
script analysis, production and performance designed for students interested in<br />
gaining more <strong>from</strong> reading and watching plays as well as for those beginning a<br />
serious study of <strong>the</strong>atre. In addition to reading several short plays and discussing<br />
<strong>the</strong> creative steps required to mount <strong>the</strong>m, students will work in small groups<br />
writing and producing <strong>the</strong>ir own play, will see and critique a number of local<br />
productions and may work on a <strong>Hartwick</strong> production. (CPA)<br />
140 Fundamentals of Acting (3 credits) A practical investigation of <strong>the</strong> basic<br />
<strong>the</strong>ories of acting as a fine art. Emphasis will be on training <strong>the</strong> actor in <strong>the</strong> use of<br />
physical and mental abilities as effective tools of dramatic expression. (CPA)<br />
205 Theatre in New York City (3 credits) Based in part on campus and in part in<br />
New York City. This course will allow students to see a wide variety of <strong>the</strong>atrical<br />
productions and to study <strong>the</strong> history of Broadway and off-Broadway production<br />
since 1910. In New York students will see productions, meet professionals and<br />
tour <strong>the</strong>atres. Prerequisite: permission of <strong>the</strong> instructor. Offered in January. Fee<br />
involved. (CPA)<br />
212 Ballet II (1 credit) Concentration on classical ballet technique, barre, center<br />
work and movement through space. Prerequisite: Ballet I or permission of <strong>the</strong><br />
instructor.<br />
220 Play Production (4 credits) Each student in this course will select, analyze,<br />
design, cast, rehearse, promote and present a short one-act play—gaining<br />
experiential knowledge of <strong>the</strong> roles of <strong>the</strong> producer, director and designer. Class<br />
discussion and exercises will focus on such matters as selecting <strong>the</strong> play, budgeting,<br />
advertising, organizing <strong>the</strong> production team and calendar, developing a production<br />
concept, casting, blocking, working with actors, creating a prompt book, making a<br />
model of <strong>the</strong> set, planning costumes, props, makeup, lights and sound, setting cues<br />
and polishing <strong>the</strong> performance. Prerequisite: Thea 120. (CPA)<br />
231 Fundamentals of Theatrical Design (4 credits) An introduction to <strong>the</strong><br />
processes and methods of designing <strong>the</strong> visual and aural worlds of staged<br />
performance based on <strong>the</strong>matic elements and creative collaboration. Topics<br />
include scenery systems, light, costume, sound design, stagecrafts, graphic methods<br />
and production organization. (CPA)<br />
237 Reconstructing Shakespeare’s Company (4 credits) A simulation of <strong>the</strong><br />
workings of Shakespeare’s <strong>the</strong>atrical company as it prepares to produce one of his<br />
comedies for <strong>the</strong> Elizabethan public <strong>the</strong>atre. Students take on roles both as<br />
characters in <strong>the</strong> comedy, to be produced in a workshop performance at <strong>the</strong> end of<br />
<strong>the</strong> course, and as members of <strong>the</strong> acting company. Activities include script<br />
analysis, discussions of Elizabethan culture and <strong>the</strong>atrical practice, and<br />
improvisations based on research into <strong>the</strong> period. Laboratory sessions are devoted<br />
to rehearsal. Counts in <strong>the</strong> <strong>the</strong>atre major as a course in <strong>the</strong>atre history. (Crosslisted<br />
as Engl 237) (CPA)
240 Advanced Acting (4 credits) Advanced acting projects such as study of period<br />
styles, physical acting, and ensemble development. Prerequisite: Thea 140 and<br />
Thea 110, 111, or 112.<br />
250 Selected Topics (3 credits) A course at <strong>the</strong> advanced level, <strong>the</strong> content of<br />
which is determined according to <strong>the</strong> special interest of <strong>the</strong> instructor and<br />
students.<br />
260 The Art of Cinema (2 credits) An examination of <strong>the</strong> visual, aural and<br />
narrative language systems used to convey meaning in this most popular of art<br />
forms. From <strong>the</strong> most concrete components of cinematic art (story structure,<br />
photographic composition, sound, etc.) to <strong>the</strong> most abstract, <strong>the</strong> course will<br />
provide a foundation for students’ personal “cineliteracy.” (CPA)<br />
303 Theatre in England (3 credits) Based in London and Stratford-upon-Avon,<br />
<strong>the</strong> class will attend up to 12 productions offered by <strong>the</strong> Royal Shakespeare<br />
Company, The Royal National Theatre, West End <strong>the</strong>atres and Fringe<br />
companies. Students will also visit <strong>the</strong>atres, museums and historic sites and will<br />
talk with a number of British <strong>the</strong>atre professionals. There will also be time for<br />
students to explore <strong>the</strong> London area on <strong>the</strong>ir own. Prerequisite: permission of <strong>the</strong><br />
instructor. Offered alternate January Terms. Fee involved. (CPA)<br />
331 Stage Lighting and Advanced Design (4 credits) An intensive study of <strong>the</strong><br />
role of light as an artistic component of <strong>the</strong>atrical production as well as related<br />
technologies as determined by student interest. Prerequisite: Thea 231(CPA)<br />
350 Topics in Theatre (3 credits) Advanced study of a topic in <strong>the</strong>atre<br />
production or dramatic literature.<br />
490 Senior Project (4 credits) In consultation with <strong>the</strong> <strong>the</strong>atre faculty, each<br />
<strong>the</strong>atre major will in <strong>the</strong> spring of his or her junior year propose a significant<br />
<strong>the</strong>atre project for completion in <strong>the</strong> senior year. Normally this will involve<br />
directing and designing a play to be included in <strong>the</strong> department’s production<br />
season. Major design or research projects will also be considered. Prerequisites:<br />
Thea 120, 220, 231, senior standing, and substantial completion of <strong>the</strong> <strong>the</strong>atre<br />
arts major.<br />
Theatre Arts<br />
Requirements for <strong>the</strong> major: A total of 41 credits, distributed as follows:<br />
Five <strong>the</strong>atre arts courses:<br />
120 Introduction to Theatre Arts<br />
140 Fundamentals of Acting<br />
220 Play Production<br />
231 Fundamentals of Theatrical Design<br />
490 Senior Project<br />
One of <strong>the</strong> following courses:<br />
240 Advanced Acting<br />
331 Stage Lighting and Advanced Design<br />
Four approved dramatic literature or <strong>the</strong>atre history courses, at least two at <strong>the</strong><br />
300 or 400 level, totaling at least 13 credits.<br />
Approved electives totaling at least 3 credits
Two Thea 100 Theatre Practicums or one practicum and one dance or movement<br />
course totaling at least 3 credits. (No more than 5 credits of Thea 100 to count<br />
toward graduation.)<br />
Requirements for <strong>the</strong> minor: 20 credits distributed as follows:<br />
120 Introduction to Theatre Arts<br />
140 Fundamentals of Acting<br />
231 Fundamentals of Theatrical Design<br />
One approved dramatic literature or <strong>the</strong>atre history class worth at least 3 credits<br />
Two of <strong>the</strong> following courses totaling at least 7 credits:<br />
220 Play Production<br />
240 Advanced Acting<br />
331 Stage Lighting and Advanced Design<br />
One additional dramatic literature or <strong>the</strong>atre history class
U.S. Ethnic Studies Minor<br />
This academic minor focuses on <strong>the</strong> comparative study of race and ethnicity in <strong>the</strong><br />
United States as it uniquely intersects with <strong>the</strong> international context (with special<br />
emphasis on those groups that have historically borne <strong>the</strong> brunt of discrimination,<br />
enslavement and even extermination in <strong>the</strong> process of European expansion in <strong>the</strong><br />
Americas). The comparative focus assumes that <strong>the</strong>re are general processes that<br />
underlie <strong>the</strong> formation of ethnic identity and “race” relations in a wide range of<br />
social contexts. The program aims to expose students to <strong>the</strong> contributions of<br />
diverse groups of Americans to U.S. society and culture. To that end, <strong>the</strong> minor<br />
provides access to a range of analytical tools with which to examine <strong>the</strong> histories,<br />
experiences and cultures of America’s racial and ethnic groups and <strong>the</strong>ir<br />
relationships to each o<strong>the</strong>r and to <strong>the</strong> dominant culture. Interested students should<br />
contact Dr. Edy<strong>the</strong> Quinn.<br />
Objectives of <strong>the</strong> U.S. Ethnic Studies Minor are:<br />
1. To provide students with an understanding of <strong>the</strong> socially constructed “nature”<br />
of race and ethnicity.<br />
2. To help students understand <strong>the</strong> debates about <strong>the</strong> biological basis of human<br />
diversity.<br />
3. To teach <strong>the</strong> histories, cultures and contributions of U.S. racial and ethnic<br />
groups in ways that highlight <strong>the</strong> differences and similarities of ethnic experience<br />
and expression as well as <strong>the</strong> responses to racial/ethnic discrimination and its<br />
relationship to o<strong>the</strong>r historical inequalities such as class and gender.<br />
4. To help prepare students to participate in an increasingly diverse world and<br />
promote a more just society.<br />
5. To introduce <strong>the</strong> disciplinary scholarship of ethnic studies.<br />
6. To provide opportunities for students to experience racial and ethnic contexts<br />
that take <strong>the</strong>m beyond <strong>the</strong>ir own cultural backgrounds.<br />
U.S. Ethnic Studies Minor<br />
Requirements for <strong>the</strong> minor in U.S. Ethnic Studies: Six courses, two of which are<br />
core to all students in <strong>the</strong> minor. No more than two courses in <strong>the</strong> student’s major<br />
field may count toward <strong>the</strong> minor. The core courses are <strong>the</strong> Introductory Course<br />
and <strong>the</strong> Capstone Seminar.<br />
Introductory Course (Theory/History) All students, regardless of concentration,<br />
are required to take an introductory course on ethnicity which prepares <strong>the</strong>m to<br />
look at <strong>the</strong> materials in <strong>the</strong>ir area of concentration with reference to current <strong>the</strong>ory<br />
in <strong>the</strong> study of ethnicity. Students are encouraged to take this course as early as<br />
possible and before completing <strong>the</strong> o<strong>the</strong>r requirements of <strong>the</strong> minor. Students may<br />
select as <strong>the</strong>ir introductory course one of <strong>the</strong> following courses:<br />
250 Hispanic and African-American Cultures (Anth)<br />
279 American Ethnic History (Hist)<br />
150 FYS: Politics of Race and Gender (Posc)<br />
250 Race and Ethnicity (Soci)<br />
250 Economics of Race and Gender (Econ)
Capstone Seminar This seminar is designed to explore a set of significant social<br />
and ethical issues <strong>from</strong> several cultural and ethnic perspectives. In <strong>the</strong> process,<br />
students will be encouraged to apply <strong>the</strong> knowledge and analytical skills <strong>the</strong>y have<br />
acquired while pursuing <strong>the</strong> minor in U.S. Ethnic Studies. This will be carried out<br />
through a dialogue with <strong>the</strong>ir peers and <strong>the</strong> faculty seminar leader(s). More<br />
specifically, <strong>the</strong> seminar seeks to:<br />
1. Recognize and examine <strong>the</strong> complexity of <strong>the</strong> social, personal and moral<br />
questions involved in addressing U.S. cultural diversity.<br />
2. Develop in a student a capacity for listening, understanding, and applying<br />
concepts, techniques, and value assessments applied by <strong>the</strong>ir peers or <strong>the</strong><br />
faculty seminar leader(s) to <strong>the</strong> issues at hand.<br />
Courses that satisfy <strong>the</strong> Capstone Seminar requirement will be so identified among<br />
<strong>the</strong> Contemporary Issues Seminars (CIS) in <strong>the</strong> Interdisciplinary (INTR) section<br />
of <strong>the</strong> annual schedule of courses.<br />
Concentrations Students in <strong>the</strong> minor, in consultation with an advisor, can choose<br />
<strong>from</strong> three areas of concentration:<br />
African American Concentration Four courses, selected as follows:<br />
At least one course dealing with Africa, selected <strong>from</strong> <strong>the</strong> following:<br />
237 Peoples and Cultures/South Africa (Anth)<br />
237 Peoples and Cultures/West Africa: Roots of American Culture (Anth)<br />
335 Third World Studies: Africa (Anth)<br />
335 Third World Studies: African Colonialism (Anth)<br />
350 World Music: Music of Africa (Musi)<br />
281 African Politics (Posc)<br />
At least two courses in at least two departments, selected <strong>from</strong> <strong>the</strong> following:<br />
250 African-American Literature (Engl)<br />
241 African-American History (Hist)<br />
250 African-Americans in <strong>the</strong> North (Hist)<br />
250 Civil Rights Movement in <strong>the</strong> 20th Century (Hist)<br />
325 Comparative Slave Systems (Hist)<br />
330 Slavery and Abolition in America (Hist)<br />
351 Civil Rights Seminar (Hist)<br />
American Indian Concentration<br />
Four courses, selected as follows:<br />
One course, selected <strong>from</strong> <strong>the</strong> following:<br />
241 Native North American Prehistory (Anth)<br />
275 The Indians in American History I (Hist)<br />
The following course:<br />
276 The Indians in American History II (Hist)<br />
Two courses, selected <strong>from</strong> <strong>the</strong> following:<br />
250 20th Century Native American Fine Art (Art)<br />
350 Native American Literature (Engl)<br />
310 CIS: Indians in Contemporary Literature (Intr)<br />
150 Native American Religions (Reli)<br />
Comparative Concentration In this concentration students select <strong>from</strong> a range of<br />
courses that deal with race and ethnicity (listed below). These courses are divided<br />
into three focuses: Theoretical, International and United States. After taking <strong>the</strong>
introductory course in <strong>the</strong> minor, <strong>the</strong> student who elects this option must work<br />
with <strong>the</strong> coordinator to create a program of study that while focused and<br />
comparative, examines race and ethnicity both nationally and internationally. In<br />
addition to <strong>the</strong> Introductory Course and <strong>the</strong> Capstone Seminar, <strong>the</strong> student will<br />
select four courses <strong>from</strong> <strong>the</strong> following lists, with at least two courses <strong>from</strong> <strong>the</strong><br />
United States focus:<br />
Theory<br />
346 Race and Human Variability (Anth)<br />
250 Hispanic and African-American Cultures (Anth)<br />
250 Economics of Race and Gender (Econ)<br />
250 Economics of Plantations (Econ)<br />
279 American Ethnic History (Hist)<br />
325 Comparative Slave Systems (Hist)<br />
310 CIS: Human Diversity (Intr)<br />
310 CIS: Philosophy, Race and Gender (Intr)<br />
150 FYS: Politics of Race and Gender (Posc)<br />
230 Poverty and Affluence in American Society (Soci)<br />
240 Women and Social Change (Soci)<br />
250 Race and Ethnicity (Soci)<br />
330 Language and Society (Soci)
Women’s Studies Minor<br />
Over <strong>the</strong> past two decades, a distinct body of scholarship on gender has developed<br />
in almost every academic field. This scholarship raises basic questions about<br />
women, men, and society which transcend disciplines and challenge traditional<br />
ways of teaching and conducting research. The feminist framework informing<br />
women’s studies addresses <strong>the</strong> following issues with respect to gender:<br />
1. It challenges <strong>the</strong> androcentric bias in thought, language, and social and<br />
intellectual systems.<br />
2. It rethinks <strong>the</strong> central western dualisms—e.g., mind/body, subject/object,<br />
thinking/doing.<br />
3. It involves a critique of all forms of oppression including class, race, sex,<br />
sexual-affectional preference, 1 st world-3 rd world, violence, militarism, ecological<br />
destruction, political inequality and hierarchies of power.<br />
Faculty<br />
Connie Anderson, Elizabeth Ayer, Robert Bensen, David Cody, Lisa Darien,<br />
Fiona Dejardin, Sharon Dettenrieder, Marilyn Dunn, Laurel Elder, Lynn Elmore,<br />
Carlena Ficano, Vicki Howard, Katharine Kreisher, Cherilyn Lacy, Laura Malloy,<br />
Adrian McFarlane, Enrique Morales-Diaz, Susan Navarette, Mieko Nishida, Kim<br />
Noling, Ka<strong>the</strong>rine O’Donnell, Edy<strong>the</strong> Quinn, Leesa Rittelmann, Stefanie<br />
Rocknak, Esperanza Roncero, Margaret Schramm, Linda Swift, Mireille<br />
Vandenheuvel, Mary Vanderlaan, Marilyn Wesley, Mark Wolff.<br />
Courses<br />
166 Introduction to Women’s Studies (3 credits) (INTR) This course introduces<br />
students to feminist scholarship and acquaints <strong>the</strong>m with <strong>the</strong> intellectual, ethical,<br />
social, political, historical and cultural forces constructing gender. The class is<br />
interdisciplinary and grounded in feminist pedagogy. (Required)<br />
360 Seminar in Women’s Studies (3 credits) (INTR) This seminar explores a<br />
broad range of classical and contemporary feminist <strong>the</strong>ory and contrasts it with<br />
existing, normative <strong>the</strong>oretical paradigms. A feminist framework is used to focus<br />
on a specific academic field, i.e., history, literature, labor, science. Emphasis is<br />
placed on cultivating self-development through student participation in<br />
pedagogical experimentation, project creation and reading choices. Prerequisite:<br />
two of <strong>the</strong> courses listed or permission of <strong>the</strong> instructor. Directed and<br />
independent courses in women’s studies may be arranged in consultation with <strong>the</strong><br />
program’s faculty.<br />
Women’s Studies Minor<br />
Requirements for <strong>the</strong> minor in Women’s Studies: 19 credits:<br />
Required courses:<br />
166 Introduction to Women’s Studies (Intr)<br />
360 Capstone Seminar in Women’s Studies
12 credits selected <strong>from</strong> <strong>the</strong> following (<strong>the</strong>re are o<strong>the</strong>r courses that may count as<br />
long as faculty member wishes to list is as a Women’s Studies course):<br />
155 Children’s Lives (Soci)<br />
204 Women and Art (Art)<br />
208 Gender and Sexuality (Soci)<br />
211 Family and <strong>the</strong> Life Course (Soci)<br />
221 Classical Mythology (Engl/Clas)<br />
225 Human Rights (Soci)<br />
240 Women, Men, and Politics (Posc)<br />
240 Women and Social Change (Soci)<br />
242 Women in American History (Hist)<br />
250 African-American Women Dramatist (Engl)<br />
250 The Warrior and <strong>the</strong> Poet (Engl)<br />
252 Dark Satanic Mills: European Labor History – 1700 (Hist)<br />
252 Women in European History (Hist)<br />
253 Power and Identity (Hist)<br />
255 Women and Fiction (Engl)<br />
283 Western Medicine since 1500 (Hist)<br />
307 Sex and Gender Roles (Anth)<br />
310 Philosophy of Race and Gender (Intr)<br />
310 Breastworks: An Interdisciplinary Analysis (Intr)<br />
310 Unruly Women ((Intr)<br />
310 Issues in Contemporary Photography (Intr)<br />
316 Race and Gender ((Econ)<br />
319 Latin American Popular Culture (Span)<br />
322 Women, Politics, and Development (Posc)<br />
326 Gender and Power in Latin America (Hist)<br />
333 20 th Century Spanish American Writers (Span)<br />
340 Social Movements (Soci)<br />
350 Women and <strong>the</strong> Law (Posc)<br />
352 Medieval Women and Religion (Hist)<br />
360 Victorian Literature (Engl)<br />
382 19 th Century New England Women Writers (Engl)<br />
383 Disease and <strong>the</strong> Social Body (Hist)<br />
433 Topics in Gender Studies (Span)<br />
437 Topics in Hispanic Caribbean Literatures and Cultures (Span)<br />
450 Oscar Wilde and <strong>the</strong> Queer Cultures of <strong>the</strong> ’90s (Engl)
Educational Policies and Procedures<br />
Statement of Educational Objectives<br />
The following statement of educational objectives has been adopted by <strong>the</strong><br />
<strong>Hartwick</strong> <strong>College</strong> faculty and approved by <strong>the</strong> Board of Trustees:<br />
<strong>Hartwick</strong> <strong>College</strong> is a four-year, independent, coeducational liberal arts and<br />
sciences college, which accepts students as candidates for <strong>the</strong> Bachelor of Arts and<br />
Bachelor of Science degrees, regardless of age, race, sex, creed, or physical<br />
handicap. It provides instruction in, and stresses <strong>the</strong> relatedness of, <strong>the</strong> humanities,<br />
<strong>the</strong> social and behavioral sciences and <strong>the</strong> natural sciences; it emphasizes<br />
intellectual excellence, ethical values and effective and responsible participation in<br />
a democratic society.<br />
<strong>Hartwick</strong> provides opportunities for students:<br />
• To expand <strong>the</strong>ir awareness of <strong>the</strong> world by exposure to intellectual<br />
perspectives of a variety of disciplines and to <strong>the</strong> content and historical<br />
roots of <strong>the</strong>ir own and o<strong>the</strong>r cultures.<br />
• To acquire depth of knowledge in one or more areas of specialization.<br />
• To learn <strong>the</strong> disciplined and discriminating use of evidence in making<br />
decisions and solving problems.<br />
• To gain an appreciation of creative processes in <strong>the</strong> arts and sciences, and<br />
to develop <strong>the</strong>ir own creative abilities and give expression to <strong>the</strong>m.<br />
• To achieve self-reliance and to develop <strong>the</strong>ir personal styles, values and<br />
beliefs in a manner consistent with becoming responsible and productive<br />
individuals.<br />
These goals are among <strong>the</strong> objectives of all of <strong>the</strong> educational activities of <strong>the</strong><br />
<strong>College</strong>, both curricular and extracurricular. They are sought by various means<br />
with varying emphases, and in ways which are appropriate to <strong>the</strong> individual<br />
specializations of <strong>the</strong> students. The faculty and staff of <strong>Hartwick</strong> <strong>College</strong> assist<br />
students in identifying and achieving <strong>the</strong>se goals through instruction, advice,<br />
guidance and example.
Accreditation and Affiliations<br />
<strong>Hartwick</strong> is an independent college operating under a charter granted by <strong>the</strong><br />
Regents of <strong>the</strong> University of <strong>the</strong> State of New York. Control of <strong>the</strong> <strong>College</strong> is<br />
vested in its Board of Trustees, and its academic programs are registered with <strong>the</strong><br />
New York State Department of Education, Office of Higher Education, Room<br />
979, Education Building Annex, Albany, NY 12230, 518-474-5851.<br />
The <strong>College</strong> is accredited by <strong>the</strong> Middle States Association of <strong>College</strong>s and<br />
Schools. The degree programs in art and art history are accredited by <strong>the</strong> National<br />
Association of Schools of Art and Design. The bachelor of science degree<br />
program in chemistry is approved by <strong>the</strong> American Chemical Society. The degree<br />
programs in music and music education are accredited by <strong>the</strong> National<br />
Association of Schools of Music and <strong>the</strong> music department has an active chapter<br />
of Pi Kappa Lambda, a national music honor society. The baccalaureate program<br />
in nursing is accredited by <strong>the</strong> National League for Nursing.<br />
<strong>Hartwick</strong> is an institutional member of <strong>the</strong> Association of American <strong>College</strong>s and<br />
Universities, <strong>the</strong> American Council on Education, <strong>the</strong> Association of <strong>College</strong>s and<br />
Universities of <strong>the</strong> State of New York, <strong>the</strong> Commission on Independent <strong>College</strong>s<br />
and Universities, <strong>the</strong> <strong>College</strong> Entrance Examination Board, <strong>the</strong> Council for<br />
Advancement and Support of Education, <strong>the</strong> Department of Baccalaureate and<br />
Higher Degree Programs of <strong>the</strong> National League for Nursing, <strong>the</strong> American<br />
Chemical Society, <strong>the</strong> American Association of University Women, <strong>the</strong><br />
Independent <strong>College</strong> Fund of New York, <strong>the</strong> National Association of<br />
Independent <strong>College</strong>s and Universities, <strong>the</strong> Council on International Educational<br />
Exchange, and <strong>the</strong> Higher Education Data Sharing Consortium, EduCAUSE.<br />
Registered Degree Programs<br />
Enrollment in o<strong>the</strong>r than registered or o<strong>the</strong>rwise approved programs may<br />
jeopardize a student’s eligibility for financial aid awards.<br />
B.A. Degree Titles & Hegis Codes<br />
Accounting (General) 0502<br />
Anthropology 2202<br />
Art 1002<br />
Art History 1003<br />
Biology 0401<br />
Chemistry 1905<br />
Economics 2204<br />
English 1501<br />
French 1102<br />
Geology 1914<br />
German 1103<br />
History 2205<br />
Management 0506<br />
Ma<strong>the</strong>matics 1701<br />
Music 1005
Philosophy 1509<br />
Philosophy/Religious Studies 1351<br />
Physics 1902<br />
Political Science 2207<br />
Psychology 2001<br />
Religious Studies 1350<br />
Sociology 2208<br />
Social Studies 2201<br />
Spanish 1105<br />
Theatre Arts 1007<br />
Individual Studies 4901<br />
B.S. Degree Titles & Hegis Codes<br />
Accounting (C.P.A.) 0502<br />
Biochemistry 0414<br />
Computer Science 0701<br />
Chemistry 1905<br />
Information Science 0702<br />
Medical Technology 1223<br />
Music Education 0832<br />
Nursing 1203<br />
Individual Studies 4901<br />
Teacher Certification<br />
At <strong>Hartwick</strong>, students interested in becoming teachers complete an education<br />
program coupled with a content major or major/minor combination. <strong>Hartwick</strong><br />
offers education programs in Childhood (grades 1-6) coupled with more than 20<br />
content majors; Middle Childhood (grades 5-9)and Adolescence (grades 8-12)<br />
education coupled with majors in English, Math, Biology, Chemistry, Physics,<br />
Geology (Earth Science), French, German, Spanish. Social Studies certification<br />
may be coupled with majors in Anthropology, Economics, History, Political<br />
Science, or Sociology for <strong>the</strong> Adolescent level (and Psychology for <strong>the</strong> Middle<br />
Childhood level); and K-12 Music Education. For additional information please<br />
refer to <strong>the</strong> Education Department (page 55 of this catalog).
Policies and Procedures<br />
Students at <strong>Hartwick</strong> are expected to familiarize <strong>the</strong>mselves with <strong>the</strong> graduation<br />
criteria, major requirements and o<strong>the</strong>r applicable academic guidelines as <strong>the</strong>y plan<br />
<strong>the</strong>ir programs.
Academic Honesty<br />
The principles of honesty and integrity govern all academic work at <strong>Hartwick</strong><br />
<strong>College</strong>. Violation of <strong>the</strong>se principles by plagiarism or o<strong>the</strong>r forms of academic<br />
dishonesty will lead to serious penalties, up to and including dismissal <strong>from</strong> <strong>the</strong><br />
<strong>College</strong>. For details of this policy, see <strong>the</strong> Academic Honesty Policy on <strong>the</strong><br />
<strong>College</strong>’s Web site.
Full- and Part-Time Matriculated Student Status<br />
For students receiving financial aid <strong>from</strong> New York State, see “Standards of NYS<br />
Student Aid Eligibility” under Educational Policies and Procedures.<br />
A matriculated student is one accepted by <strong>the</strong> <strong>College</strong> to work full- or part-time<br />
toward a degree.<br />
A full-time matriculated student is expected to complete at least 24 credits per<br />
year. All matriculated students must abide by <strong>the</strong> regulations established by <strong>the</strong><br />
faculty and enforced by <strong>the</strong> Dean and <strong>the</strong> Committee on Academic Standards.<br />
Since <strong>Hartwick</strong> is designed primarily as a residential institution for full-time<br />
students, exceptions to <strong>the</strong> fulltime status will be granted only in cases falling<br />
within <strong>the</strong> following categories:<br />
1. Students admitted as part-time matriculated students because of unusual<br />
student needs. An example would be a student who, because of financial<br />
problems, cannot afford full-time status. Students in <strong>the</strong>se or similar<br />
circumstances may be admitted as part-time students.<br />
2. Full-time students who wish to change to part-time matriculated status for<br />
one or more terms after enrollment at <strong>the</strong> <strong>College</strong>. Exceptions to <strong>the</strong> full-time<br />
status will be granted only to those who can satisfy <strong>the</strong> Committee on<br />
Academic Standards that <strong>the</strong>y meet one or more of <strong>the</strong> following criteria:<br />
a. Continuation of study at <strong>the</strong> <strong>College</strong> past <strong>the</strong> normal four-year period.<br />
b. Special, validated health problems permitting part-time but not full- time<br />
study.<br />
c. Unforeseeable financial emergency.<br />
d. Strong academic justification to meet special student needs.
Visiting Students at <strong>Hartwick</strong><br />
<strong>Hartwick</strong> also admits visiting students. These are matriculated students in good<br />
standing at o<strong>the</strong>r campuses who wish to pursue course work at <strong>Hartwick</strong> that is<br />
uniquely relevant to <strong>the</strong>ir educational programs. A <strong>Hartwick</strong> program abroad<br />
would be an example of such a program. Visiting students may enroll in a normal<br />
course load at <strong>Hartwick</strong>, so long as <strong>the</strong>y have explicit permission <strong>from</strong> <strong>the</strong>ir home<br />
colleges.
Special Students<br />
In special cases students who are not matriculated at <strong>Hartwick</strong> or o<strong>the</strong>r<br />
institutions may be admitted as part-time students (taking no more than 8<br />
credits). The standards for admission for special students are comparable to those<br />
which govern those who apply for matriculated status.<br />
Students desiring special student status should contact <strong>the</strong> admission office for an<br />
application and fur<strong>the</strong>r information. Special students will be required to provide<br />
official collegiate transcripts and may be requested to provide official secondary<br />
school transcripts with test scores prior to admission. Upon acceptance, students<br />
may register in classes on a space-available basis, assuming <strong>the</strong>y have satisfied<br />
course prerequisites.
Classification of Students<br />
Students are classified as follows:<br />
Freshman—less than 30 credits completed<br />
Sophomore—30 through 59 credits completed<br />
Junior—60 through 89 credits completed<br />
Senior—minimum of 90 credits completed
Grades<br />
Physical education courses are graded on a Passed-Not Passed basis. The work of<br />
students in all o<strong>the</strong>r courses is graded by letter and by number of quality points as<br />
follows:<br />
A: indicates original or independent thinking, a command of <strong>the</strong><br />
interrelationships within <strong>the</strong> subject, <strong>the</strong> ability to apply <strong>the</strong> principles learned, a<br />
mastery of <strong>the</strong> subject matter and clarity of expression. Quality points per credit:<br />
A = 4.0, A- = 3.7.<br />
B: indicates a mastery of <strong>the</strong> subject matter, an understanding of <strong>the</strong><br />
fundamentals and <strong>the</strong>ir interrelationships, <strong>the</strong> ability to apply that knowledge<br />
and to express it clearly. Quality points per : B+ = 3.3, B = 3.0, B- = 2.7.<br />
C: indicates an acceptable knowledge of <strong>the</strong> course content, an understanding of<br />
<strong>the</strong> fundamental principles and a reasonable ability to apply <strong>the</strong>m. Quality<br />
points per credit: C+ = 2.3, C = 2.0, C- = 1.7.<br />
D: indicates minimal knowledge and understanding of <strong>the</strong> course content, with a<br />
limited ability to apply <strong>the</strong> principles learned. Quality points per course unit:<br />
D+ = 1.3, D = 1.0., D- = 0.7.<br />
F: indicates that <strong>the</strong> work was not satisfactorily completed. Quality points per<br />
credit: F = 0.0.<br />
I: indicates that <strong>the</strong> course work was incomplete at <strong>the</strong> end of <strong>the</strong> term and that<br />
<strong>the</strong> instructor granted additional time to complete <strong>the</strong> work or additional time<br />
was required for grading practices. It should be understood that incompletes are<br />
issued for a number of reasons and do not necessarily indicate negligence on <strong>the</strong><br />
part of <strong>the</strong> student. For <strong>the</strong> student to receive credit for <strong>the</strong> course, all work<br />
must be completed by one of <strong>the</strong> following dates, or by an earlier date as set by<br />
<strong>the</strong> instructor: Spring and Summer Term courses—October 30. Fall and<br />
January Term courses—March 30. If a grade is not submitted by <strong>the</strong><br />
appropriate date, an automatic “F” will be recorded.<br />
Additional markings regarding grades:<br />
X: indicates non-attendance in a course. The student must show to <strong>the</strong><br />
satisfaction of <strong>the</strong> Committee on Academic Standards that he or she never<br />
attended <strong>the</strong> course or stopped attending <strong>the</strong> course and failed to withdraw with<br />
proper administrative processing. “X” does not count in <strong>the</strong> total courses<br />
attempted.<br />
W: indicates that <strong>the</strong> student withdrew <strong>from</strong> <strong>the</strong> course by <strong>the</strong> end of <strong>the</strong> ninth<br />
week of <strong>the</strong> term for a fall or spring term course, by <strong>the</strong> end of <strong>the</strong> third week<br />
for a January Term course. Each instructor must provide every student with an<br />
evaluation of progress in <strong>the</strong> course so that <strong>the</strong> student may evaluate his or her<br />
status prior to <strong>the</strong> deadline for withdrawal. Withdrawals after <strong>the</strong> deadline are<br />
not permitted unless approved by <strong>the</strong> Committee on Academic Standards. “W”<br />
does not count in <strong>the</strong> total of courses attempted.<br />
PND: used when no grade has been submitted by <strong>the</strong> instructor. The grade is<br />
pending.
In addition to <strong>the</strong> grades and quality points referred to above, a faculty member<br />
may write a commentary concerning <strong>the</strong> student’s work in a class. Such statements<br />
must be typed on <strong>the</strong> proper form obtained <strong>from</strong> <strong>the</strong> registrar’s office; only <strong>the</strong>n<br />
will <strong>the</strong>y be incorporated as part of <strong>the</strong> transcript.<br />
Grades are reported electronically at <strong>the</strong> end of each grading period.<br />
<strong>College</strong> policy permits <strong>the</strong> withholding of a transcript until a student’s debts have<br />
been paid, including library and traffic fines.
Auditing Courses<br />
A student in good academic standing and with <strong>the</strong> permission of <strong>the</strong> instructor<br />
may audit a course. The student and <strong>the</strong> instructor must agree in advance on what<br />
<strong>the</strong> auditor is expected to do. At <strong>the</strong> end of <strong>the</strong> course, <strong>the</strong> instructor shall certify<br />
that <strong>the</strong> student met <strong>the</strong>se obligations. If <strong>the</strong> obligations are not met, <strong>the</strong> student<br />
will be dropped <strong>from</strong> <strong>the</strong> course roster. A decision to change <strong>from</strong> credit to audit<br />
must be made by <strong>the</strong> end of <strong>the</strong> first week of <strong>the</strong> term in which <strong>the</strong> course is given.<br />
Not all courses are available for audits; for example, studio arts courses, physical<br />
education courses, computer laboratory courses, and off-campus programs are<br />
excluded.
Repeating of Courses<br />
A student may retake any course for <strong>the</strong> purpose of gaining additional knowledge<br />
and improving <strong>the</strong> grade. Retaking a course for which <strong>the</strong> student has credit (<strong>the</strong><br />
course was passed) will not add to <strong>the</strong> student’s total number of credits completed<br />
for graduation. For courses repeated at <strong>Hartwick</strong>, <strong>the</strong> higher grade will be used to<br />
calculate <strong>the</strong> grade point average. For courses repeated elsewhere, if <strong>the</strong> course is<br />
allowed to transfer in, and if <strong>the</strong> <strong>Hartwick</strong> grade in <strong>the</strong> earlier attempt was D+ or<br />
lower, <strong>the</strong> <strong>Hartwick</strong> grade will not be included in <strong>the</strong> student’s grade point<br />
average. The transfer grade will not be used in <strong>the</strong> grade point average ei<strong>the</strong>r; <strong>the</strong><br />
student will just have credit for <strong>the</strong> transfer course ra<strong>the</strong>r than <strong>the</strong> <strong>Hartwick</strong><br />
course.<br />
It is <strong>the</strong> student’s responsibility to notify <strong>the</strong> Registrar’s Office when a course is<br />
being repeated.
Deletion of Courses <strong>from</strong> Final Grade Point Average<br />
In order to meet <strong>the</strong> minimum 2.00 required for graduation, a senior may elect<br />
during his or her final term to exclude <strong>from</strong> <strong>the</strong> final cumulative grade point<br />
average any course not needed to meet graduation requirements (including total<br />
number of credits). Such grades will still be shown on <strong>the</strong> transcript but will not<br />
be calculated within <strong>the</strong> final cumulative grade point average.
Waiver of Academic Requirements<br />
Requests for waivers of academic requirements must be addressed to <strong>the</strong><br />
Committee on Academic Standards which includes faculty and student members.<br />
Petitions should be addressed to <strong>the</strong> committee and submitted to <strong>the</strong> Registrar<br />
who serves as executive secretary to <strong>the</strong> committee. Requests for waiver of<br />
Curriculum XXI requirements should be addressed to <strong>the</strong> Dean of Academic<br />
Affairs.
Honors at Commencement<br />
<strong>College</strong> Honors<br />
To complete <strong>the</strong> Honors Program, and to be recommended by <strong>the</strong> Honors<br />
Program Committee for <strong>College</strong> Honors upon graduation, a student must be<br />
admitted to <strong>the</strong> program and successfully complete <strong>the</strong> interdisciplinary Honors<br />
Seminar and five Honors Options. Each student must graduate with at least a<br />
3.500 grade point average to receive <strong>College</strong> Honors at Commencement. For a<br />
fur<strong>the</strong>r description of <strong>the</strong> <strong>College</strong> Honors Program, see “Honors Program” under<br />
Academic Opportunities.<br />
Overall Average Honors<br />
Senior students at Commencement are awarded degrees with honor as follows:<br />
summa cum laude—3.850 or higher grade point average<br />
magna cum laude—3.650 or higher grade point average<br />
cum laude—3.400 or higher grade point average<br />
A student who has transferred credit to <strong>Hartwick</strong> <strong>College</strong> is eligible to graduate<br />
with honors only if <strong>the</strong> grade point average for <strong>the</strong> student’s entire college career<br />
falls into one of <strong>the</strong> categories above.<br />
Departmental Distinction<br />
Students will be awarded Departmental Distinction if <strong>the</strong>y have met all <strong>the</strong><br />
following requirements:<br />
1. Earned an overall grade average of at least 3.00,<br />
2. Earned a grade average of at least 3.50 in <strong>the</strong> major,<br />
3. Completed a senior <strong>the</strong>sis or project with a grade of at least A-, and<br />
4. Met any o<strong>the</strong>r requirements as specified in <strong>the</strong> <strong>College</strong> Catalog by individual<br />
departments.<br />
Each department will indicate in <strong>the</strong> <strong>College</strong> Catalog which courses ei<strong>the</strong>r within<br />
or outside <strong>the</strong> department count toward requirement two.<br />
Suitable notice of Departmental Distinction is to be entered on a student’s<br />
permanent record.<br />
Individual Program Distinction<br />
A student who, at <strong>the</strong> time of graduation, has met <strong>the</strong> following standards may be<br />
awarded a degree with Individual Program Distinction upon recommendation of<br />
<strong>the</strong> Committee on Individual Student Programs and with <strong>the</strong> approval of <strong>the</strong><br />
Committee on Academic Standards:<br />
1. Has <strong>the</strong> approval of <strong>the</strong> Program Advisor and Advisory Committee; and<br />
2. Has earned an overall average of 3.50 or higher in <strong>the</strong> courses constituting <strong>the</strong><br />
area of concentration, has a grade of A or A- on <strong>the</strong> senior project and a<br />
cumulative average of at least 3.00.
Commencement Participation<br />
Students may participate in <strong>the</strong> ceremony if <strong>the</strong>y are registered in spring term of<br />
<strong>the</strong>ir senior year for an approved program of studies which, if completed with<br />
suitable grades, will fulfill all degree requirements.
Dean’s List<br />
Effective Fall 2002, to be eligible for a Fall Term or Spring Term Dean’s List, a<br />
student must complete within that term at least 12 academic credits, earning a<br />
term grade point average of at least 3.500. Any student with a grade of Incomplete<br />
in any course in that term o<strong>the</strong>r than Senior Project/Thesis is not eligible for<br />
Dean’s List. Dean’s List is issued only at <strong>the</strong> end of Fall and Spring terms (not for<br />
summer sessions or January Term).
Academic Standards<br />
A student is admitted to <strong>Hartwick</strong> <strong>College</strong> with <strong>the</strong> understanding that<br />
continuance in <strong>the</strong> <strong>College</strong>, and receipt of academic credits and any certificate,<br />
depend upon compliance with all <strong>College</strong> regulations.<br />
All students are expected to maintain cumulative grade point averages of at least<br />
2.0 and make reasonable progress toward a degree. All student records are<br />
evaluated at <strong>the</strong> end of Fall and Spring terms. Students whose cumulative grade<br />
point averages are less than 2.0 or who are failing to make adequate academic<br />
progress are on academic probation and liable to be dismissed <strong>from</strong> <strong>the</strong> <strong>College</strong> by<br />
<strong>the</strong> Committee on Academic Standards. Students on academic probation are<br />
required to sign an agreement with <strong>the</strong> committee that demonstrates <strong>the</strong>ir<br />
seriousness of purpose and provides a specific plan for repairing <strong>the</strong>ir deficiencies<br />
in a mutually agreeable time. Failure to comply with <strong>the</strong> probation agreement may<br />
result in dismissal.
Dismissal<br />
Three situations may lead to dismissal:<br />
1. Whenever <strong>the</strong> student, in <strong>the</strong> judgment of <strong>the</strong> Committee on Academic<br />
Standards, fails to meet <strong>the</strong> standards governing scholarship or fails to perform<br />
to <strong>the</strong> stipulations of a probation contract<br />
2. By action of <strong>the</strong> president of <strong>the</strong> <strong>College</strong> based on appropriate<br />
recommendation <strong>from</strong> <strong>the</strong> campus judicial body whenever <strong>the</strong> student has failed<br />
to meet <strong>the</strong> standards governing personal conduct<br />
3.Whenever a student has attended ano<strong>the</strong>r college before applying for<br />
admission to <strong>Hartwick</strong> <strong>College</strong> and does not so state on his or her application<br />
for admission.<br />
A student who meets <strong>the</strong> standards, but who ei<strong>the</strong>r withdraws <strong>from</strong> all courses for<br />
insufficient reason, or fails all courses in a term, may be dismissed <strong>from</strong> <strong>the</strong><br />
<strong>College</strong>. Fur<strong>the</strong>rmore, a student may be placed on academic probation or<br />
dismissed any time <strong>the</strong>re is grave doubt concerning ei<strong>the</strong>r seriousness of purpose<br />
or completion of a degree program.<br />
The Committee on Academic Standards will notify in writing each student on<br />
academic probation as to future status at <strong>the</strong> <strong>College</strong>. A student who is dismissed<br />
may appeal to <strong>the</strong> Committee on Academic Standards which will <strong>the</strong>n consider<br />
any extenuating circumstances in <strong>the</strong> student’s case.<br />
Students whose appeal has been granted and probationary students who have<br />
come to <strong>the</strong> Committee’s attention will often be required to meet special<br />
conditions if <strong>the</strong>y are to be allowed to continue at <strong>the</strong> <strong>College</strong>. Some of <strong>the</strong><br />
conditions specified in recent years are <strong>the</strong> following:<br />
1. Student must complete a full load of courses with specified minimum grade<br />
average or<br />
2. Student must restrict <strong>the</strong> number of courses to be taken and plan on taking<br />
more than <strong>the</strong> normal time to complete a degree.<br />
3. Student must change majors.<br />
4. Student must consult or report to specified advisors and counselors.<br />
5. Student must give up or reduce time-consuming activities such as athletics,<br />
fraternity or sorority offices, Hilltops, jobs off campus, <strong>the</strong>atre, or WRHO.<br />
Questions concerning probation and dismissal should be directed to <strong>the</strong> Registrar<br />
or <strong>the</strong> chair of <strong>the</strong> Committee on Academic Standards. Appeal of a decision to<br />
dismiss should be directed to <strong>the</strong> Dean of Academic Affairs.
Athletic Eligibility<br />
In order to maintain continuous athletic eligibility beyond <strong>the</strong> first year, a studentathlete<br />
must register for and pass a minimum of 24 credits prior to <strong>the</strong> beginning<br />
of each academic year or have passed 24 credits during <strong>the</strong> two terms previous to<br />
competition. January Term courses and approved courses taken during summer<br />
sessions may be counted toward <strong>the</strong> compilation of courses needed to fulfill this<br />
requirement. A student-athlete must remain a full-time student (must be enrolled<br />
in a minimum of 12 credits for <strong>the</strong> Fall and Spring terms). Repeating a course for<br />
which a passing grade was issued does not count toward <strong>the</strong> required number of<br />
credits for that term or for <strong>the</strong> academic year. Incomplete courses do not apply<br />
toward <strong>the</strong> required number of credits for that term or for <strong>the</strong> academic year until<br />
all course work has been completed and a passing grade issued. A student-athlete<br />
must also maintain good academic standing. The Committee on Academic<br />
Standards may curtail or suspend athletics participation for student-athletes with a<br />
cumulative GPA below 2.00. Dismissal or suspension <strong>from</strong> <strong>the</strong> institution for<br />
academic or disciplinary reasons may result in an interruption of continuous<br />
athletic eligibility per institutional and NCAA regulations.
Standards of NYS Student Aid Eligibility<br />
Academic Eligibility for NYS Student Aid (including scholarships and TAP):<br />
The following academic eligibility requirements apply for <strong>the</strong> granting of New<br />
York State student aid:<br />
Enrollment Requirements<br />
Awards are granted only to full-time matriculated students. According to state<br />
guidelines, full-time students must enroll for a minimum of 12 credits for <strong>the</strong> Fall<br />
Term and 12 credits for <strong>the</strong> January/Spring terms. Repeating a course does not<br />
count toward <strong>the</strong> required number of courses for that term. The State Education<br />
Department permits <strong>the</strong> January Term to be used with <strong>the</strong> Spring Term only and<br />
it cannot be used to make up a Fall Term deficiency. Every recipient must have a<br />
major declared or an ISP approved by <strong>the</strong> end of <strong>the</strong> sophomore year. Failure to<br />
meet enrollment requirements results in loss of <strong>the</strong> award for that term.<br />
Program Pursuit<br />
Satisfactory program pursuit is defined as receiving a passing or failing grade in a<br />
certain percentage of a full-time course load in each term for which an award is<br />
received. The percentage increases <strong>from</strong> 50 percent of <strong>the</strong> minimum full-time<br />
course load in each term of study in <strong>the</strong> first year for which an award is received,<br />
to 75 percent of <strong>the</strong> minimum full-time course load in each term of study in <strong>the</strong><br />
second year for which an award is received, to 100 percent of <strong>the</strong> minimum fulltime<br />
course load in each term <strong>the</strong>reafter.<br />
Students must complete (with a grade of A, B, C, D or F) a minimum number of<br />
courses each term as follows:<br />
6 credits per term in <strong>the</strong> first year an award is received;<br />
9 credits per term in <strong>the</strong> second year an award is received;<br />
12 credits per term each term <strong>the</strong>reafter.<br />
Incompletes are permitted if <strong>the</strong> course is finished prior to <strong>the</strong> end of <strong>the</strong> next<br />
term.<br />
Satisfactory Academic Progress<br />
In addition, a certain number of credits must be accrued (successfully completed<br />
with grades of A, B, C or D) and a minimum cumulative GPA attained each term<br />
as follows:<br />
Before being<br />
certified for<br />
this payment 1 st 2 nd 3 rd 4 th<br />
__________________________________________<br />
Minimum #<br />
of credits<br />
accrued 0 3 9 21<br />
__________________________________________<br />
Minimum GPA 0 1.00 1.20 1.30<br />
__________________________________________<br />
Before being
certified for<br />
this payment 5 th 6 th 7 th 8 th<br />
__________________________________________<br />
Minimum #<br />
of credits<br />
accrued 33 45 60 75<br />
__________________________________________<br />
Minimum GPA 2.0 2.0 2.0 2.0<br />
__________________________________________<br />
Failure to meet program pursuit or satisfactory academic progress requirements<br />
results in <strong>the</strong> loss of <strong>the</strong> award for <strong>the</strong> subsequent term. A student may request a<br />
waiver of <strong>the</strong> above standards ONLY ONE TIME as an undergraduate. Requests<br />
will be considered on an individual basis and granted only for exceptional or<br />
extraordinary circumstances as determined by <strong>the</strong> certifying officer and <strong>the</strong><br />
registrar.<br />
For information regarding New York State Awards, contact <strong>the</strong> Higher Education<br />
Services Corporation, Office of Grants and Awards, Tower Building, Empire State<br />
Plaza, Albany New York 12223 or your high school guidance counselor.
Change of Grades<br />
Once a student’s grade has been submitted to <strong>the</strong> Registrar’s Office it cannot be<br />
changed without authorization by <strong>the</strong> Committee on Academic Standards.<br />
Normally students are expected to initiate grade changes within a 15-day period.<br />
A student should have protection against prejudicial and capricious grading. The<br />
following policy is established for reviewing complaints about end-of-term grades:<br />
<strong>the</strong> student shall first consult <strong>the</strong> professor and department chair; if no agreement<br />
is reached, <strong>the</strong> student may <strong>the</strong>n bring <strong>the</strong> case to <strong>the</strong> Committee on Academic<br />
Standards. The committee shall serve as a review board and, if a change seems<br />
justified, <strong>the</strong> committee shall be empowered to recommend a change of grade to<br />
<strong>the</strong> professor.
Course Load<br />
A normal course load for a full-time student is 30 academic credits per year,<br />
possibly distributed as: 13-14 credits in <strong>the</strong> Fall Term, 3-4 credits in <strong>the</strong> January<br />
Term, 13-14 credits in <strong>the</strong> Spring Term. This excludes physical education skill<br />
courses and music performance credit courses. Full-time course load is defined as<br />
12-16 credits in Fall or Spring Term and 3-4 credits in January Term. With <strong>the</strong><br />
advisor’s approval, students who have no incompletes and are above a 2.3<br />
cumulative grade point average may enroll for 17-18 credits during ei<strong>the</strong>r Fall<br />
or Spring term. With <strong>the</strong> advisor’s approval, students who have no incompletes<br />
and a 3.40 or better cumulative grade point average may enroll for 19-20 credits<br />
during ei<strong>the</strong>r Fall or Spring term. These rules will be waived if a specific<br />
departmental program dictates overloads as part of <strong>the</strong> total planned student<br />
program. A 24 credit load for <strong>the</strong> academic year is <strong>the</strong> minimum required of all<br />
full-time matriculated students as <strong>the</strong>y work toward <strong>the</strong> total of 120 academic<br />
credits required for graduation.<br />
For students who receive financial aid <strong>from</strong> New York State, see “Standards of<br />
NYS Student Aid Eligibility” under Educational Policies and Procedures.
Adding and Dropping Courses<br />
Forms on which to add or drop course selections may be obtained in <strong>the</strong><br />
Registrar’s Office and must be approved by <strong>the</strong> student’s advisor. Classes may not<br />
be added after <strong>the</strong> beginning of <strong>the</strong> second class meeting of any course unless <strong>the</strong><br />
instructor grants permission. Courses meeting <strong>the</strong> full term must be registered by<br />
<strong>the</strong> end of <strong>the</strong> second week of Fall or Spring term. Courses meeting for less than<br />
<strong>the</strong> full term must be registered by <strong>the</strong> end of <strong>the</strong> first week of that course's<br />
meetings. Independent or directed studies and internships must be registered by<br />
<strong>the</strong> end of <strong>the</strong> first week of that course’s meetings.
Withdrawal <strong>from</strong> Courses<br />
A student who wishes to withdraw <strong>from</strong> a course should obtain a withdrawal form<br />
<strong>from</strong> <strong>the</strong> Registrar’s Office, where an explanation of current withdrawal<br />
procedures is available. Provision may be made for a student to withdraw at any<br />
time without penalty in <strong>the</strong> event of serious illness or emergency. A student who<br />
withdraws <strong>from</strong> one or more courses may have to repay any state financial aid<br />
received. See “Standards of NYS Student Aid Eligibility” under Educational<br />
Policies and Procedures.
Attendance<br />
The student is responsible for regular class attendance in courses in which he or<br />
she is registered. A student is accountable for all work missed because of class<br />
absence. The instructor may request a student to provide reasons for absence and<br />
is under no obligation to make special arrangements for students who are absent.
Independent and Directed Studies<br />
Students wishing to engage in a study for which no course exists but in an area in<br />
which an instructor is qualified, may pursue ei<strong>the</strong>r an independent or directed<br />
study pursuant to <strong>the</strong> following restrictions. Credit for an independent or directed<br />
study may be 1, 2, 3, or 4 credits.<br />
Independent Studies permit junior and senior students with a GPA of 2.3 or<br />
higher to examine specialized topics with minimal supervision. To qualify for an<br />
independent study, a student must have prior academic experience (ei<strong>the</strong>r a<br />
completed course or directed study with at least a C for each course) in <strong>the</strong> general<br />
field or fields in which <strong>the</strong> study is to be undertaken. Departmental approval shall<br />
come only after a formal departmental review and concurrence that <strong>the</strong> proposal<br />
has sound academic merit. To assist in this process, <strong>the</strong> student must provide a list<br />
of <strong>the</strong> courses that qualify <strong>the</strong> student for pursuing such a project, a detailed<br />
explanation of <strong>the</strong> goals of <strong>the</strong> project and a detailed listing of available resources.<br />
Justified exceptions to this policy can be brought to <strong>the</strong> Committee on Academic<br />
Standards for decision.<br />
The following course numbers will be used to indicate independent studies:<br />
398 for Junior Independent Studies<br />
498 for Senior Independent Studies<br />
Directed Studies are open to all students above <strong>the</strong> freshman level and in good<br />
academic standing. In such projects <strong>the</strong> student works closely with <strong>the</strong> instructor<br />
on an individual basis. The instructor will provide evaluations and guidance at<br />
least one hour per week during <strong>the</strong> tenure of <strong>the</strong> project. Departmental approval<br />
shall follow <strong>the</strong> same formula as that for independent studies.<br />
The following course numbers will be used to indicate directed studies:<br />
299 for Sophomore Directed Studies<br />
399 for Junior Directed Studies<br />
499 for Senior Directed Studies<br />
Registration for ei<strong>the</strong>r independent or directed studies must be completed before<br />
<strong>the</strong> beginning of <strong>the</strong> second week of <strong>the</strong> term in which <strong>the</strong> study will commence.<br />
Forms and information on procedures are available <strong>from</strong> <strong>the</strong> registrar. Completed<br />
forms, including departmental approval, must be on file in <strong>the</strong> Registrar’s Office.<br />
A student may take no more than two independent and four directed studies<br />
during a four-year career and no more than two independent and two directed<br />
studies during a two-year career. No more than four studies of any combination<br />
with <strong>the</strong> above guidelines may be taken with <strong>the</strong> same instructor unless <strong>the</strong><br />
Committee on Academic Standards grants special permission.
Internships<br />
Internships are academic experiences supervised primarily by a <strong>Hartwick</strong> faculty<br />
member in cooperation with an on-site work supervisor. They are open to seniors,<br />
juniors and sophomores, although some departments limit <strong>the</strong>m to juniors and<br />
seniors. Each department retains its own specific requirements for students<br />
wishing to undertake internships. However, <strong>the</strong> following requirements govern<br />
overall:<br />
1. After conferring with his or her academic advisor, each student (except as<br />
indicated in point 4 below) shall write an Internship Agreement in consultation<br />
with a faculty supervisor and work supervisor. The Agreement:<br />
a) provides <strong>the</strong> student with a sound foundation for pursuing <strong>the</strong> on-site<br />
experience,<br />
b) articulates <strong>the</strong> educational merit of <strong>the</strong> internship as it enriches and<br />
expands <strong>the</strong> student’s knowledge and/or skills in a specific field,<br />
c) reflects <strong>the</strong> relationship between <strong>the</strong> student’s goals and objectives for <strong>the</strong><br />
internship and his or her total academic program,<br />
d) establishes how often and by what means <strong>the</strong> faculty supervisor will<br />
communicate with <strong>the</strong> work supervisor and <strong>the</strong> student during <strong>the</strong> internship,<br />
e) outlines <strong>the</strong> basis upon which <strong>the</strong> intern will be evaluated and graded by <strong>the</strong><br />
faculty supervisor.<br />
2. The Internship Agreement requires <strong>the</strong> approval of <strong>the</strong> faculty supervisor,<br />
department chair, work supervisor, internship coordinator, Bursar’s Office,<br />
Financial Aid, and <strong>the</strong> Registrar’s Office.<br />
3. The signed Internship Agreement must be submitted to <strong>the</strong> coordinator on or<br />
before a specified date during <strong>the</strong> semester preceding <strong>the</strong> proposed internship.<br />
The internship coordinator will send a copy of <strong>the</strong> agreement to <strong>the</strong> Registrar’s<br />
Office, whereupon <strong>the</strong> student will be officially registered for <strong>the</strong> internship. In<br />
addition, a copy will be sent to <strong>the</strong> student, <strong>the</strong> faculty supervisor and <strong>the</strong> work<br />
supervisor.<br />
4. The only exceptions to <strong>the</strong> use of <strong>the</strong> Internship Agreement will be for those<br />
students officially registered in <strong>the</strong> following <strong>Hartwick</strong>-affiliated internship<br />
programs: The Washington Center and American University in Washington,<br />
DC, <strong>the</strong> Philadelphia Center (GLCA), The Boston Semester, Educational<br />
Programmes Abroad, and <strong>the</strong> Nursing Department’s senior independent study<br />
during January.<br />
5. A one-month January internship shall receive no more than four semester<br />
hours of credit. With <strong>the</strong> exception of internships arranged through affiliated<br />
internship programs listed above, internships outside of <strong>the</strong> January Term<br />
normally receive two to six semester hours of credit.<br />
6. The maximum limit for internship credit over a student’s four-year academic<br />
program is 12 credits.<br />
The following course numbers will be used for internships:<br />
295 Sophomore<br />
395 Junior<br />
495 Senior<br />
Registration for an internship establishes <strong>the</strong> same commitment as registering for a<br />
course. Withdrawals must be initiated by <strong>the</strong> end of <strong>the</strong> ninth week for Fall or
Spring terms, <strong>the</strong> end of <strong>the</strong> third week of January Term, and by July 25 for<br />
summer or summer-for-fall registrations.
Testing, Proficiency Examinations, and <strong>College</strong>-Level Examinations<br />
Freshman testing is conducted as a part of <strong>the</strong> orientation program. <strong>Hartwick</strong><br />
<strong>College</strong> offers individual testing programs for o<strong>the</strong>r students.<br />
To receive credit by proficiency examination (administered by a department),<br />
consult <strong>the</strong> department to determine if an examination is available for <strong>the</strong> desired<br />
course. An evaluation fee of $175 per course (up to 4 credits) will be charged.<br />
Under certain conditions, <strong>Hartwick</strong> <strong>College</strong> will grant a maximum of 30 credits<br />
toward graduation based on <strong>College</strong> Proficiency Examinations administered by <strong>the</strong><br />
New York State Education Department <strong>College</strong>-Level Program Examinations, or<br />
<strong>the</strong> Independent Study Programs of <strong>the</strong> State University of New York, or <strong>College</strong><br />
Level Examination Program.<br />
Normally credit will be granted only to students who meet <strong>the</strong> entrance<br />
requirements and who matriculate for a program of study leading to a degree. The<br />
granting of credit will not by itself guarantee that all prerequisites for advanced<br />
study have been met. Students who have completed work in elementary courses by<br />
examination are urged to consult a departmental advisor before registering for<br />
advanced work in a subject.<br />
A full-time matriculated student may be eligible to earn credits under any of <strong>the</strong><br />
previously mentioned programs upon approval by <strong>the</strong> Committee on Academic<br />
Standards. Acceptability of a particular program should be confirmed, in writing,<br />
by <strong>the</strong> Registrar.
Credit for Prior Experiential Learning<br />
Prior experiential learning is learning acquired outside of a formal academic<br />
setting. It provides knowledge, understanding, or intellectual skills expected of<br />
students who pursue a baccalaureate degree at a liberal arts and sciences college<br />
and takes place prior to admission. Prior experiential learning usually results <strong>from</strong><br />
independent reading or study <strong>from</strong> employment, <strong>from</strong> serving an internship or<br />
<strong>from</strong> some o<strong>the</strong>r related activity. To obtain credit for prior experiential learning,<br />
applicants must be able to articulate in some acceptable way what <strong>the</strong>y have<br />
learned and must be able to demonstrate that it is equivalent to <strong>the</strong> academic work<br />
done by college students. Normally, credit will be granted for experience occurring<br />
after <strong>the</strong> completion of high school.<br />
Students who have been accepted for admission by <strong>the</strong> <strong>College</strong> and who desire<br />
credit for prior experiential learning shall submit an application to <strong>the</strong> Registrar’s<br />
Office. The registrar shall in turn submit <strong>the</strong> application to an academic<br />
department, to several departments or to <strong>the</strong> appropriate faculty committee for<br />
evaluation. The evaluation will include a personal interview and whatever form of<br />
demonstration is necessary to determine whe<strong>the</strong>r academic credit (without grades)<br />
should be awarded. Details of this procedure and <strong>the</strong> fee charged for processing<br />
and assessing applications are available through <strong>the</strong> Registrar’s Office.<br />
No more than 30 credits for prior experiential learning may be included in credits<br />
required for graduation. No more than 60 credits earned through <strong>the</strong> combination<br />
of transfer credit, equivalency examinations and prior experiential learning may be<br />
applied toward a <strong>Hartwick</strong> degree.
Courses Taken Elsewhere During Regular School Year<br />
Such study must be approved by <strong>the</strong> director of off-campus programs and/or <strong>the</strong><br />
Registrar. No more than 8 credits (semester hours) can be transferred to <strong>Hartwick</strong><br />
<strong>from</strong> a two-year college after achieving 60 credits at <strong>Hartwick</strong> (unless specific<br />
permission has been granted as part of an Individual Student Program). Grades for<br />
courses taken elsewhere are included when determining a student’s eligibility for<br />
honors at Commencement. See “Overall Average Honors” under Educational<br />
Policies and Procedures.
Summer School Courses<br />
A <strong>Hartwick</strong> student may request permission <strong>from</strong> <strong>the</strong> Registrar to attend summer<br />
school at ano<strong>the</strong>r accredited college or university. No more than 8 credits in<br />
courses at a two-year college are permitted after two-years’ work (60 credits or<br />
more) at <strong>Hartwick</strong> (unless specific permission has been granted as part of an<br />
Individual Student Program). Grades for courses taken in summer school are<br />
included when determining a student’s eligibility for honors at Commencement<br />
(See “Overall Average Honors” under Educational Policies and Procedures).<br />
Quarter Credit hours convert to semester hours (credits) as follows: 3 quarter<br />
hours = 2 credits, 4 quarter hours = 2.66666 credits, 5 quarter hours = 3.33333<br />
credits.
Leave of Absence<br />
A leave of absence may be granted to a student for a period of not more than one<br />
year nor less than one term. There are three kinds of leaves: general, academic, and<br />
medical.<br />
General leaves are granted to students who need to take time away <strong>from</strong> <strong>the</strong>ir<br />
studies for financial, personal, or family reasons. A student desiring a general<br />
leave should consult with his or her advisor and <strong>the</strong>n apply to <strong>the</strong> Registrar’s<br />
Office. A student returning <strong>from</strong> a general leave should notify <strong>the</strong> registrar’s<br />
office at least one month prior to <strong>the</strong> beginning of <strong>the</strong> term in which he or she<br />
wishes to return. For extension of leave past <strong>the</strong> originally specified leave period,<br />
<strong>the</strong> student should contact <strong>the</strong> Registrar’s Office.<br />
Academic leaves are granted to students who wish to study at ano<strong>the</strong>r college for<br />
a specified period of time. A student desiring an academic leave should contact<br />
<strong>the</strong> off-campus programs office for approval of <strong>the</strong> leave and <strong>the</strong> course of<br />
study. The student will be notified of approval in writing. Two categories of<br />
medical leaves are granted:<br />
1. for those students whose physical conditions require a more intensive form<br />
of treatment than <strong>the</strong> health center can reasonably provide, or<br />
2. for those students whose emotional or psychological well-being would be<br />
better served by taking a term or more away <strong>from</strong> <strong>Hartwick</strong> for a more<br />
intensive form of treatment than <strong>the</strong> counseling center staff can reasonably<br />
provide.<br />
Both categories of medical leave are granted upon approval of <strong>the</strong> <strong>Hartwick</strong><br />
<strong>College</strong> medical director. A student in <strong>the</strong> first category should contact <strong>the</strong> health<br />
center to help him or her determine if a medical leave is appropriate. A student in<br />
<strong>the</strong> second category should contact <strong>the</strong> counseling center staff to help him or her<br />
determine if a medical leave is appropriate. A student wishing to return <strong>from</strong> a<br />
medical leave must have his or her attending physician or mental health<br />
professional write a letter attesting to <strong>the</strong> appropriateness of returning and any<br />
follow-up treatment that will be required once reinstated. See <strong>the</strong> Wellness Center<br />
or Counseling Center staff for fur<strong>the</strong>r information.
Official Withdrawal<br />
A student who wishes to leave <strong>Hartwick</strong> and has no plans to return must complete<br />
and submit a withdrawal form to <strong>the</strong> Registrar’s Office. Students may officially<br />
withdraw <strong>from</strong> <strong>the</strong> <strong>College</strong> up to <strong>the</strong> last day of classes for <strong>the</strong> term; however, to<br />
receive a grade of “W,” a Course Change Form must be submitted to <strong>the</strong><br />
Registrar’s Office by <strong>the</strong> regular term deadline for withdrawal with a “W.”<br />
Students who officially withdraw will have <strong>the</strong> notation of Official Withdrawal<br />
on <strong>the</strong>ir record. Students who leave <strong>the</strong> <strong>College</strong> without submitting a completed<br />
withdrawal form will be considered to have unofficially withdrawn and will have<br />
such a notation posted on <strong>the</strong>ir academic record. If a student withdraws and later<br />
wishes to resume study, an Application for Readmission must be made to <strong>the</strong><br />
Registrar’s Office. (See Admissions for fur<strong>the</strong>r information.)
Academic Dismissals<br />
Students academically dismissed are not permitted to return for at least one<br />
calendar year. If returning <strong>from</strong> an academic dismissal, students must apply for<br />
readmission through <strong>the</strong> registrar’s office. See “Readmission of Former Students”<br />
under Admissions for fur<strong>the</strong>r information.<br />
Returning students who have been out of school for a minimum of one calendar<br />
year have <strong>the</strong> option of requesting a recalculated average if at least 24 credits are<br />
taken after <strong>the</strong> student returns. See <strong>the</strong> Registrar for fur<strong>the</strong>r information.
Emergencies<br />
Students who experience a personal or family crisis that requires leaving <strong>the</strong><br />
<strong>College</strong> for a brief period during a semester should notify <strong>the</strong> dean of students.<br />
The dean of students will contact <strong>the</strong> appropriate offices and <strong>the</strong> student’s<br />
professors. Contact with <strong>the</strong> counseling center before leaving and after returning<br />
could prove helpful to students experiencing this type of crisis. Students needing<br />
to leave <strong>the</strong> <strong>College</strong> temporarily during <strong>the</strong> semester for medical reasons should<br />
contact <strong>the</strong> Wellness Center. The Wellness Center will contact <strong>the</strong> student’s<br />
professors.<br />
All work missed is <strong>the</strong> responsibility of <strong>the</strong> student and arrangements for make-up<br />
work, if allowed, should be made directly with professors as soon as possible.
Transcripts<br />
A permanent transcript for each student is maintained by <strong>the</strong> Registrar. Each<br />
student is entitled to one certified transcript of college credits without cost upon<br />
graduation. A fee of $3 is charged for each additional transcript.<br />
In accordance with federal law, students are permitted access to <strong>the</strong>ir educational<br />
records upon request to <strong>the</strong> Registrar’s Office. Besides <strong>the</strong> student, access is<br />
permitted to <strong>the</strong> following:<br />
1. The Committee on Academic Standards<br />
2. The Director of Academic Advising and Special Student Advisors<br />
3. Faculty Advisors<br />
4. The Financial Aid Office<br />
5. The <strong>President</strong><br />
6. The Dean of Academic Affairs<br />
7. The Deans<br />
8. O<strong>the</strong>r Offices, faculty, and administrators with valid educational reasons for<br />
viewing <strong>the</strong> records.<br />
<strong>Hartwick</strong> <strong>College</strong> complies with <strong>the</strong> provisions of <strong>the</strong> Family Educational Rights<br />
and Privacy Act of 1974 (P.L. 93-380, as amended), which provides for <strong>the</strong><br />
confidentiality of student records unless released by <strong>the</strong> student and <strong>the</strong> openness<br />
of records to <strong>the</strong> student concerned, with an opportunity to correct mistakes in<br />
such records. The complete statement of <strong>the</strong> <strong>College</strong> policy is available at <strong>the</strong><br />
office of <strong>the</strong> vice president of student services and on <strong>the</strong> <strong>College</strong> Web site.<br />
If <strong>the</strong> student believes that any part of <strong>the</strong> information on his or her educational<br />
record is inaccurate or misleading or violates <strong>the</strong> student’s privacy or o<strong>the</strong>r rights,<br />
a request may be made for correction of <strong>the</strong> record by <strong>the</strong> Registrar. If, in <strong>the</strong><br />
Registrar’s opinion, <strong>the</strong> student has proved his/her case, <strong>the</strong> record will be<br />
corrected and <strong>the</strong> student notified. If <strong>the</strong> Registrar refuses to change <strong>the</strong> record,<br />
appeal may be made by <strong>the</strong> student to <strong>the</strong> Committee on Academic Standards,<br />
whose decision will be based upon evidence presented at <strong>the</strong> hearing. Decision will<br />
include a summary of <strong>the</strong> evidence and <strong>the</strong> reasons for <strong>the</strong> decision. If desired, <strong>the</strong><br />
student may be assisted or represented by an individual of <strong>the</strong> student’s choice,<br />
including an attorney at <strong>the</strong> student’s own expense.<br />
At <strong>Hartwick</strong>, a student may appeal a professor’s grade to <strong>the</strong> Committee on<br />
Academic Standards on <strong>the</strong> grounds that <strong>the</strong> instructor was prejudicial or<br />
capricious. In such a case, <strong>the</strong> Committee on Academic Standards, if it agrees with<br />
<strong>the</strong> student, will recommend to <strong>the</strong> professor that <strong>the</strong> grade be changed. The final<br />
decision is that of <strong>the</strong> professor. Federal law provides <strong>the</strong> student’s right to a<br />
hearing to contest whe<strong>the</strong>r or not <strong>the</strong> grade was recorded accurately in <strong>the</strong><br />
educational record; <strong>the</strong>re is no right granted by federal law to contest <strong>the</strong><br />
assignment of <strong>the</strong> grade by <strong>the</strong> professor.
Admissions<br />
<strong>Hartwick</strong> seeks to admit those students who have demonstrated promise and,<br />
through past achievements, <strong>the</strong>ir desire to develop intellectually and personally.<br />
A prospective student’s curriculum and academic performance in secondary school<br />
are <strong>the</strong> primary criteria in <strong>the</strong> selection process.<br />
The distribution of recommended secondary school courses for applicants<br />
includes:<br />
(a) four years of English,<br />
(b) three years of a modern or classical foreign language,<br />
(c) three years of ma<strong>the</strong>matics,<br />
(d) two years of laboratory science plus one additional science,<br />
(e) two years of history,<br />
(f) two years of social science.<br />
The <strong>College</strong> will recognize those students who have taken advanced work in <strong>the</strong>se<br />
areas and will note <strong>the</strong> variety and substance of o<strong>the</strong>r courses supplemental to <strong>the</strong><br />
basic core, most notably in <strong>the</strong> fine arts.<br />
SAT I or ACT test scores are optional for all candidates.<br />
Applicants are encouraged to supplement <strong>the</strong> formal application with any<br />
additional materials which reflect special talents and interests.
Campus Visit<br />
An interview in <strong>the</strong> Office of Admissions, while not required, is strongly<br />
recommended. The personal interview can provide an opportunity for <strong>the</strong><br />
candidate to present and stress those aspects of his/her life experiences which add<br />
dimension to <strong>the</strong> standard admission criteria.<br />
Personal interviews may be scheduled Monday through Friday <strong>from</strong> 9 a.m. to 4<br />
p.m. and most Saturdays <strong>from</strong> noon to 4 p.m. To schedule an appointment, write<br />
<strong>the</strong> Office of Admissions, e-mail admissions@hartwick.edu, or call 888-<br />
HARTWICK, toll free, or 607-431-4150. The office is closed during <strong>the</strong><br />
Thanksgiving recess and <strong>the</strong> week between Christmas and New Year’s Day.<br />
Overnight visits may be arranged through <strong>the</strong> Office of Admissions. Student hosts<br />
and hostesses are available Monday through Thursday nights while <strong>the</strong> <strong>College</strong> is<br />
in session. Overnight arrangements will not be scheduled during <strong>the</strong> <strong>College</strong>’s<br />
examination periods or student breaks.
Early Decision<br />
Applicants who have carefully considered <strong>the</strong>ir educational expectations for<br />
college and have decided that <strong>Hartwick</strong> <strong>College</strong> is <strong>the</strong>ir first choice may choose to<br />
apply under <strong>the</strong> Early Decision plan.<br />
A candidate should complete and submit <strong>the</strong> Early Decision form, which is part of<br />
<strong>the</strong> application. The Early Decision I deadline is November 15 and Early<br />
Decision II deadline is January 15. An admissions decision will be sent to Early<br />
Decision I candidates by December 15, and January 20 for Early Decision II<br />
candidates.<br />
Regular Decision<br />
The deadline for Regular Decision is February 15. Students must apply by<br />
February 15 to be considered for our merit-based scholarships.
First-Year Student Application Procedure<br />
1. The <strong>Hartwick</strong> application may be obtained <strong>from</strong> <strong>the</strong> Office of Admissions,<br />
<strong>Hartwick</strong> <strong>College</strong>, Oneonta, NY 13820 or online at www.hartwick.edu. The<br />
<strong>College</strong> accepts ei<strong>the</strong>r its own form or <strong>the</strong> Common Application. Students may<br />
obtain copies of <strong>the</strong> Common Application <strong>from</strong> <strong>the</strong>ir high school or Common<br />
Application Web site. There is a supplemental form for <strong>the</strong> Common<br />
Application. The supplemental form can be obtained by going to<br />
www.hartwick.edu.<br />
2. The application fee must accompany <strong>the</strong> application. It is not refundable, nor<br />
is it credited to <strong>the</strong> student’s account after enrollment. The application fee is<br />
waived for children of <strong>Hartwick</strong> <strong>College</strong> alumni, applicants who interview on<br />
campus prior to February 15, and students submitting <strong>the</strong> online application.<br />
3. Candidates may submit scores <strong>from</strong> <strong>the</strong> <strong>College</strong> Board SAT or <strong>from</strong> <strong>the</strong><br />
ACT. It is recommended that <strong>the</strong>se tests be taken in <strong>the</strong> spring of <strong>the</strong> junior<br />
year and/or <strong>the</strong> fall of <strong>the</strong> senior year in secondary school and must be taken by<br />
<strong>the</strong> February 15 deadline of senior year.<br />
<strong>Hartwick</strong> subscribes to <strong>the</strong> Candidate’s Common Reply Date and accepted<br />
students are required to notify <strong>the</strong> <strong>College</strong> of <strong>the</strong>ir decision to attend by<br />
submitting an enrollment deposit fee, postmarked on or before May 1.<br />
Accepted candidates who matriculate must have <strong>the</strong>ir secondary school send <strong>the</strong><br />
official end-of-year transcript indicating graduation date and final grades received.<br />
If <strong>the</strong> end-of-year credentials are not commensurate with those on which <strong>the</strong><br />
original decision was based, <strong>the</strong> <strong>College</strong> reserves <strong>the</strong> right to review <strong>the</strong> original<br />
decision.<br />
Although most first-year students apply for entrance in <strong>the</strong> Fall Term, new<br />
students may apply for Spring Term (application deadline January 1).
Deferred Enrollment<br />
For <strong>the</strong> admitted student who wishes to defer enrollment for one year, a letter<br />
should be sent to <strong>the</strong> director of admissions requesting deferred enrollment and<br />
stating <strong>the</strong> reason(s) for <strong>the</strong> request. The enrollment deposit is required to grant<br />
<strong>the</strong> deferral (see Enrollment Deposit Fee, page 143).
Advanced Placement and Credit<br />
<strong>Hartwick</strong> <strong>College</strong> offers advanced placement credit for most scores of three or<br />
better on <strong>the</strong> Advanced Placement Tests of <strong>the</strong> <strong>College</strong> Board. Some students<br />
choose this option in order to accelerate <strong>the</strong>ir progress toward a degree, reduce<br />
costs or enrich <strong>the</strong>ir normal degree program with additional course work. AP<br />
scores should be submitted to <strong>the</strong> <strong>College</strong> so that credit and/or placement may be<br />
awarded.<br />
Advanced placement and/or credit is also offered through CLEP (<strong>College</strong> Level<br />
Examination Program) under specified conditions for non-traditional students<br />
who have acquired mastery of a subject through work experience or o<strong>the</strong>r avenues<br />
outside <strong>the</strong> traditional classroom setting. See page 136 on o<strong>the</strong>r credits by<br />
examination. Advanced placement and/or credit also is offered through<br />
international baccalaureate higher-level courses with grades of 4 or better.
Music Audition and Art Portfolio<br />
Students applying for admission as music majors are required to have an audition.<br />
Auditions are held periodically on and off campus Admissions throughout <strong>the</strong><br />
academic year. Students desiring to make audition arrangements should contact<br />
<strong>the</strong> chair of <strong>the</strong> music department for a specific time and date.<br />
It is strongly recommended that students wishing to pursue art as a major course<br />
of study submit a portfolio of slides. Slides should accompany <strong>the</strong> application and<br />
will be forwarded to <strong>the</strong> Department of Art.
Financial Aid<br />
Financial assistance at <strong>Hartwick</strong> <strong>College</strong> is of two types: aid based on financial<br />
need and aid based on o<strong>the</strong>r criteria, such as academic achievement (non-needbased<br />
aid). Fur<strong>the</strong>r information may be obtained at <strong>the</strong> office of financial aid at<br />
<strong>Hartwick</strong> <strong>College</strong>.<br />
Scholarships<br />
<strong>Hartwick</strong> <strong>College</strong> offers awards and scholarships to entering students who have<br />
exhibited outstanding academic achievement, unusual evidence of leadership and<br />
school and community involvement. In addition, <strong>the</strong> <strong>College</strong> offers named<br />
scholarships made available through <strong>the</strong> generosity of friends of <strong>the</strong> <strong>College</strong>.<br />
Students are considered for scholarships through <strong>the</strong> review of <strong>the</strong>ir admissions<br />
application.<br />
Candidates designated for <strong>the</strong>se awards are eligible for o<strong>the</strong>r financial assistance<br />
<strong>from</strong> <strong>the</strong> <strong>College</strong>. These awards are renewable for each year of upper-class study<br />
providing <strong>the</strong> student maintains satisfactory progress toward <strong>the</strong> degree.
International Student Application Procedure<br />
Students who are citizens of countries o<strong>the</strong>r than <strong>the</strong> United States are actively<br />
encouraged to apply for admission. <strong>Hartwick</strong> <strong>College</strong> waives <strong>the</strong> application fee<br />
for international students.<br />
International students who already are attending school or college in <strong>the</strong> U.S.<br />
should apply following <strong>the</strong> same application procedure for U.S. students.<br />
International students who are attending secondary school or college in countries<br />
o<strong>the</strong>r than <strong>the</strong> U.S. can apply with <strong>Hartwick</strong> <strong>College</strong>’s Application for<br />
International Student Admissions, which can be obtained by calling, e-mailing, or<br />
writing <strong>the</strong> Office of Admissions.<br />
International students should be prepared to submit objective test scores to<br />
indicate <strong>the</strong>ir level of English proficiency. <strong>Hartwick</strong> will accept <strong>the</strong> SAT I if <strong>the</strong><br />
student’s verbal score is greater than 420. O<strong>the</strong>rwise we will accept <strong>the</strong> Test of<br />
English as a Foreign Language. The minimum score we will accept is a 550 on <strong>the</strong><br />
written TOEFL and a 213 on <strong>the</strong> computer-based TOEFL.<br />
International applicants who wish to be considered for international scholarships<br />
are required to complete and submit <strong>the</strong> <strong>Hartwick</strong> <strong>College</strong> International Student<br />
Financial Aid Form (IFAF). This can be obtained by calling, e-mailing, or writing<br />
<strong>the</strong> Office of Admissions.<br />
For additional information on international admissions, please contact <strong>the</strong> Office<br />
of Admissions or visit www.hartwick.edu.
Transfer Student Application Procedure<br />
<strong>Hartwick</strong> <strong>College</strong> welcomes qualified students who have attended o<strong>the</strong>r<br />
undergraduate institutions. A cumulative grade point average of at least 2.0 on a<br />
scale of 4.0 is required to be considered. Transfer students may apply for<br />
admission to <strong>the</strong> Fall or Spring terms.<br />
Transfer credit <strong>from</strong> accredited colleges usually is given for courses similar to<br />
those offered at <strong>Hartwick</strong> <strong>College</strong>, completed with a grade of C- or higher. A<br />
transfer student is required to attend <strong>Hartwick</strong> <strong>College</strong> for at least two academic<br />
years and to earn 60 credit hours to be eligible for a degree <strong>from</strong> <strong>Hartwick</strong>. Credit<br />
hours may be earned on a part-time or full-time basis.<br />
<strong>Hartwick</strong> <strong>College</strong> generally will honor <strong>the</strong> associate of arts or associate of science<br />
degree <strong>from</strong> accredited colleges by offering <strong>the</strong> equivalent of two years of credit.<br />
Associate degree candidates who are admitted must meet <strong>the</strong> <strong>Hartwick</strong> <strong>College</strong><br />
graduation requirements; it is possible that this may take longer than two years in<br />
some cases.<br />
<strong>Hartwick</strong> has articulation and transfer agreements with several two-year colleges.<br />
Please contact <strong>the</strong> Office of Admissions for a complete listing.<br />
Students who wish to transfer to <strong>Hartwick</strong> are requested to follow <strong>the</strong>se steps:<br />
1. Obtain application forms and instructions <strong>from</strong> <strong>the</strong> Office of Admissions,<br />
<strong>Hartwick</strong> <strong>College</strong>, Oneonta, NY 13820. All correspondence relative to<br />
admission should be sent to this office.<br />
2. Have official transcripts of credits earned at all previous colleges sent to <strong>the</strong><br />
Office of Admissions.<br />
3. An official secondary school transcript must be sent. Holders of a high school<br />
equivalency diploma (GED) must submit a copy of <strong>the</strong>ir test scores. SAT or<br />
ACT scores are optional.<br />
4. Obtain a dean/academic advisor evaluation form indicating <strong>the</strong> student is in<br />
good academic and social standing and entitled to return to that institution.<br />
5. Have a recommendation sent <strong>from</strong> a professor with whom <strong>the</strong> applicant has<br />
taken a college level course. Applicants who have not been enrolled at a college<br />
for three or more years may submit a personal/employer reference.<br />
Unless <strong>the</strong>re are unusual circumstances, prospective transfer students who have at<br />
any time been denied admission to <strong>Hartwick</strong> will be eligible for consideration<br />
provided <strong>the</strong>y have studied for one academic year at ano<strong>the</strong>r institution.<br />
<strong>Hartwick</strong> adheres to a policy of rolling admission for transfer candidates.<br />
Deadlines for completed applications are as follows:<br />
Summer Accelerated Nursing Program—April 1<br />
Fall Term—August 1<br />
Spring Term—January 1<br />
In all cases, decisions will not be made until <strong>the</strong> application is complete.
The <strong>College</strong> offers both merit-based and need-based financial aid to incoming<br />
transfer students. In addition, <strong>Hartwick</strong> offers special scholarships to qualified Phi<br />
Theta Kappans based on financial need, academic achievement, character, and<br />
involvement in school and community activities.
RN Mobility Application Procedure<br />
1. Obtain application forms and instructions <strong>from</strong> <strong>the</strong> Office of Admissions,<br />
<strong>Hartwick</strong> <strong>College</strong>, Oneonta, NY 13820.<br />
2. Have official transcripts <strong>from</strong> each educational institution previously attended<br />
sent to <strong>the</strong> Office of Admissions. An official secondary school transcript also is<br />
required.<br />
3. Have a reference sent <strong>from</strong> an instructor <strong>from</strong> <strong>the</strong> last professional program<br />
attended or supervisor (head nurse, supervisor or director) <strong>from</strong> a place of<br />
employment.<br />
4. Submit a reference <strong>from</strong> a colleague.<br />
5. Submit a photocopy of your current New York RN License or verification of<br />
application.<br />
6. Deadline for RN Mobility applications:<br />
Fall Term-August 1<br />
Spring Term-January 1
Special Student Status<br />
Please refer to <strong>the</strong> specific information in <strong>the</strong> Education Policies and Procedures<br />
section.
Readmission of Former Students<br />
A student whose study at <strong>Hartwick</strong> has been interrupted and who wishes to return<br />
must complete an Application for Readmission in <strong>the</strong> Registrar’s Office in <strong>the</strong><br />
following instances:<br />
1. A student who is returning after being away for a period of time that<br />
exceeded <strong>the</strong> maximum leave period must apply for readmission.<br />
2. A student who has been academically dismissed is eligible to apply for<br />
readmission one calendar year after <strong>the</strong> date of dismissal.<br />
3. A student who has been suspended is eligible to apply for readmission after<br />
<strong>the</strong> end of <strong>the</strong> suspension period.<br />
Readmission Application Procedure<br />
1. Complete and submit <strong>the</strong> Application for Readmission to <strong>the</strong> Registrar’s<br />
Office.<br />
2. Submit <strong>the</strong> non-refundable application fee with your application. The fee is<br />
waived for Fresh Start program participants.<br />
3. Request that official transcripts <strong>from</strong> all colleges and universities attended<br />
while away <strong>from</strong> <strong>Hartwick</strong> <strong>College</strong> be sent to <strong>the</strong> Registrar’s Office.<br />
The review process will begin when <strong>the</strong> application, fee and official transcript(s)<br />
have been received by <strong>the</strong> Registrar’s Office. All correspondence/inquiries should<br />
be directed to <strong>the</strong> Registrar’s Office, <strong>Hartwick</strong> <strong>College</strong>, Oneonta, New York<br />
13820.
Admissions Application Admissions Decision Enrollment Deposit<br />
Category Deadline Notification Fee Deadline<br />
FALL TERM<br />
Freshman, Nov 15 Dec 15 Within 2 weeks<br />
Early Decision I<br />
After date of<br />
notification, or<br />
within 2 weeks<br />
of notification<br />
of fin. aid status<br />
if accepted<br />
student is a fin.<br />
aid candidate<br />
Freshman, Jan 15 Jan 21 Candidates<br />
Early Decision II<br />
Common Reply<br />
Date of May 1<br />
Freshman, Feb 15 March 15-Apr 1 Candidates<br />
Regular Decision<br />
Common Reply<br />
Date of May 1<br />
Freshman, Feb 15 March 15-Apr 1 Candidates<br />
International<br />
Common Reply<br />
Date of May 1<br />
Transfer Aug 1 Rolling notification Within 2 weeks<br />
as application is after date of<br />
completed<br />
notification of<br />
fin. aid status if<br />
accepted student<br />
Transfer, Feb 15 March 15-Apr 1 Candidates<br />
International<br />
Common Reply<br />
Date of May 1<br />
SPRING TERM<br />
Freshman Jan 1 Rolling notification Within 2 weeks<br />
as application is after date of<br />
completed<br />
notification of<br />
fin. aid status if<br />
accepted student<br />
Transfer Jan 1
Expenses<br />
Tuition<br />
A full time matriculated student, taking at least 24 credits a year, is billed <strong>the</strong><br />
annual tuition charge. Part-time students enrolled in less than 12 credits a<br />
semester are billed on a per credit tuition rate. Starting with <strong>the</strong> fall semester,<br />
2004 students enrolled in more than 18 credits a semester or more than four<br />
credits in January will incur an over-election fee.<br />
Room<br />
Charges within <strong>College</strong> residence halls vary depending upon <strong>the</strong> nature of <strong>the</strong><br />
quarters occupied. When a constructed double room is occupied as a single room,<br />
<strong>the</strong> room charge will be at <strong>the</strong> single room rate. Should one of <strong>the</strong> students sharing<br />
a double room leave that room permanently, <strong>the</strong> double room charge will continue<br />
to apply until <strong>the</strong> end of <strong>the</strong> term in which <strong>the</strong> vacancy occurred. A single room<br />
charge will apply <strong>the</strong>reafter. Students can reside on campus or at Pine Lake.<br />
Meal Plan<br />
The <strong>Hartwick</strong> <strong>College</strong> Meal plans offer students a variety of choices. Three of<br />
<strong>the</strong>se options are based on a specific number of visits per week, while four o<strong>the</strong>r<br />
options work with <strong>the</strong> total number of visits per half year. Each plan comes with a<br />
declining balance that can be used at any <strong>Hartwick</strong> food station. Students are<br />
automatically placed on <strong>the</strong> 14 meals per week plan, with $100 in declining<br />
balance per semester. All students living on campus, with <strong>the</strong> exception of those<br />
students residing in special interest housing or on-campus apartments, are required<br />
to participate in one of <strong>the</strong> meal plan options. Students living off campus may<br />
participate in any one of <strong>the</strong> <strong>Hartwick</strong> <strong>College</strong> meal plans.<br />
Expenses<br />
Tuition, room, board, and fees are set by <strong>the</strong> Board of Trustees. Information<br />
about <strong>the</strong>se expenses can be obtained through <strong>the</strong> Office of Admissions or <strong>the</strong><br />
Office of Student Accounts.<br />
Health Services Fee<br />
This mandatory fee entitles all students access to <strong>the</strong> services provided by <strong>the</strong><br />
Perrella Wellness Center on campus.<br />
Student Activity Fee<br />
This fee supports <strong>the</strong> student senate program for clubs and organizations as<br />
approved by <strong>the</strong> <strong>College</strong>.<br />
Pine Lake Fee<br />
The mandatory fee entitles all students access to Pine Lake.<br />
Technology Program Fee<br />
A mandatory charge to all students. For those entering Fall 2003 and after, <strong>the</strong><br />
program includes <strong>the</strong> notebook computer and is totally charged in <strong>the</strong> first year of
attendance. For students entering prior to Fall 2003, <strong>the</strong> computer and fees are<br />
spread over four years of study.<br />
O<strong>the</strong>r Expenses<br />
The estimated costs of books, personal expenses, and transportation range<br />
between $1,200 and $1,600 and average $1,400.<br />
Enrollment Deposit Fee<br />
An enrollment deposit fee is required of all full time matriculated students. The<br />
fee is paid at <strong>the</strong> time of acceptance to <strong>Hartwick</strong> <strong>College</strong> and is credited to <strong>the</strong><br />
student’s entering semester billing statement.<br />
Alternative Health Insurance Fee<br />
<strong>Hartwick</strong> <strong>College</strong> requires that all full-time students possess adequate health<br />
insurance. The <strong>College</strong> offers a student health insurance program which covers<br />
out-patient care, hospitalization and surgical services within <strong>the</strong> defined limits of<br />
<strong>the</strong> policy. Student health insurance is offered for ei<strong>the</strong>r 12-month or 9-month<br />
coverage. The cost is detailed in <strong>the</strong> program descriptive brochure distributed to<br />
<strong>the</strong> parents of each student. Participation in <strong>the</strong> student health insurance program<br />
is mandatory for those students who do not have adequate health insurance<br />
upon enrollment and for all international students. Participation in <strong>the</strong> student<br />
health insurance program will be waived providing <strong>the</strong> student submits to <strong>the</strong><br />
Office of Student Accounts an Enrollment Election card verifying adequate<br />
insurance coverage by due date.. Students enrolling in <strong>the</strong> optional health<br />
insurance program will be billed one-half of <strong>the</strong> fee in <strong>the</strong> Fall Term and one-half<br />
in <strong>the</strong> Spring Term.<br />
Part-Time Students<br />
Students taking less than a full-time program should consult <strong>the</strong> Office of Student<br />
Accounts in regard to costs. Part-time matriculated students are required to pay a<br />
$400 advance tuition deposit which will be credited on <strong>the</strong>ir first statement.<br />
The tuition refund schedule will apply to <strong>the</strong>se deposits.<br />
THE COLLEGE RESERVES THE RIGHT TO CHANGE TUITION,<br />
FEES, AND COSTS WITHOUT NOTICE.
Payments<br />
The <strong>College</strong> accepts checks or credit cards for payment. Payment can be made to<br />
<strong>the</strong> Office of Student Accounts. Checks should be made payable to <strong>Hartwick</strong><br />
<strong>College</strong>. Tuition, room, board and special fees are payable in two payments on or<br />
before August 5 and <strong>the</strong> second payment on or before January 5. The fall billing<br />
period is <strong>the</strong> first half of <strong>the</strong> academic year. The spring billing period is <strong>the</strong> second<br />
half of <strong>the</strong> academic year. For each month or any part of a month that payments<br />
are delinquent, a fee of 1 percent will be charged for each month or fraction of a<br />
month throughout <strong>the</strong> duration of such delinquency.<br />
A student not in good financial standing with <strong>the</strong> <strong>College</strong> may not be allowed to<br />
register for courses and is subject to possible dismissal <strong>from</strong> <strong>the</strong> <strong>College</strong>. No<br />
student will be graduated, nor receive a transcript of courses or honorable<br />
dismissal <strong>from</strong> <strong>Hartwick</strong> <strong>College</strong> unless all bills due <strong>the</strong> <strong>College</strong> or any <strong>Hartwick</strong><br />
<strong>College</strong> organization have been paid. This regulation applies to o<strong>the</strong>r unpaid<br />
financial obligations in which nonpayment may involve <strong>the</strong> reputation of<br />
<strong>Hartwick</strong> <strong>College</strong>.<br />
A charge of $20 will be assessed when a personal check is offered in payment of<br />
charges on a student's account and <strong>the</strong> check is not honored.<br />
Tuition Payment Plans<br />
The <strong>College</strong> offers a 10 month interest free tuition payment plan. Tuition<br />
Management Systems administers this plan for <strong>the</strong> <strong>College</strong>. The Plan starts on<br />
July 1. A five month payment plan is available for those students requiring only a<br />
semester plan.. Please contact <strong>the</strong> Office of Student Accounts for information<br />
regarding <strong>the</strong>se plans.
Refund Policies<br />
Refunds of tuition will be made according to <strong>the</strong> following schedule. The fall<br />
billing period includes one-half of <strong>the</strong> academic year. The spring billing period<br />
includes <strong>the</strong> second half of <strong>the</strong> academic year. After <strong>the</strong> 10th week of classes, no<br />
refund of tuition will be made except where causes entirely beyond <strong>the</strong> student's<br />
control compel withdrawal. Requests for a cash refund should be made to <strong>the</strong><br />
Office of Student Accounts.<br />
Fall or Spring Term Percent refunded (17 weeks)<br />
First week of class 90%<br />
Second week of class 80%<br />
Third week of class 70%<br />
Fourth week of class 60%<br />
Fifth week of class 50%<br />
Sixth week of class 40%<br />
Seventh week of class 30%<br />
Eighth week of class 20%<br />
Ninth week of class 10%<br />
Tenth week of class 5%<br />
Students dropped or suspended <strong>from</strong> <strong>Hartwick</strong> <strong>College</strong> will be allowed no refund<br />
of tuition. Students granted a leave of absence during a term will receive credit on<br />
<strong>the</strong>ir account according to <strong>the</strong> refund schedules. Requests for a cash refund should<br />
be made to <strong>the</strong> Office of Student Accounts.<br />
As charges are adjusted accordingly, so will <strong>the</strong> financial aid. Federal sources of aid<br />
will be recalculated according to <strong>the</strong> current guidelines as approved by <strong>the</strong><br />
Department of Education. The standard adjustment is based on <strong>the</strong> differential in<br />
<strong>the</strong> original charges and <strong>the</strong> final billed charges and <strong>the</strong> percent of federal aid,<br />
excluding Federal Work-Study, in <strong>the</strong> aid package. The recalculation of <strong>College</strong><br />
aid programs may be based on <strong>the</strong> percent charged. State programs are tied to <strong>the</strong><br />
guidelines as provided by each state. The financial aid office is responsible for all<br />
aid recalculation.<br />
Room<br />
There will be no refund of room charges for withdrawals within a term. This<br />
policy is based on <strong>the</strong> premise that students commit <strong>the</strong>mselves to <strong>College</strong> housing<br />
and space is assigned for periods of not less than one term.<br />
Any payments for room charges in advance of a term will be refunded should <strong>the</strong><br />
student withdraw prior to <strong>the</strong> beginning of that term.<br />
Meal Plan<br />
In case of withdrawal <strong>from</strong> <strong>the</strong> <strong>College</strong> before <strong>the</strong> end of a term, charges for <strong>the</strong><br />
meal plan will be prorated on a weekly basis. The block- or semester-based meal<br />
plans will be prorated, but not to exceed <strong>the</strong> number of visits still available on <strong>the</strong><br />
purchased plan.
Health Services Fee<br />
The health services fee is non-refundable after <strong>the</strong> start of <strong>the</strong> term.<br />
Student Activity Fee<br />
The student activity fee is non-refundable after <strong>the</strong> start of <strong>the</strong> term.<br />
Alternative Health Insurance Fee<br />
The optional health insurance fee is non-refundable after <strong>the</strong> start of <strong>the</strong> term.<br />
Any student or parent who feels that unusual circumstances warrant additional<br />
consideration regarding any of <strong>the</strong> stated refund policies should direct a letter to<br />
<strong>the</strong> Office of Student Accounts. Students granted medical leaves by <strong>the</strong> director of<br />
medical services will be given special refund considerations, depending upon <strong>the</strong>ir<br />
circumstances.<br />
At <strong>the</strong> time of graduation:<br />
ALL UNCOLLECTED BILLS OR FINES DUE HARTWICK COLLEGE<br />
OR ITS FORMALLY RECOGNIZED ORGANIZATIONS WILL BE<br />
DEDUCTED FROM THE AMOUNTS STATED ABOVE. ALL REFUNDS<br />
WILL BE MADE PAYABLE TO THE ADDRESSEE ON THE COLLEGE<br />
MONTHLY STATEMENT.
Expenses for Off-Campus Study<br />
Off-Campus Programs<br />
Students enrolled in a <strong>Hartwick</strong> off-campus program (see January Term section<br />
on Off-Campus Study) continue to pay regular tuition and fees for <strong>the</strong> term plus a<br />
program fee.<br />
Students accepted into an off-campus program are required to pay a deposit,<br />
which is applied to <strong>the</strong> program fee. (A schedule of payments for <strong>the</strong> program fee,<br />
including <strong>the</strong> deposit, is outlined in <strong>the</strong> acceptance letter.) Students withdrawing<br />
<strong>from</strong> an off-campus program are required to submit a Withdrawal Form, available<br />
at <strong>the</strong> Sondhi Limthongkul Center for Interdependence. There is a $100<br />
cancellation fee for any withdrawal made 90 or more days prior to <strong>the</strong> start of <strong>the</strong><br />
program. The refund policies for withdrawals <strong>from</strong> 89 days prior to <strong>the</strong> start of<br />
<strong>the</strong> program are as follows:<br />
Days prior to departure Cancellation fee<br />
60-89 15% total program fees<br />
30-59 40% total program fees<br />
15-29 65% total program fees<br />
Directory<br />
Board of Trustees, January 2004<br />
Officers<br />
Chairman<br />
Robert S. Hanft ’69<br />
Vice Chairman<br />
William F. Streck, M.D.<br />
Treasurer<br />
Robert B. Schla<strong>the</strong>r, Esq.<br />
Secretary<br />
Nancy Cofield Brown<br />
Trustees<br />
Gerard H. Bellesheim, B.S.<br />
Bronxville, NY<br />
Director of Financial Institutions, Salomon Bro<strong>the</strong>rs Inc.<br />
John Bronson ’70, M.L.I.R.<br />
San Francisco, CA<br />
Sr. VP for Human Resources, Williams-Sonoma Inc.<br />
Nancy Cofield Brown<br />
Greenwich, CT<br />
Director, Community Development Program<br />
James J. Elting, M.D.<br />
Oneonta, NY<br />
Orthopaedic Surgeon, Bassett Healthcare<br />
Virginia S. Elwell ’77, M.B.A.<br />
Reston, VA<br />
Senior Development Officer<br />
Smithsonian, National Museum of <strong>the</strong> American Indian<br />
William A. Fike, M.B.A.<br />
Greenwich, CT<br />
Executive Vice <strong>President</strong>, Eagle Capital International LLC<br />
Robert S. Hanft ’69, M.B.A<br />
Ridgewood, NJ<br />
Susan Hughson, B.A.<br />
Oneonta, NY<br />
Henry L. Hulbert, LL.B.<br />
Oneonta, NY<br />
Attorney<br />
Otto Kroeger ’56, M.Div., L.L.D.<br />
Falls Church, VA<br />
Partner, Otto Kroeger Associates<br />
Lawrence J. Lesser, A.A.S.<br />
Northport, NY<br />
Healthcare Communications Insights, LLC
William Lewis, B.A.<br />
Oneonta, NY<br />
David H. Long '83, MSF<br />
Medfield, MA<br />
Chief Operating Officer, Liberty Mutual Insurance Co.<br />
Martha Longbrake, B.S.<br />
Seattle, WA<br />
Allen F. Maulsby, LL.B.<br />
Old Greenwich, CT<br />
Senior Counsel, Cravath, Swaine & Moore<br />
Maria Megnin ’00, B.A.<br />
Holden, MA<br />
Reporter/Editor, The Landmark<br />
Edward K. Mettelman ’76, M.B.A.<br />
Pelham Manor, NY<br />
Robert W. Moyer, L.H.D.<br />
Oneonta, NY<br />
Vice-Chairman, Wilber National Bank<br />
Robert B. Schla<strong>the</strong>r, J.D.<br />
Cooperstown, NY<br />
Senior Partner, Schla<strong>the</strong>r & Birch<br />
Robert E. Spadaccia ’70, B.A.<br />
Yorktown Heights, NY<br />
USI Nor<strong>the</strong>ast Inc.<br />
Edward W. Stack, L.L.D.<br />
Glen Head, NY<br />
The Clark Estates Inc.<br />
William F. Streck, M.D.<br />
Cooperstown, NY<br />
<strong>President</strong> and CEO, Bassett Healthcare<br />
Stephen Waterhouse, M.B.A.<br />
Hanover, NH<br />
Partner, Hanover Partners Ltd.<br />
Douglas B. Willies, B.A.<br />
Oneonta, NY<br />
Brian R. Wright, J.D.<br />
Vestal, NY<br />
Attorney, Hinman, Howard & Kattell<br />
Trustees Emeriti<br />
William C.H. Prentice, Ph.D., Sc.D.<br />
Westport, Massachusetts<br />
Gordon B. Roberts ’47, B.S., D.C.S.<br />
Oneonta, New York
Faculty Emeriti<br />
Daniel S. Allen, professor emeritus of history, B.A., Wesleyan University; M.A.,<br />
Ph.D., University of Pennsylvania.<br />
Edward Ambrose, sociology, B.A., University of Pennsylvania.<br />
Paul Bodurtha, English, B.A., West Virginia Wesleyan <strong>College</strong>; M.A., University<br />
of Arkansas.<br />
David A. Bak, professor emeritus of chemistry, B.A., Augustana <strong>College</strong>; Ph.D.,<br />
Kansas State University.<br />
David Baldwin, professor emeritus of English, A.B., Harvard University; M.A.,<br />
Columbia University; Ph.D., University of Pennsylvania.<br />
Thomas Beattie, English, professor emeritus of English, B.A., Michigan State<br />
University; M.A., University of Pennsylvania; Ph.D., University of Michigan<br />
Carol A. Bocher, professor emeritus of biology, B.S., Chestnut Hill <strong>College</strong>; M.S.,<br />
University of Pennsylvania; Ph.D., Bryn Mawr <strong>College</strong>.<br />
Dale Burrington, professor emeritus of philosophy, A.B., George Washington<br />
University; Ph.D., Johns Hopkins University.<br />
Earl E. Deubler, Jr., distinguished professor emeritus of biology, B.S., Moravian<br />
<strong>College</strong>; Ph.D., Cornell University; Sc.D., <strong>Hartwick</strong> <strong>College</strong>.<br />
David Diener, computer and information sciences and ma<strong>the</strong>matics, B.S., Lehigh<br />
University; M.S., University of Michigan; Ph.D., University of Delaware.<br />
Terrance R. Fitz-Henry, English, B.A., Portland State <strong>College</strong>; M.A., University<br />
of California, Santa Barbara.<br />
Lewis R. Gaty II, professor emeritus of economics, B.A., Swarthmore <strong>College</strong>;<br />
M.A., Stanford University.<br />
Thomas H. Greene, professor emeritus of physical education, B.S., Ithaca <strong>College</strong>;<br />
M.S., SUNY <strong>College</strong> at Oneonta.<br />
C. James Herrick, professor emeritus of psychology, A.B., Franklin and Marshall<br />
<strong>College</strong>; M.A., University of Pennsylvania.<br />
David M. Hutchison, professor emeritus of geology, B.S., Beloit <strong>College</strong>; M.S., University<br />
of Montana; Ph.D., West Virginia University.<br />
Norma Hutman, professor emeritus of comparative literature and Spanish, B.A.,<br />
D’Youville <strong>College</strong>; M.A., Western Reserve University; Ph.D., University of<br />
Pittsburgh.<br />
Wanda R. Jagocki, psychology, B.A., Harpur <strong>College</strong>; M.A., Ph.D., Michigan<br />
State University.<br />
Joseph W. Jordan, professor emeritus of English, B.S., Bowling Green State<br />
University; M.A., Ph.D., Ohio State University.<br />
Sugwon Kang, professor emeritus of political science, B.A., Washburn University; M.A.,<br />
University of Kansas; Ph.D., Columbia University.<br />
John Lindell, political science, B.A., Utica <strong>College</strong> of Syracuse University; M.A.,<br />
Ph.D., New York University.<br />
Norman C. Lyster, computer and information sciences and education, B.A.,<br />
University of Colorado; M.A., University of Nor<strong>the</strong>rn Colorado; Ed.D.,<br />
University of Massachusetts; M.S.C.S.E., University of Evansville.<br />
Robert E. Mansbach, professor emeritus of religion, B.A., Trinity <strong>College</strong>; M.Div.,<br />
Augustana Theological Seminary; S.T.M., Yale University; Ph.D., University of<br />
Iowa.
Douglas Mayer, management, A.B., Kenyon <strong>College</strong>; M.Ed., Ohio University;<br />
Ph.D., The Ohio State University.<br />
J. Robert Miller, professor emeritus of chemistry, B.S., Iowa State <strong>College</strong>; Ph.D.,<br />
Syracuse University.<br />
Lawrence Mirarchi, chemistry, B.S., Brooklyn <strong>College</strong>; Ph.D., Rensselaer<br />
Polytechnic Institute.<br />
Leonard Pudelka, history, B.S., East Stroudsburg State <strong>College</strong>; M.A., Ph.D.,<br />
Syracuse University.<br />
Edna P. Saxton, R.N., nursing, B.S., <strong>Hartwick</strong> <strong>College</strong>; M.S., Russell Sage <strong>College</strong>.<br />
M. Richard Segina, biology, B.S., Allegheny <strong>College</strong>; M.S., West Virginia<br />
University; M.A., Princeton University.<br />
Otto Sonder, sociology, B.A., American University; M.A., Bucknell University;<br />
D.Ed., Pennsylvania State University.<br />
John D. Stuligross, economics, B.S., M.B.A., University of Detroit; Ph.D.,<br />
University of Oklahoma.<br />
Donald R. Vosburgh, professor emeritus of sociology, B.S., Utica <strong>College</strong>; A.M.,<br />
D.S.S., Syracuse University.<br />
Philip S. Wilder, Jr., professor emeritus of political science, B.S., L.H.D., Bowdoin<br />
<strong>College</strong>; M.A., Ph.D., Harvard University.
Active Faculty<br />
Mary Allen, 1997, associate professor of biology; B.A., Lafayette <strong>College</strong>, Ph.D.,<br />
Florida State University.<br />
Connie M. Anderson, 1985, professor of anthropology, B.A., M.A., Ohio State<br />
University; Ph.D., University of California.<br />
David W. Anthony, 1987, professor of anthropology, curator, anthropology<br />
collection, B.A., Princeton University; M.A., Ph.D., University of Pennsylvania.<br />
Jason Antrosio, 2004, Assistant Professor of Anthropology; B.A., Williams <strong>College</strong>,<br />
Ph.D., John Hopkins University.<br />
Elizabeth Ayer, 1992, associate professor of art history, B.A., Bennington <strong>College</strong>;<br />
M.F.A., M.A., Ph.D., Rutgers University.<br />
Richard Benner, 2001, associate professor of chemistry, B.S., SUNY Oswego;<br />
M.S., Washington State University; Ph.D., University of Denver.<br />
Robert R. Bensen, 1978, professor of English, B.A., M.A., Ph.D., University of<br />
Illinois.<br />
Penny Boyer, 1996, associate professor of nursing; A.A.S., Fulton-Montgomery<br />
Community <strong>College</strong>; B.S. SUNY Utica; M.S. Russell Sage <strong>College</strong>.<br />
Ronald M. Brzenk, 1974, professor of ma<strong>the</strong>matics, B.S., St. Peters <strong>College</strong>;<br />
Ph.D., University of Notre Dame.<br />
Rich Brown, 2004, assistant professor of <strong>the</strong>atre arts; B.A., Graceland <strong>College</strong>, M.A.,<br />
Central Missouri State University, Ph.D., University of Oregon.<br />
Nejla Camponeschi, 1994, assistant professor of English and education, B.A.,<br />
SUNY Old Westbury; M.A., SUNY Oneonta.<br />
Susan Carbone, 1997, assistant professor of computer and information science; B.S.,<br />
Queens <strong>College</strong> CUNY, M.S, Nova Sou<strong>the</strong>astern University.<br />
Mark M. Carr, 1993, head football coach, B.S., University of New Hampshire.<br />
KinHo Chan, 2002, assistant professor of psychology; B.A., Houghton <strong>College</strong>;<br />
Ph.D., Purdue University.<br />
Nancy S. Chiang, 1969, catalog librarian and professor, B.A., Tunghai University;<br />
M.S.L.S., SUNY at Albany.<br />
Finn Christensen, 2004, assistant professor of economics; B.A., Bradley University, M.A.,<br />
Ph.D. Candidate, Cornell University.<br />
Min Chung, 2004, assistant professor of ma<strong>the</strong>matics; B.S., Kyunghee University, Ph.D.,<br />
Candidate, Indiana University, Bloomington.<br />
John K. Clemens, 1980, professor of management, B.S., M.S., University of<br />
Illinois.<br />
David Cody, 1992, professor of English, B.A., Tufts University; M.A., Ph.D.,<br />
Brown University.<br />
Lori Collins-Hall, 1994, associate professor of sociology, B.A., SUNY Cortland;<br />
Ph.D., University at Albany, SUNY.<br />
Allen R. Crooker, Jr., 1994, associate professor of biology, B.S., M.S., University<br />
of Maine; Ph.D., Washington State University.<br />
Scott Dalrymple, 2003, assistant professor of management; B.A., SUNY Geneseo; M.A.,<br />
M.B.A., Ph. D. University at Buffalo.<br />
Lisle Dalton, 1999, assistant professor of religious studies; B.A., Yale University; M.A.,<br />
Ph.D., University of California at Santa Barbara.
Lisa Darien, 2001, assistant professor of English, B.A., Queens <strong>College</strong>, CUNY;<br />
Ph.D., University of California at Berkeley.<br />
Mark Davies, 2002, assistant professor of education; B.A., Stockton State <strong>College</strong>;<br />
Ed.M., Ed.D., Rutgers University.<br />
Fiona Dejardin, 1985, professor of art history, B.A., Rutgers University; M.A.,<br />
Ph.D., University of Delaware.<br />
Sharon D. Dettenrieder, 1986, professor of nursing, B.S., <strong>Hartwick</strong> <strong>College</strong>;<br />
M.S.N., University of Pennsylvania.<br />
Neil DeVotta, 2003, assistant professor of political science; B.A., M.A Brigham<br />
Young University; Ph.D., University of Texas at Austin.<br />
Laurel E. Elder, 1999, assistant professor of political science; B.A., Colgate<br />
University; Ph.D., Ohio State University.<br />
Lynn A. Elmore, 1988, associate professor of psychology, B.A., Windham<br />
<strong>College</strong>; M.A., Connecticut <strong>College</strong>; Ph.D., University of Connecticut.<br />
Mark S. Erickson, 1998, associate professor of chemistry; B.A., Hamline<br />
University; Ph.D., Louisiana State University.<br />
Gloria Escobar, 1992, associate professor of art; B.F.A., University of Antioquia,<br />
Colombia, S.A.; M.F.A., Syracuse University.<br />
Peter T. Fauth, 2001, assistant professor of biology, B.S., SUNY, Plattsburgh;<br />
M.S., University of Maryland, <strong>College</strong> Park; Ph.D., Purdue University.<br />
Carlena Cochi Ficano, 1997, associate professor of economics, B.A., Lafayette<br />
<strong>College</strong>; M.A., Ph.D., Cornell University.<br />
Adam Flint, 2000, assistant professor of sociology, B.A., Ph.D. Candidate, SUNY<br />
Binghamton.<br />
Carol Frost, 1981, writer in residence and professor of English, B.A., SUNY<br />
<strong>College</strong> at Oneonta; M.A., Syracuse University.<br />
Wendell W. Frye, 1970, professor of German, B.A., Clark <strong>College</strong>; M.A.,<br />
Middlebury <strong>College</strong>; Ph.D., Indiana University.<br />
Robert C. Gann, 1978, professor of computer and information sciences and<br />
physics, B.S., Case Western; M.S., Rensselaer Polytechnic Institute; M.A., Ph.D.,<br />
Cornell University.<br />
Kenneth Golden, 1983, associate professor of <strong>the</strong>atre arts, B.A., M.F.A., Florida<br />
State University.<br />
Reid Golden, 1986, associate professor of sociology, B.A., Ph.D., SUNY Albany.<br />
Jeffrey A. Goldman, 1971, professor of psychology, B.A., Harpur <strong>College</strong>, SUNY<br />
at Binghamton; M.A., Ph.D., Syracuse University.<br />
David Griffing, 2004, assistant professor of geological and environmental sciences; B.S.,<br />
St. Lawrence University, M.S., University of Idaho, Ph.D., SUNY Binghamton.<br />
Roberta J. Griffith, 1966, professor of art and Arkell Hall Chair, B.F.A.,<br />
Chouinard Art Institute; M.F.A., Sou<strong>the</strong>rn Illinois University.<br />
Richard L. Haan, 1975, professor of history, B.A., M.A., San Diego State<br />
University; Ph.D., University of California (Santa Barbara).<br />
Douglas Hamilton, 1995, associate professor of biology, B.S., St. Lawrence<br />
University; Ph.D., Cornell University.<br />
Dana Harsell, 2004, assistant professor of political science; B.A., M.A., University of<br />
Montana, ABD, Syracuse University.
Charles L. Hartley, 1975, professor of physics, B.S., Portland State <strong>College</strong>;<br />
Ph.D., University of Colorado.<br />
Jeanne-Marie Havener, 1996, associate professor of nursing, B.S.N., Millikin<br />
University; M.S., post-master’s certificate, nurse practitioner, Binghamton<br />
University, Decker School of Nursing; Ph.D., SUNY at Binghamton.<br />
Gary A. Herion, 1991, associate professor of religion, B.A., University of North<br />
Carolina at Chapel Hill; M.A., Ph.D, University of Michigan.<br />
Ronald G. Heyduk, 1980, professor of psychology, B.S., Denison University;<br />
Ph.D., University of Michigan.<br />
F. Roger Hickey 1969, professor of physics, B.S., Siena <strong>College</strong>; M.S., Ph.D.,<br />
Clarkson <strong>College</strong>.<br />
L. Gerald Hunsberger, 1981, professor of ma<strong>the</strong>matics, B.S. Eastern Mennonite<br />
<strong>College</strong>; M.S., Ph.D., Northwestern University.<br />
C.W. Huntington, 1995, associate professor of religious studies, B.A., Michigan<br />
State University; M.A., Ph.D., University of Michigan.<br />
Peggy Jenkins, 1985, associate professor of nursing, B.S., Keuka <strong>College</strong>; M.S.,<br />
Russell Sage <strong>College</strong>.<br />
Eric L. Johnson, 1999, associate professor of geology; B.S., Wilkes University;<br />
M.A., Ph.D., State University of New York at Binghamton.<br />
Sean M. Kelley, 2001, assistant professor of history, B.A., San Francisco State<br />
University; M.A., Ph.D., University of Texas at Austin.<br />
Stephen A. Kolenda, C.P.A., 1983, professor of management, B.S., Villanova<br />
University; M.B.A., University of Connecticut.<br />
Stanley J. Konecky, 1971, professor of philosophy, B.E.E., City <strong>College</strong> of New<br />
York; M.A., New York University; Ph.D., University of Rochester.<br />
Jirka Kratochvíl, 1997, associate professor of music; M.M., D.A., University of<br />
Nor<strong>the</strong>rn Colorado.<br />
Katharine A. Kreisher, 1982, professor of art, B.S., Skidmore <strong>College</strong>; M.A.,<br />
M.F.A., SUNY at Albany.<br />
Mark Kuhlmann, 1997, assistant professor of biology, B.S., Hope <strong>College</strong>, M.S.,<br />
Ph.D., Florida State University.<br />
Cherilyn Lacy, 1998, associate professor of history; B.A., University of<br />
Washington; M.A., Ph.D., University of Chicago.<br />
Thomas Licata, 2000, assistant professor of music; B.M., Ithaca <strong>College</strong>; M.M.<br />
(composition), M.M. (music <strong>the</strong>ory), University of Maryland; M.F.A., Brandeis<br />
University; D.M.A., University of Maryland; Certificate (sonology), The Hague,<br />
The Ne<strong>the</strong>rlands.<br />
Howard Lichtman, 1997, assistant professor of computer and information<br />
sciences; A.O.S., Utica School of Commerce; B.S., SUNY <strong>College</strong> at Oneonta;<br />
M.S., Nova Sou<strong>the</strong>astern University.<br />
William Lister, 2001, assistant professor of education, B.S., M.S., SUNY <strong>College</strong><br />
at Oneonta.<br />
Laurence J. Malone, 1986, professor of economics, B.A., SUNY <strong>College</strong> at<br />
Purchase; M.A., Ph.D., New School for Social Research.<br />
Laura Gray Malloy, 1999, professor of biology, B.A., Harpur <strong>College</strong>, SUNY at<br />
Binghamton; M.A., SUNY at Buffalo; Visiting Student, Physiologisches Institut,<br />
Universität Tübingen, Germany; Ph.D., University of Virginia.
Adrian McFarlane, 1990, professor of philosophy, B.A., Millikin University;<br />
M.Div., Princeton Theological Seminary; M.Phil., Ph.D., Drew University.<br />
Anna Meyer, 1988, coach and lecturer in physical education, B.S., SUNY <strong>College</strong><br />
at Cortland; M.S., James Madison University.<br />
Enrique Morales-Diaz, 2000, assistant professor of Spanish, B.A., SUNY<br />
Brockport, M.A., Ph.D., SUNY Albany.<br />
John C. Moulton, 1978, professor of computer and information sciences, B.Ch.E.,<br />
Clarkson University, M.S., Pennsylvania State University, Ph.D., Binghamton<br />
University.<br />
Walter O. Nagel, 1986, professor of chemistry, B.S., Polytechnic Institute of<br />
Brooklyn; M.S., Ph.D., University of Massachusetts.<br />
Susan Navarette, 1999, associate professor of English, B.S., Brown University;<br />
M..A., Ph.D., University of Michigan.<br />
Meredith Newman, 1996, associate professor of environmental sciences, B.S.,<br />
Sou<strong>the</strong>rn <strong>College</strong> of Seventh Day Adventist; M.S., Ph.D., Clemson University<br />
Lawrence Nienart, 1988, associate professor of physics, B.A., Rutgers University;<br />
Ph.D., SUNY Buffalo.<br />
Mieko Nishida, 1998, associate professor of history, B.A., Hiroshima University;<br />
M.A., University of Tsukuba; M.A., Ph.D., Johns Hopkins University.<br />
Kim Noling, 1989, professor of English, B.A., Yale University; M.A., Ph.D.,<br />
Cornell University.<br />
Ka<strong>the</strong>rine O’Donnell, 1980, Hardy Chair and professor of sociology, B.A.,<br />
Indiana University; M.A., University of Colorado; Ph.D., Indiana University.<br />
Lisa A. Onorato, 1987, professor of psychology, B.A., Gettysburg <strong>College</strong>; M.A.,<br />
Ph.D., New Mexico State University.<br />
Diane Paige, 2000, assistant professor of music, B.M., Colorado State University;<br />
M.A., The University of Iowa; Ph.D., University of California, Santa Barbara.<br />
Cary Peppermint, 2004, assistant professor of art, B.A., University of Georgia, M.F.A.,<br />
Syracuse University.<br />
Cynthia Ploutz, 2002, assistant professor of nursing, A.A.S., Upstate Medical<br />
School of Nursing; B.S., Syracuse University; M.S., SUNY Binghamton.<br />
John Pontius Jr., CPA, 1982, associate professor of accounting, B.S., St. Lawrence<br />
University; M.B.A., Cornell University.<br />
Edy<strong>the</strong> A. Quinn, 1996, associate professor of history, B.S., State University of<br />
New York Regents; M.A., Herbert H. Lehman <strong>College</strong>, City University of New<br />
York; Ph.D., University of Tennessee.<br />
Leesa Rittelmann, 2000, assistant professor of art history, B.S., The Pennsylvania<br />
State University; M.A., Ph.D., The University of Pittsburgh.<br />
Stefanie Rocknak, 2001, assistant professor of philosophy; B.A., Colby <strong>College</strong>;<br />
Ph.D., Boston University.<br />
Esperanza Roncero, 1999; assistant professor of Spanish; B.A., Sou<strong>the</strong>rn<br />
Connecticut State University; M.A., Emory University; Ph.D., Emory University.<br />
Dale Ro<strong>the</strong>nberger, 1985, coach and lecturer in physical education, B.S.,<br />
Westchester State <strong>College</strong>; M.S., Slippery Rock University.<br />
Tina Rotzler, 2000, assistant professor of nursing; B.S., <strong>Hartwick</strong> <strong>College</strong>; M.S.<br />
candidate, SUNY Binghamton.
Alejandro Rutty, 2001, assistant professor of music, M.M., University of New<br />
Mexico; Ph.D., SUNY Buffalo.<br />
Charles Scheim, 1980, professor of ma<strong>the</strong>matics, B.A., Stonehill <strong>College</strong>; Ph.D.,<br />
Brown University.<br />
Margaret Schramm, 1979, professor of English, B.A., <strong>Hartwick</strong> <strong>College</strong>; M.A.,<br />
Ph.D., University of Pennsylvania.<br />
Thomas Sears, CPA, 1978, professor of management, B.S., SUNY at Albany;<br />
M.B.A., Syracuse University.<br />
Karl Seeley, 2002, assistant professor of economics, B.S., M.M., Indiana<br />
University; M.A., Ph.D., University of Washington.<br />
Andrew J. Seligsohn, 2001, assistant professor of political science, B.A., Williams<br />
<strong>College</strong>; Ph.D., University of Minnesota.<br />
Stanley K. Sessions, 1989, professor of biology, B.A., University of Oregon at<br />
Eugene; Ph.D., University of California at Berkeley.<br />
Terry Slade, 1983, sculptor in residence and professor of art, B.F.A., University of<br />
Nebraska-Lincoln; M.F.A., Washington University.<br />
Duncan B. Smith, 1985, associate professor of English and director of <strong>the</strong>atre arts,<br />
B.A., University of California at Riverside; M.A., San Francisco State <strong>College</strong>;<br />
Ph.D., University of California at Berkeley.<br />
Jane Stafford, 2003, assistant professor of psychology; B.S., Fairfield University; M.A.,<br />
Ph.D., SUNY Binghamton.<br />
Gary E. Stevens, 1974, professor of ma<strong>the</strong>matics, B.S., M.A., M.S., Bowling Green<br />
State University; Ph.D., The University of Michigan.<br />
Linda A. Swift, 1985, professor of biology, B.S., M.S., University of Missouri;<br />
Ph.D., University of Kansas.<br />
Daphne J. Thompson, 1992, lecturer, head coach of women’s basketball,<br />
coordinator of intramurals, B.S., M.A., University of Delaware.<br />
Robert C. Titus, 1974, professor of geology, B.S., Rutgers University; M.A.,<br />
Ph.D., Boston University.<br />
Michael Tracy, 1998, assistant coach lecturer in physical education; B.S., Cortland<br />
State University.<br />
Thomas J. Travisano, 1982, professor of English, B.A., Haverford <strong>College</strong>; M.A.,<br />
Ph.D., University of Virginia.<br />
Theresa Turick-Gibson, 1980, professor of nursing, B.S.N., Fairleigh Dickinson<br />
University; M.A., Teachers <strong>College</strong>, Columbia University.<br />
Mireille Vandenheuvel, 1983, associate professor of Spanish and French, M.A.,<br />
L’Université Catholique de Paris; M.A., Bank Street <strong>College</strong> of Education; Ph.D.,<br />
Middlebury <strong>College</strong>.<br />
Mary B. Vanderlaan, 1979, professor of political science, B.A., Calvin <strong>College</strong>;<br />
M.A., Ph.D., Michigan State University.<br />
Peter G. Wallace, 1984, professor of history and Dewar Chair, B.S., The<br />
Pennsylvania State University; M.A., Ph.D., University of Oregon.<br />
Marilyn C. Wesley, 1988, associate professor of English and Babcock Chair, B.A.,<br />
SUNY Oneonta; M.A., Ph.D., Syracuse University.<br />
Mark B. Wolff, 1999, assistant professor of French; B.A., Valparaiso University;<br />
M.A., Ph.D., University of Chicago.
Michael D. Woost, 1994, associate professor of anthropology, B.S., Illinois State<br />
University; M.A., University of Arkansas; Ph.D., University of Texas at Austin.<br />
C. Phillip Young, 1978, professor of art, B.A., Tyler School of Art; M.Div.,<br />
Wesley Theological Seminary; M.F.A., American University.<br />
Susan Young, 1996, associate professor of chemistry, B.S., University of Dayton;<br />
Ph.D., University of Colorado at Boulder.<br />
Katrina A. Zalatan, 1996, associate professor of management, B.S., The<br />
Pennsylvania State University; M.S., Florida State University; M.B.A., University<br />
of Rochester.<br />
Senior Professors<br />
Jerrold Brown, classical languages, B.A., Middlebury <strong>College</strong>; M.A., Ph.D.,<br />
Harvard University.<br />
David D. Jeffres, Spanish, B.A., M.A., University of Colorado.<br />
Eugene D. Milener III, economics, B.S., Hampden-Sydney <strong>College</strong>; M.B.A., Ph.D.,<br />
New York University.<br />
Federico Serra-Lima, Spanish, B.S., Columbia University; M.A., Ph.D., New York<br />
University.<br />
Eric von Brockdorff, library, B.A., Hamilton <strong>College</strong>; M.S.L.S., Columbia<br />
University.<br />
Carolyn E. Wolf, library, B.S., M.L.S., SUNY Albany.<br />
Steven Zvengrowski, music, B.S., SUNY at Potsdam; M.M., Indiana University;<br />
Ph.D., Northwestern University.<br />
Division Chairs<br />
Humanities<br />
Lisa Darien<br />
Physical and Life Sciences<br />
Gary E. Stevens<br />
Social and Behavioral Sciences<br />
Karl Seeley
Enhanced Part-Time Faculty<br />
Janet Bresee, 1978, adjunct instructor in English and <strong>the</strong>atre arts, B.S., James<br />
Millikin University; M.S., University of Wisconsin at Madison.<br />
Priscilla Wightman, 1985, adjunct associate professor of accounting; B.S., St.<br />
Lawrence University; M.S., SUNY Albany.
Resident Artists - Art<br />
Danielle Boudet, drawing, B.A., <strong>Hartwick</strong> <strong>College</strong>; M.F.A., University at Buffalo.<br />
Erik Halvorson, glassblowing, B.S., University of Wisconsin; M.F.A., NYSCC-<br />
Alfred University.<br />
Joseph Mish, letterpress, B.A., <strong>Hartwick</strong> <strong>College</strong>.<br />
Resident Artists - Music<br />
Ben Aldridge, trumpet, M.M., Yale School of Music.<br />
Johana Arnold, voice, M.M., Oberlin Conservatory.<br />
Paul Blake, trombone, B.S., <strong>Hartwick</strong> <strong>College</strong>.<br />
Karlinda Caldicott, harp, B.M., Cleveland Institute of Music.<br />
Julia Clay, French horn, Stetson University; University of Oklahoma; Yale<br />
Summer School at Norfolk; Aspen Music Festival.<br />
John Davey, jazz bass, A.A. Raritan Community <strong>College</strong>.<br />
Cynthia Donaldson, voice, M.M., Indiana University at Bloomington.<br />
Al Gallodoro, saxophone, professional free-lance musician.<br />
Joanne Grigoriev, flute, B.M., University of Toronto.<br />
Jeff Grubbs, percussion, B.M., Boston Conservatory of Music; M.M., New<br />
England Conservatory.<br />
Lorena Guillén, voice, M.M., SUNY Buffalo, B.A., University of New Mexico.<br />
Maureen Haehnel, oboe, B.S., <strong>Hartwick</strong> <strong>College</strong>, M.A., Vermont <strong>College</strong>.<br />
Timothy Horne, piano accompanist, M.S., SUNY <strong>College</strong> at Buffalo.<br />
Robert M. Hunt, jazz piano, B.S., State University <strong>College</strong> at Oneonta.<br />
Dave Irvin, double bass, M.M., SUNY, Binghamton.<br />
Stephen Markuson, voice, D.M.A., Eastman School of Music.<br />
Sandra McKane, piano, M.M., The Juilliard School of Music.<br />
Gregg Norris, brass methods, M.A., SUNY Binghamton.<br />
Ray Paradis, organ.<br />
Kim Paterson, piano accompanist, B.A., SUNY <strong>College</strong> at Purchase.<br />
Rene Prins, oboe, M.S., The Juilliard School of Music.<br />
Mary-Anne Ross, voice, M.S., The Juilliard School of Music.<br />
Charles Schneider, conductor of <strong>the</strong> Catskill Symphony Orchestra, B.M.E.,<br />
Cornell <strong>College</strong>.<br />
Robin Seletsky, clarinet, M.A., SUNY Binghamton.<br />
Julie Signitzer, violin, M.M., Bowling Green State University.<br />
Thomas Slavinsky, clarinet, M.S., Ithaca <strong>College</strong>.<br />
Robert Tousignant, drumset.<br />
Dennis Turechek, guitar, Chadron State <strong>College</strong>.<br />
Julian Wilcox, string methods, M.A., Teachers <strong>College</strong>, Columbia University.
Clinical Associates in Medical Technology<br />
Rochester General Hospital School of Medical Technology<br />
Nancy C. Mitchell, M.S., MT (ASCP)<br />
Program Director<br />
Theodor Mayer, M.D., Ph.D., Chairman<br />
Walter O. Nagel, B.S., M.S., Ph.D.<br />
Campus Coordinator of Medical Technology Program<br />
Adjunct Clinical Instructional Staff in Nursing<br />
Administrative Associates in Nursing:<br />
Karen Clement-O’Brien, M.S., RN<br />
Director, Education and Development<br />
Albany Medical Center Hospital<br />
Diane Cusworth, RN, B.S.N., M.S.<br />
Director of Patient Services<br />
Otsego County Public Health Nursing Service<br />
Elizabeth Hilson, RN, B.S.N.<br />
Director of Women’s Wellness Center and Director of Education<br />
A.O. Fox Memorial Hospital<br />
Connie A. Jastremski, M.S., M.B.A., RN, ANP-CS, CNAA, FCCM<br />
Vice <strong>President</strong> for Nursing and Patient Care Services<br />
Bassett Healthcare<br />
Laurie Neander, RN, M.S.<br />
Executive Director<br />
At Home Care Inc.<br />
Robbin Scobie, RN, M.S.<br />
Vice <strong>President</strong>, Nursing<br />
A.O. Fox Memorial Hospital<br />
Clinical Associates in Nursing<br />
M. Patricia Brown, RN, C.N.M., M.S.<br />
Certified Nurse Midwife<br />
Bassett Healthcare<br />
Susan Cattafo-Heiland, RN, C.N.M., M.S.<br />
Certified Nurse Midwife<br />
Bassett Healthcare<br />
Martha Harvey, CNM, MSN, RN<br />
Certified Nurse Midwife<br />
Bassett Healthcare<br />
Candace Jeffres, RN, M.S.<br />
Clinical Nurse Specialist-Critical Care<br />
Enterostomal Therapist<br />
Bassett Healthcare<br />
Ellen Spencer, RN, M.S.<br />
Nurse Manager, Psychiatry<br />
Bassett Healthcare
Martha Twitchell, RN, M.S.<br />
Nurse Manager, Intensive Care Unit<br />
Bassett Healthcare<br />
Clinical Preceptors in Nursing<br />
Jean Cramer, RN<br />
Nurse Manager<br />
Maternal-Child Health<br />
Bassett Healthcare<br />
Pat Crispell, RN, B.S.<br />
Supervising Nurse<br />
Otsego County Health Department<br />
Jill Fellows, RN, B.S.<br />
Coordinator, Childbirth Education<br />
Bassett Healthcare<br />
Timothy Gibson, RN, B.S.<br />
Operating Room Nurse<br />
A.O. Fox Memorial Hospital<br />
Margaret Kiss, B.S., RN<br />
Nurse Manager<br />
Acute Care Surgery<br />
Bassett Healthcare<br />
Rosemary Markert, RN, B.S.N.<br />
Nurse Manager, Dialysis<br />
Bassett Healthcare<br />
Lola Rathbone, RN, C.H.P.N., B.S.<br />
Clinical Director<br />
Catskill Area Hospital<br />
Susan Smith, RN, A.A.S.<br />
Diabetic Nurse Specialist<br />
Bassett Healthcare
<strong>President</strong> and Cabinet<br />
Richard P. Miller, Jr., 2003 president, B.A., Middlebury <strong>College</strong>.<br />
John Anderson, 2004, vice president for academic affairs, B.S., Physics, SUNY<br />
Brockport, M.A., Physics, SUNY Geneseo, Ph.D., Education, Cornell University.<br />
Ellen F. Falduto, 1993, vice president and chief information officer, B.A.,<br />
Fairleigh Dickinson University; M.S., Rensselaer Polytechnic Institute; M.B.A.,<br />
Ed.D., Seton Hall University.<br />
Gregory H. Krikorian, 1996, vice president for student life, B.A., Niagara <strong>College</strong>;<br />
M.A., Bowling Green State.<br />
Patricia Maben, 1993, director of admissions, B.S.E., University of Pennsylvania.<br />
Larry Malone, 1986, professor of economics, B.A., SUNY <strong>College</strong> at Purchase;<br />
M.A., Ph.D., New School for Social Research.<br />
Toivo Tammerk, 1999, vice president for institutional advancement, B.S.,<br />
Rutgers University.<br />
William Wood, 2004, vice president for finance and chief financial officer, B.S.,<br />
Pennsylvania State University; M.B.A., Simon School at University of Rochester.
Officers and Administrators Emeriti<br />
Donald Brown, dean of students emeritus, B.S., <strong>Hartwick</strong> <strong>College</strong>; M.S., SUNY Albany.<br />
Miller A.F. Ritchie, president emeritus, A.B., Roanoke <strong>College</strong>; A.M., <strong>College</strong> of William<br />
and Mary.<br />
Philip S. Wilder Jr., president emeritus, B.S., L.H.D., Bowdoin <strong>College</strong>; M.A., Ph.D.,<br />
Harvard University.
Administration<br />
Marie-Loree Allen, 2003, associate director of human resources, B.S., Robert Morris<br />
University; M.A., St. Francis Graduate School of Industrial Relations.<br />
Melissa W. Allen, 2000, associate director of financial aid, B.A., <strong>College</strong> of William and<br />
Mary.<br />
Martina S. Anderson, 2003, director of media relations, B.A., Williams <strong>College</strong>; M.A.,<br />
Ph.D., University of Minnesota.<br />
Donna Avery, 1977, executive assistant to vice president for academic affairs.<br />
Tammy Babcock, 1994, assistant director of off-campus programs, A.A.S., SUNY<br />
Morrisville.<br />
Jane E. Bachman, 1998, office manager, Humanities in Management Institute, B.A.,<br />
University of New Hampshire.<br />
David J. Bachner, 1994, dean of global studies and director of S.L. Center of<br />
Interdependence, B.A., Bates <strong>College</strong>; Ph.D., Case Western Reserve University.<br />
David K. Bagley, 1997, director of residential life & housing, B.A., Bowling Green State<br />
University; M.A., SUNY Oneonta.<br />
Regina G. Baker, 1993, director of student accounts, B.A., <strong>Hartwick</strong> <strong>College</strong>.<br />
Kathleen Beach, 1984, director of publications, <strong>Hartwick</strong> <strong>College</strong>.<br />
Rhudolph Bembry, 2003, junior accountant/analyst, B.S., SUNY Oneonta.<br />
Kathleen A. Bentley, 1999, interim registrar, B.A., <strong>Hartwick</strong> <strong>College</strong>.<br />
William W. Beyer, 1997, director of technology services & chief technology officer, B.S.,<br />
New Jersey Institute of Technology.<br />
William Bjorness, 1999, head men’s lacrosse coach, B.S., Rochester Institute of<br />
Technology.<br />
Peter Blue, 1987, resident manager, Pine Lake Environmental Center, SUNY <strong>College</strong> at<br />
Oneonta.<br />
Janet Bresee, 1978, adjunct instructor in dance/adjunct instructor in physical education,<br />
B.S., James Millikin University; M.S., University of Wisconsin.<br />
Zachary D. Brown, 2001, resident director of student life, B.A., Nazareth <strong>College</strong> of<br />
Rochester.<br />
Edward R. Brozman, 1994, executive director of development and alumni relations, B.A.,<br />
SUNY <strong>College</strong> at Oswego.<br />
Deborah L. Bruce, 2000, technical services librarian, B.A., Marlboro <strong>College</strong>; M.L.S.,<br />
Clarion University of Pennsylvania.<br />
Stephanie Pointer Brunetta, 1994, Web services manager, B.S., Colby-Sawyer <strong>College</strong>;<br />
M.S., Adelphi University.<br />
Rene Cabrera, 2002, senior associate director of admissions, B.S., SUNY at Oneonta,<br />
M.S., Marywood University.<br />
Karen Cady, 2003, staff nurse, A.S.N., SUNY Delhi.<br />
Ann Carman, 1994, coordinator of research and records, A.A.S., SUNY Delhi.<br />
Mark Carr, 1993, head coach of football & lecturer in phys. ed, B.S., University of New<br />
Hampshire.<br />
Darlene Z. Carrington, 2000, office manager, financial aid and affordability programs.<br />
Nadine Carvin, 1988, associate director for international programs, S.L. Center for<br />
Interdependence, <strong>Hartwick</strong> <strong>College</strong>.<br />
Lina M. Cesnavicius, 1999, director of technology services center, Syracuse University,<br />
Queens <strong>College</strong>.
Nancy S. Chiang, 1969, head of technical services and professor, B.A., Tunghai<br />
University; M.S.L.S., SUNY at Albany.<br />
Michael J. Chilson, 2000, director of sports information, B.A., St. John Fisher <strong>College</strong>.<br />
Frederic E. Chrislip, 1990, senior programmer/analyst, B.M., Northwestern University.<br />
Robert A. Clark, 1999, executive director of communications, B.A., Fairleigh Dickinson<br />
University, M.A.; Pennsylvania State University.<br />
Karyl Clemens, 1972, director of planned and major gifts, B.A., Kirkland <strong>College</strong><br />
Davis Conley, 1988, director computer and networking systems and lecturer in computer<br />
and information science, B.S., Iowa State University; M.S., Johns Hopkins University.<br />
Paul Culpo, 2003, head men’s basketball coach, B.A., Saint Michael’s <strong>College</strong>, M.A.,<br />
University of Massachusetts.<br />
Karen Dailey, 1992, circulation manager, B.S., SUNY Oneonta.<br />
Kevin Davis, 2003, men’s & women’s cross country/track & field intern, B.A., <strong>Hartwick</strong><br />
<strong>College</strong>.<br />
Cynthia K. Decker, 1996, technical assistant in chemistry, B.S., Trinity <strong>College</strong>.<br />
Fiona Dejardin, 1985, professor of art and interim director of The Yager Museum, B.A.,<br />
Rutgers University; M.A., Ph.D., University of Delaware.<br />
William Dorritie, 1989, director of security and safety, B.A., Iona <strong>College</strong>.<br />
Jessica Duclos, 2003, Resident Director of Student Life, B.A., <strong>Hartwick</strong> <strong>College</strong>.<br />
Marilyn A. Dunn, 1997, <strong>College</strong> librarian and director of information resources, B.A.,<br />
Manhattanville <strong>College</strong>; M.L.S., Simmons <strong>College</strong>; M.A., University of Massachusetts.<br />
Wendy Elliott, 1999, administrative assistant, office of communications.<br />
Michelle Empie, 2000, executive assistant to <strong>the</strong> president, B.S., SUNY Oneonta.<br />
Michael Ermer, 2000, men’s lacrosse intern, B.A., Benison University.<br />
Jedene I. Fein, 2000, office manager, admissions.<br />
Rebecca Fell, 2003, museum preparator, B.A., <strong>Hartwick</strong> <strong>College</strong>.<br />
Mentor Ferataj, 2003, finance and budget analyst/junior accountant, B.A., <strong>Hartwick</strong><br />
<strong>College</strong>.<br />
Pamela Ferrara, 2004, assistant director of technology services, A.A.S, Mohawk Valley<br />
Community <strong>College</strong>; A.A.S., Utica School of Commerce.<br />
Kelly Filipkowski, 2003, women’s lacrosse intern, B.A., Oswego State University; M.S.,<br />
Florida State University.<br />
Ka<strong>the</strong>rine Fitz-Henry, 2003, assistant director of student accounts, B.A., Earlham <strong>College</strong>.<br />
Shannon M. Forbes, 1996, director of Career Services, B.A., SUNY Geneseo; M.Ed.,<br />
SUNY Oneonta.<br />
Lea T. Foster, 2001, collections manager, B.A., University of Vermont; M.A., George<br />
Washington University.<br />
Carolyn France, 1982, technical services librarian, B.A., Wagner <strong>College</strong>; M.L.S., SUNY<br />
Albany.<br />
Helen Frankl, 1976, part-time nurse, Oneonta Practical School of Nursing.<br />
Gladys T. Freeland, 1982, coordinator of operations, Career Services Center, Grace<br />
Institute.<br />
Susan D. Woodworth, 1995, Protestant chaplain, B.A., Middlebury <strong>College</strong>.<br />
Colmin Gajadar, 1988, systems manager.<br />
Karin Gann, 1986, senior programmer/analyst, B.S., <strong>Hartwick</strong> <strong>College</strong>.<br />
Suzanne Gaynor, 1999, training coordinator, B.S., SUNY <strong>College</strong> of Environmental and<br />
Science Forestry.
Ann-Lis Glenn, 2000, associate director of admissions, B.A., William Smith <strong>College</strong>;<br />
M.A., Smith <strong>College</strong>.<br />
Jacqueline D. Gregory, 1999, associate director of admissions, B.A., B.S., Salisbury State<br />
University.<br />
Gerri Haan, 1994, administrative assistant to <strong>the</strong> vice president for student life, B.A., San<br />
Diego State University.<br />
Michael Haehnel, 1995, database and systems analyst and affirmative action officer, B.A.,<br />
Brigham Young University.<br />
Erik Halvorson, 1998, resident artist in art – hot glass/technical assistant in art –<br />
ceramics, B.S., University of Wisconsin, M.F.A., Alfred University.<br />
Su Halvorson, 2001, Elm Street Inn Manager.<br />
Tammy Hammon-Card, 2000, assistant director of counseling services, B.A., SUNY<br />
Utica-Rome; M.S., SUNY Oneonta.<br />
Stacey Hart, 2002, field hockey intern, B.A., <strong>Hartwick</strong> <strong>College</strong>.<br />
Timothy Hatcher, 1985, director of student activities, A.A.S., SUNY <strong>College</strong> at<br />
Farmingdale; B.S., SUNY <strong>College</strong> at Geneseo; M.S.Ed., Alfred University.<br />
Nancy Heiss, 2003, student support specialist, B.S.; M.S., Binghamton University.<br />
David Heyduk, 2002, library acquisitions manager, B.S., <strong>Hartwick</strong> <strong>College</strong>.<br />
Deb B. Hilts, 1978, director of institutional information systems, B.S., <strong>Hartwick</strong> <strong>College</strong>.<br />
Lynnette Hitchcock, 1989, director of telecommunications and document management<br />
services, A.O.S., Central City Business Institute.<br />
Lynn Hobeck, 2003, career counselor/resident director, B.S., James Madison University;<br />
M.E., Vanderbilt University.<br />
Heidi L. Hofbauer-Buzzy, 2001, athletic trainer, B.S., Springfield <strong>College</strong>.<br />
Alan Huckins, 2003, head women’s water polo coach, B.S., Slippery Rock University.<br />
L. Gerald Hunsberger, 1981, registrar, B.S. Eastern Mennonite <strong>College</strong>; M.S., Ph.D.,<br />
Northwestern University.<br />
Robert Hunt, 1989, technical assistant for biology & chemistry, A.A.S., SUNY Delhi;<br />
B.S., SUNY Oneonta.<br />
Karen Ingles, 1998, associate director of affordability/financial aid, B.A., <strong>Hartwick</strong><br />
<strong>College</strong>.<br />
Patty Jacobsen, 2000, learning support specialist, B.S., SUNY Oneonta; M.S., SUNY<br />
Albany.<br />
Suzanne L. Janitz, 1996, human resources coordinator, A.O.S., Utica School of<br />
Commerce, <strong>Hartwick</strong> <strong>College</strong>.<br />
Donna Johnson, 2001, associate director of admission/ALANA recruiter, B.S., SUNY<br />
Oneonta.<br />
Jessica Joy, 2001, assistant men’s and women’s swimming and diving intern/part-time,<br />
assistant women’s soccer coach, B.A., <strong>Hartwick</strong> <strong>College</strong>.<br />
Jungeun Kim, 2001, director of <strong>the</strong> <strong>Hartwick</strong> <strong>College</strong> Summer Music Festival and<br />
Institute, B.M., M.M., The Juilliard School.<br />
Douglas Kimbler, 2003, interim part-time head baseball coach, B.S., <strong>College</strong> of Saint<br />
Rose.<br />
Patricia Knapp, 1976, administrative assistant for <strong>the</strong> nursing department.<br />
Ca<strong>the</strong>rine C. Knight, 2000, head women’s lacrosse coach, B.S., New England <strong>College</strong>.<br />
Elaine Kollisch, 2003, coordinator of student teaching and service learning.
Douglas D. Konu, 1993, athletic trainer/lecturer in physical education, A.A., Wenatchee<br />
Valley Community <strong>College</strong>; B.S., Washington State University; M.Ed., Springfield<br />
<strong>College</strong>.<br />
Kevin Korondi, 2004, part-time interim assistant men’s soccer coach, B.S., <strong>College</strong> of New<br />
Jersey.<br />
Mary Krikorian, 1999, internship administrator, B.A., SUNY at Oswego; M.A., Bowling<br />
Green State University.<br />
Joan Lambiaso, 1987, assistant dean for student success/director of Academic Center for<br />
Excellence, B.S., M.S., SUNY <strong>College</strong> at Oneonta.<br />
Louise Lansing, 1982, head volleyball coach/instructor in physical education, B.S. SUNY<br />
Oneonta.<br />
Nancy D. Lehtonen, C.P.A., 1994, director of financial management services/controller,<br />
B.S., SUNY Albany.<br />
Sally A. Leonard, 1989, staff nurse, Rochester School of Practical Nursing.<br />
Ryan W. Lovell, 2002, area coordinator/Greek life, B.S., Westchester University of<br />
Pennsylvania; M.A., Bowling Green State University.<br />
Patricia L. Maben, 1993, director of admission, B.S., University of Pennsylvania.<br />
Duncan Macdonald, 2003, director of alumni relations, B.A., <strong>Hartwick</strong> <strong>College</strong>.<br />
Nancy Martin-Ma<strong>the</strong>wson, 1999, Yager Museum business manager, B.S., Sou<strong>the</strong>rn<br />
Connecticut State University.<br />
Dawn Marullo, 2003, annual fund coordinator, B.A., Elmira <strong>College</strong>.<br />
Harry Bradshaw Mat<strong>the</strong>ws, 1993, associate dean and director of U.S. pluralism programs,<br />
B.A., SUNY Oneonta; M.A., Nor<strong>the</strong>rn Michigan University.<br />
Todd McGuinness, 2002, men’s varsity basketball intern, P.E., Bethany <strong>College</strong>.<br />
Ian McIntyre, 2003, head men’s soccer coach, B.A., <strong>Hartwick</strong> <strong>College</strong>; M.B.A., Fairfield<br />
University.<br />
James Z. McKenna, 2000, director of Pine Lake, B.S., Cornell University; M.A., Goddard<br />
<strong>College</strong>.<br />
Anna Meyer, 1988, field hockey coach, B.S., SUNY Cortland; M.S., James Madison<br />
University.<br />
Ellen P. Miller, 1985, executive director of human resources, B.A.; M.Ed., St. Lawrence<br />
University.<br />
Joel Morain, 2003, technical director/lighting technician, B.A., Graceland <strong>College</strong>.<br />
Elizabeth Morley, RN, 1970, director of Perrella Wellness Center, Columbia Memorial<br />
Hospital School of Nursing.<br />
Rene Mule, 1998, technical assistant for <strong>the</strong> department of physics.<br />
Stacey Nelson, 2003, technology-in-learning resource coordinator, A.A.S., SUNY Delhi;<br />
B.S., <strong>Hartwick</strong> <strong>College</strong>.<br />
Susan Nesbitt, chaplaincy services, B.A., Ursinus <strong>College</strong>, M.E., SUNY Oneonta; Saint<br />
Bernard’s Graduate School of Theology.<br />
Marilyn E. Nienart, C.P.M., 1982, purchasing manager, A.A.S., Onondaga Community<br />
<strong>College</strong>; B.A., <strong>Hartwick</strong> <strong>College</strong>.<br />
Bonnie Nobiling, 1990, manager, center for learning and teaching with technology, B.S.,<br />
<strong>Hartwick</strong> <strong>College</strong>.<br />
Emanuel Pelligra, 2003, assistant director of admissions, B.S., SUNY Oneonta.<br />
Andrea J. Pontius, 1993, head men’s and women’s tennis coach, B.A., St. Lawrence<br />
University.
Elizabeth Powell, 1969, acting director of athletics, B.A., <strong>Hartwick</strong> <strong>College</strong>.<br />
Karen Powell, 2002, assistant women’s basketball coach, B.S., Sou<strong>the</strong>rn Illinois University.<br />
Piram Prakasam, 2002, informational research associate/assistant professor of chemistry,<br />
M.S., University of Madras; Ph.D, Temple University.<br />
Tyrel Pyle-Smith, 2003, part-time assistant football coach, B.A., <strong>Hartwick</strong> <strong>College</strong>.<br />
Kristin M. Reuter, 1993, cataloger’s assistant, Broome Community <strong>College</strong>; B.S., Lock<br />
Haven University.<br />
Peter Rieseler, 2000, research and instructional services librarian, M.A., University of<br />
Cologne, FR Germany; M.L.S., SUNY Albany.<br />
Gary A. Robinson, 1994, director of counseling services, B.S.W., University of Pittsburgh;<br />
M.S., Ed.S., SUNY Albany.<br />
Sarah Root, 1984, director of challenge education, B.S., Oregon State University; M.S.,<br />
University of Maryland.<br />
Dale Ro<strong>the</strong>nberger, 1985, physical education lecturer/director aquatics/water polo<br />
advisor and coach, B.S., Westchester University; M.S., Slippery Rock University.<br />
Marcia Saggese, 1987, assistant to <strong>the</strong> registrar/database manager.<br />
Lara L. Sanford, 2000, associate director of alumni relations, B.S., Rochester Institute of<br />
Technology.<br />
Jessica Santos, 2003, area coordinator, B.A., SUNY Cortland.<br />
Judith Schnell, 1974, part-time assistant bookstore manager/textbook department<br />
manager, B.S., SUNY Oneonta.<br />
Lynda Selover, 1992, coordinator of recruitment in nursing and RN mobility program<br />
director, B.S. University of Florida.<br />
Elisabeth S. Smith-Price, 1999, head equestrian coach, B.S., University of Massachusetts.<br />
Walter G. Smith, 1997, technology services specialist, B.A., SUNY Oneonta.<br />
Daniel Spencer, 1997, part-time assistant to <strong>the</strong> director of <strong>the</strong> <strong>Hartwick</strong> <strong>College</strong> Summer<br />
Music Festival and Institute, B.S., <strong>Hartwick</strong> <strong>College</strong>.<br />
Susan Toth Stevens, 1978, head of research and instructional services, B.S., Ohio<br />
University; M.L.S., University of Michigan.<br />
Jennifer Stewart, 1997, graphic designer.<br />
Julia Suarez, 1984, writing center coordinator/assistant professor of English, B.A.,<br />
<strong>Hartwick</strong> <strong>College</strong>; M.A., SUNY Oneonta.<br />
Naruemon Supachewa, 2002, media services librarian, B.A., Chulalongkorn University;<br />
M.S., University of Tennessee.<br />
Connie Tammerk, 2001, executive assistant to <strong>the</strong> president, B.A., Douglass <strong>College</strong>,<br />
Rutgers University.<br />
Carla Tenace, 2003, assistant to <strong>the</strong> dean.<br />
Jonathan E. Thayil, 2003, head women’s soccer coach, B.A., Bethany <strong>College</strong>.<br />
Daphne Thompson, 1992, women’s basketball coach/lecturer in physical education<br />
/associate athletic trainer, B.S., M.A., University of Delaware.<br />
Megan J. Thomson, 2002, assistant women’s water polo coach, B.A., <strong>Hartwick</strong> <strong>College</strong>.<br />
Michael Tracy, 1991, assistant football coach and lecturer in physical education.<br />
Christine Utter, 1971, director of payroll, SUNY <strong>College</strong> at Delhi.<br />
Mark VanLaeys, 2003, physician’s assistant, B.S., Juniata <strong>College</strong>; B.S., University of<br />
Alabama.<br />
Shelley Wallace, 1994, college archivist, records manager & curator of rare books, B.A.,<br />
M.S., University at Oregon.
Judith A. Walsh, 1980, director of risk management & compliance/assistant to <strong>the</strong> vice<br />
president/chief information & planning officer, B.A.; M.A., SUNY Oneonta.<br />
Linda A. Wells, 1987, financial aid counselor.<br />
Francis Werdan, 2003, director of <strong>the</strong> college stores, B.S., SUNY Oneonta.<br />
John Willis, 1975, senior technologies specialist, B.A., Amherst <strong>College</strong>; M.A., University<br />
of South Dakota.<br />
Dorothy L. Zeh, 1995, part-time nurse, Fox Hospital School of Practical Nursing.
Medical Services<br />
Amy Grace, M.D., B.S., University of Virginia; M.D., Upstate Medical Center.<br />
Alumni Association<br />
Number of alumni: 14,375<br />
Officers:<br />
<strong>President</strong>: Alison Cox Woods ’84<br />
East Lyme, CT<br />
Vice <strong>President</strong>: A. Bruce Anderson ’63<br />
Coral Springs, FL<br />
Past <strong>President</strong>: Diane Pfriender Hettinger ’77<br />
Mendham, NJ<br />
Director of Alumni Relations:<br />
Duncan Macdonald ’79<br />
<strong>Hartwick</strong> alumni admissions representatives are located throughout <strong>the</strong> United<br />
States. The MetroLink program is active in Boston, Albany, New Jersey, NYC,<br />
DC, and Binghamton. Alumni may access an electronic newsletter at<br />
THE_WICK@HARTWICK.EDU. The Wick magazine is published quarterly<br />
and mailed <strong>from</strong> Oneonta.